Teaching@JCU Support
We have various supports that can help with your course, subject, and digital media design and development. Further resources are available on the Educator Exchange SharePoint.
Technical Support
Need help with LearnJCU? Learning Environments can assist with:
- Any issues in LearnJCU
- Merging subject sites
- Creating organisation sites
- Setting up practice or development sites
Book a 1-on-1 support session for personalised assistance with your LearnJCU subject site.
Design Support
Academic Development Team Services
The Academic Development Team at JCU is dedicated to enhancing the quality of teaching and learning across the university. We offer a range of services designed to support educators in their professional growth and to improve the overall learning experience for students. Our key services include:
- Course Design and Academic Practice: We support individuals and course teams in designing authentic learning experiences and assessments, including curriculum mapping and alignment for online, blended, and on-site learning.
- Professional Development and Resources: We offer workshops, seminars, and consultations to help educators stay current with contemporary and evidence-based teaching practices.
- Learning and Teaching Awards & Recognition: We coordinate awards and recognition programs to celebrate the achievements and innovations of our educators.
- Guidance on Institutional Learning and Teaching Priorities: We guide the university's learning and teaching strategies to align with institutional goals and support continuous improvement.
For more information or to get in touch with our team, please contact us directly via email, acaddevdesign@jcu.edu.au.
Our Educational Designers (EDs) are learning experience experts. We champion evidence-based teaching practice, foster innovation and support transformative enhancements in digital learning and teaching. We partner with Colleges and educators to create engaging and inclusive subjects for blended and flexible learning environments, facilitating constructive conversations as a critical friend to enhance learning and teaching.
How We Can Support You
Subject and Learning Design
- Accessibility and Inclusive Design: Design accessible and inclusive learning environments using Universal Design for Learning (UDL) principles.
- Blended and Online Subject Design: Develop engaging online and blended learning experiences from concept to delivery, including learning outcomes and assessments.
- Subject Review and Refresh : Enhance existing subjects based on feedback, data, and good practice, exploring opportunities for innovation.
- Assessment Design and Review: Review and design subject/course assessment, creating authentic assessment with clear rubrics for marking and feedback, and supporting strategies for working with Gen AI.
- Curriculum Mapping and Alignment: Align subject content with course learning outcomes and accreditation requirements.
- Quality Assurance of Courses: Supporting Colleges in meeting quality standards and assurance of learning
Technology Enhanced Learning and Innovation
- Educational Technology Research and Evaluation: Conduct research and evaluation of contemporary digital learning tools and technologies to inform decision-making.
- Strategic Uplift Projects: Partner with educators to co-design transformative enhancements in digital learning and teaching
- Conduct Subject Health Checks: Provide constructive feedback on pedagogical approaches, assessment strategies, and the use of digital learning technologies for face-to-face, blended, and online environments.
- Learning analytics: Collaborate with educators to use data-driven insights for improved learning, teaching, and student experience.
Professional Learning and Development
- Facilitate Professional learning: Facilitate opportunities such as workshops, webinars and special interest groups to enhance subject design, development, and delivery.
- Individual consultations: Provide one-on-one support and offer constructive feedback on practice as a critical friend.
Need help developing digital learning objects (DLOs)? The Digital Media Team can assist with:
- Filming educational content, interviews, and presentations
- Captioning and accessibility enhancements
- Recording on-site practical demonstrations
- Creating explainer videos and virtual tours
- Developing interactive SCORM packages
Resources
Induction workshops for new teaching staff introduce JCU's virtual learning environment. The workshops promote our focus on quality in teaching and a positive student learning experience.
Workshops are available online throughout the year, for more information please visit the Professional Development page.
JCU's sessional teaching staff make a significant contribution to the learning experience of our students. CEE offers staff resources and sessional staff awards.
LearnJCU is the centre of the JCU's virtual learning environment (VLE), which comprises both the Learning Management System (LMS) and several interoperable and integrated system tools (such as Panopto, Collaborate, H5P, Padlet, PebblePad, Hypothesis, etc.).
Resources have been collated to reflect the six key functions within LearnJCU to assist you in locating the support you need.
Subject Outlines detail the subject description and learning outcomes, consultation and contact details, graduate attributes, learning resources, how performance in the subject will be assessed, and other general rules. The timely provision of a Subject Outline to students, the regular revision of the Subject Outline, and the monitoring of teaching and assessment against the Subject Outline are viewed as key teaching quality assurance measures.
Subject Outlines are required for all undergraduate and postgraduate coursework subjects.
The Subject Outline Template represent the minimum requirements for all JCU Subject Outlines. The 2024 version is available below.
Visit the Subject Outlines webpage.
When developing a subject outline, please also refer to the assessment methods webpage.
On-Campus
Attendance in regularly scheduled learning activities on-campus for the subject
| CSDB Sub-category and Timetable Activity Type Properties: Fixed, non-editable and aligns with space requirements | L&T Approach (dominant) |
|---|---|
| On-campus Lecture | Presentation format with some opportunities for questions and few interactive activities. Typically, 1-2 hours duration. |
| On-campus Seminar | Combination of lecture and interactive activities Typically, 1-2 hours duration (also termed lectorial) |
| On-campus Specialised | As per specialist requirements. Includes:
|
| On-campus Test | Examinations conditions. |
| On-campus tutorial | Small/er group learning sessions that are discussion based and designed to assist students to explore and understand subject material. Typically, 30% instructional, 70% interactive/collaboration and 1-2 hours duration. |
| On-campus Workshop | Small/er group learning sessions that are predominantly 'hands-on', with group activities designed to develop a skill or apply concepts from the lecture/seminar. Typically, 10% instructional, 90% application/collaboration and 1-2 hours duration. |
| Placement | Learning activities comprising placement/fieldwork that require attendance at an on-campus or external site under the professional supervision of the unit or organisation. |
| Fieldwork | Learning activities comprising placement/fieldwork that require attendance at an on-campus or external site under the professional supervision of the unit or organisation. |
| Professional experience | Learning activities comprising placement/fieldwork that require attendance at an on-campus or external site under the professional supervision of the unit or organisation. |
| Simulation/Virtual Environments | Learning activities comprising placement/fieldwork that require attendance at an on-campus or external site under the professional supervision of the unit or organisation. |
| Clinical placement | Learning activities comprising placement/fieldwork that require attendance at an on-campus or external site under the professional supervision of the unit or organisation. |
Online
Attendance in scheduled online learning activities. No on-campus attendance required.
| SDB Sub-category and Timetable Activity Type Properties: Fixed, non-editable and aligns with space requirements | L&T Approach (dominant) |
|---|---|
| Online seminar | Combination of lecture and interactive activity. Typically 1-2 hours duration (also termed lectorial). Delivered via Collaborate. |
| Online tutorial | Small/er group learning sessions that are discussion based and designed to assist students to explore and understand subject material. Typically, 30% instructional, 70% interactive/collaboration, 1-2 hours duration. Delivered via Collaborate. |
| Online workshop | Small/er group learning sessions that are predominantly 'hands-on', with group activities designed to develop a skill or apply concepts from the lecture/seminar. Typically, 10% instructional, 90% application/collaboration, 1-2 hours duration. Delivered via Collaborate. |
| Online activity (self-paced) | Not schedule. Asynchronous learning activities, for example, discussion boards, video viewing, formative quizzes. Encourages students to independently identify learning goals and resources, fostering autonomy and lifelong learning skills. Delivered via LearnJCU. |
| Placement | Learning activities equivalent to placement/fieldwork activities delivered via LearnJCU under the professional supervision of the unit or organisation. |
| Fieldwork | Learning activities equivalent to placement/fieldwork activities delivered via LearnJCU under the professional supervision of the unit or organisation. |
| Professional experience | Learning activities equivalent to placement/fieldwork activities delivered via LearnJCU under the professional supervision of the unit or organisation. |
| Simulation/Virtual Environments | Learning activities equivalent to placement/fieldwork activities delivered via LearnJCU under the professional supervision of the unit or organisation. |
| Clinical placement | Learning activities equivalent to placement/fieldwork activities delivered via LearnJCU under the professional supervision of the unit or organisation. |
Multi-modal
Attendance in combined scheduled on-campus and scheduled online learning activities is expected
| SDB Sub-category and Timetable Activity Type Properties: Fixed, non-editable and aligns with space requirements | L&T Approach (dominant) |
|---|---|
| On-campus Lecture | On-campus - Presentation format with some opportunities for questions and few interactive activities. Typically 1-2 hours duration |
| On-campus Seminar | Combination of lecture and interactive activities. Typically 1-2 hours duration. (also termed lectorial) |
| On-campus Specialised | As per specialist requirements. Includes:
|
| On-campus Test | Examination conditions. |
| On-campus Tutorial | Small/er group learning sessions that are discussion based and designed to assist students to explore and understand subject material. Typically 30% instructional, 70% interactive/collaboration, 1-2 hours duration |
| On-campus Workshop | Small/er group learning sessions that are predominantly 'hands-on. with group activities designed to develop a skill or apply concepts from the lecture/seminar. Typically 10% instructional, 90% application/collaboration, 1-2 hours duration. |
| Online Seminar | Combination of lecture and interactive activity. Typically 1-2 hours duration (also termed lectorial). Delivered via Collaborate. |
| Online Tutorial | Small/er group learning sessions that are discussion based and designed to assist students to explore and understand subject material. Typically 30% instructional, 70% interactive/collaboration, 1-2 hours duration. Delivered via Collaborate. |
| Online Workshop | Small/er group learning sessions that are predominantly 'hands-on, with group activities designed to develop a skill or apply concepts from the lecture/seminar. Typically 10% instructional, 90% application/collaboration, 1-2 hours duration. Delivered by Collaborate. |
| Flex Seminar | On-campus and online (Student choice). Combination of lecture and interactive activities. Typically 1-2 hours duration (also termed lectorial). |
| Flex Test | On-campus and online (Student choice). Examination conditions. |
| Flex Tutorial | On-campus and online (Student choice). Small/er group learning sessions that are discussion based and designed to assist students to explore and understand material. Typically 30% instructional, 70% interactive/collaboration, 1-2 hours duration. |
| Flex Workshop | On-campus and online (Student choice). Small/er group learning sessions that are predominantly 'hands-on', with group activities designed to develop a skill or apply concepts from the lecture/seminar. Typically 10% instructional, 90% application/collaboration, 1-2 hours duration. |
WIL
Attendance at, and participation in, scheduled learning activities (practice or project), under supervision
| CSDB Sub-category and Timetable Activity Type Properties: Fixed, non-editable and aligns with space requirements | L&T Approach (dominant) |
|---|---|
| Placement | Subjects studied via placement/fieldwork under the professional supervision of the unit or organisation. |
| Fieldwork | Subjects studied via placement/fieldwork under the professional supervision of the unit or organisation. |
| Professional experience | Subjects studied via placement/fieldwork under the professional supervision of the unit or organisation. |
| Simulation/Virtual Environments | Subjects studied via placement/fieldwork under the professional supervision of the unit or organisation. |
| Clinical placement | Subjects studied via placement/fieldwork under the professional supervision of the unit or organisation. |
Courses and subjects are designed to have an appropriate volume of learning. The volume of learning includes all teaching, learning and assessment activities that are required to be undertaken by a typical student to achieve the learning outcomes.
Assessment@JCU incorporates a variety of assessment methods that assure academic integrity, and equitable assessment activities which respond to diverse student backgrounds which includes ways to develop the knowledge and skills required for employment and further study is directly related to the course of study and any professional accreditation requirements.
The online assessment webpage has educational technology tips, support and information.
The assessment methods webpage contains assessment methods, guidelines and requirements for feedback to students. In the online environment feedback can also be automatically provided by using quizzes (an online test).
Assessment submission procedures are set out on a subject-by-subject basis in the Subject Outline.
JCU uses a variety of student activity data to improve the student experience. Learning analytics data enable you to monitor engagement and are a valuable part of the review cycle. Visit the Learning Data@JCU webpages to find more information.
Also, visit our Activity Data page.
If you require access to student data/statistics from COGNOS, please email: statistics@jcu.edu.au
English is an additional language or dialect for many JCU students.
- Resources to assist with designing WIL experiences;
- Support for WIL research and scholarship;
- Links to risk and student well-being issues to consider before, and during placements
- Information for industry/host supervisors.
Resources: WIL for Staff
The Student Placements and Projects website has information to help your students to prepare for a placement, project, or field trip.
Local Global Learning is a project that engages diverse learners with 'glocal' citizenship through service learning or field placement experiences in local or international intercultural environments.
SoLT is the scholarly inquiry into student learning which advances the practice of teaching.
SoLT encompasses aspects of professional development or faculty development, such as how teachers can not only improve their expertise in their fields but also develop their pedagogical expertise. It also encompasses the study and implementation of more modern teaching methods, such as active learning, cooperative learning, problem-based learning, and others.
For further information contact: Academic Design and Development (ADD) acaddevdesign@jcu.edu.au
Contemporary learning spaces encourage active and collaborative learning experiences. These spaces need to be flexible to allow teachers and students to adapt to a range of learning approaches.
JCU's Education Central and The Science Place (both located in Townsville) are award-winning collaborative learning spaces. The city centre campuses in Cairns and Townsville, our libraries, and many other JCU spaces use technology-enabled active learning (TEAL). These active learning spaces and community/social learning areas encourage peer-to-peer learning and extended learning beyond the traditional classroom environment.
Helpful links:
JCU recommends that academic teaching staff embed high-quality and relevant career development, employability, and entrepreneurship activities in coursework curricula to develop and assure graduate employability outcomes.