
LTSE Learning Design Blended Learning RHS Index Blended Learning Showcase Showcase 2 - Dr David Holmes
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In this video, JCU lecturer in Engineering, Dr David Holmes from the College of Science and Engineering talks about his strategies to support students’ knowledge and skill development, including:
- Consideration of student demographics
- Breaking down and managing subject content to ensure conceptual knowledge and supporting different ways of learning; providing different hands-on learning experiences
- Using real-life examples, and
- Promoting self-assessment
David's practice demonstrates the following JCU Standards for Blended and Online Subject Design:
Standard 1: Curriculum and learning materials are aligned, available and engaging
Threshold:
- Ensure subject design includes guidance for learners to work with content in meaningful ways
- Ensure content is made available or ‘chunked’ in manageable segments (i.e. weekly topics/modules)
Key first year indicators:
- Provide explicit guidance on how to use learning resources within LearnJCU (site map, location of assessment, learning activities, collaboration tools)
Standard 2: Assessment tasks are aligned, available and engaging, including formative assessment
Threshold:
- Ensure clear alignment of assessment tasks to learning outcomes and make this alignment explicit for students
- Use a variety of assessment types that ensure academic integrity according to JCU Learning, Teaching and Assessment Policy core principle 5
- Provide assessment for learning opportunities in all subjects including the use of diagnostic tools, peer assessment, multiple attempt quizzes, etc.
Standard 3: Students are provided with opportunities to interact with peers
Threshold:
- Ensure face-to-face teaching provides opportunities for students to collaborate and develop a sense of belonging through active learning and group activities
Standard 4: Students are provided with opportunities to interact with staff
Threshold:
- Provide explicit guidance about the purpose and nature of various face-to-face learning experiences
Key first year indicators:
- Utilise Learning Analytics to proactively identify students in need of support to enable resources to be provided as appropriate
Standard 6: Students are supported in their use of educational technology
Threshold:
- Recognise disparities in students’ access to internet services
Standard 7: Students are supported in their understanding of career choice
Threshold:
- Embed strategies to support students to develop a professional identity
Standard 8: Students are directed to support services
Key first year indicators:
- Actively engage with key transition support services and provide links to information/services