Learning Resources and Educational Support Procedure

Intent

This Procedure outlines James Cook University’s (JCU; the University) approach to provision of learning resources and educational support to be offered to students whilst undertaking courses and programs at JCU.

This Procedure addresses Higher Education Standards Framework (HESF) standard 3.3: Learning Resources and Educational Support.

Scope

This Procedure applies to staff of JCU involved in the provision of learning resources and educational support services to students, regardless of campus location and whether delivered in physical or virtual environments, and directly associated with learning and teaching activities.

This Procedure does not apply to:

• Higher Degrees by Research
• provision of University facilities and/or infrastructure;
• provision of resources and support associated with dedicated research activities;
• retention of subject materials, student coursework, or assessment samples that are managed in compliance with the Records Management Policy for accreditation, audit, or review purposes;
• personal data contained or embedded in a LearnJCU subject, personal video recordings created with Panopto;
• commercially contracted media content (including Publisher e-texts and learning resources);
• media content where JCU does not own the copyright (such as digital media provided by the Library under fair dealing provisions); or
• JCU corporate media content.

Definitions

Except as otherwise specified in this procedure, the meaning of terms used are as per the Learning Resources and Educational Support Policy or the Policy Glossary.

Procedure

1. Learning Resources – Physical

1.1 All courses and units will be designed to optimise delivery through experiential learning, utilising the unique resources of our tropical campuses and communities. Curriculum approval will be aligned with learning resource requirements recommended by the discipline experts, accreditation bodies and stakeholder advisors and the expected cohort size.

1.2 Specialist learning and teaching spaces including laboratories, workshops, simulation environments, studios, testing sites, other training or preparatory venues, and large specialised equipment or hardware must be included in course proposals along with anticipated timing needed for learning activities to be undertaken. Where practical, major investment will be prioritised to accommodate scalable programs that can share resources.

1.3 Learning resources, including library materials, software and other smaller specialised equipment or hardware resources, which may require periodic upgrades must be specified in course proposals or curriculum amendments and details communicated with relevant areas. Annual course performance reports and/or subject quality reviews must update the Academy when learning resources are approaching expiration or no longer meet current requirements. Curriculum self-accreditation or professional accreditation must be contingent upon learning resources being available and fit-for-purpose. Course Coordinators are responsible for assuring learning resources meet expectations and provide adequate time to plan to replace redundant assets.

2. Learning Resources – Digital

2.1 Digital communication will be the primary method of information interface between the University and students. JCU uses a learning management system (LMS) to store, distribute and manage learning and teaching materials; referred to as LearnJCU.  Essential subject announcements including assessment information and where appropriate to subject modes, staff-student and peer-peer interactions will be undertaken through the LearnJCU subject site.

2.2 JCU supports flexibility to facilitate student success, through:

a. use of technology to extend access to learning experiences for students with caring, employment and community commitments; and

b. a range of teaching staff-student consultation and feedback opportunities.

2.3 JCU will provide training for students to take responsibility for their own digital literacy development. Students will regularly engage with digital media, recordings and interactive activities to support their learning.

2.4 In the era of Gen AI and other technological developments, students will develop an understanding of the digital self and maintain their online digital safety, security and reputation through engaging ethically in learning activities, including maintaining data privacy and confidentiality and satisfying academic integrity requirements.

3. LearnJCU Data Management

3.1 Learning and teaching content management will be undertaken through sharing subject outlines within the University's learning management system. The Institutional LearnJCU Subject Site Template is designed to provide students with a consistent navigational structure and signposted to enhance the discovery of key contacts, documents, support resources and engagement with subject content.

3.2 Key elements of this template adhere to a naming convention with consistent placement and order, which is designed to enhance data discovery for Learning Analytics, enabling accurate reporting of key documents and student activity data.

3.3 The LearnJCU subject site merge process enables educators to use a single LearnJCU subject site to teach multiple cohorts of students and manage student data in one place.

4. Institutional LearnJCU Subject Information

4.1 The provision of subject information for each study period availability for each subject is a mandated responsibility for all Subject Coordinators. Fully completed subject information will be accessible by students in LearnJCU Subject Sites five University working days before the study period commencement date. Where a Subject has been approved to begin teaching earlier than the prescribed study period commencement date, the Subject Information must be uploaded five University working days before teaching commences and is considered published at this time

4.2 Subject Coordinators must perform an annual revision of the subject information (all components) and must monitor teaching and assessment against the subject information as key teaching quality assurance measures.

4.3 The Institutional LearnJCU Subject Information Template is applied by default to all academic subject sites.

4.4 The Institutional LearnJCU Subject Information Template contains mandatory institutional content that must not be altered or removed.

4.5 The Institutional LearnJCU Subject Template will be reviewed and updated annually and will allow for the addition of College-specific content for all subjects owned by a College.

4.6 The Subject Information components must include:

• Subject Outline uploaded to ‘About this Subject’ folder:
  • Subject code and title in full
  • The credit points attributable to the subject
  • Name of the Subject Coordinator/s, Division and College
  • Year and study period of offer, campus and mode of offer
  • Subject description, as reflected in the CMS
  • Learning Activities and total typical student workload
  • Subject and course learning outcomes to be developed in the subject
  • Assessment Profile
  • Requirements for successful completion of the subject
  • Link to relevant policy and procedures
• General Information and Subject Calendar uploaded to the ‘About this Subject’ folder including:
  • Class timetable
  • Learning and teaching activities/expectations
  • Subject resources and special requirements
  • Subject calendar
  • Response to previous student feedback
• Who do I contact
• Assessment Overview uploaded to the ‘Assessments’ folder including for each assessment item:
  • Title that aligns with the approved assessment method and description in the CSDB/CMS
  • Aligned subject learning outcomes
  • Aligned professional standards/competencies
  • Weighting and due date
  • Individual or Group
  • Word or time limit
  • Requirements for successful completion of this assessment item
  • Generative AI use

4.7 Additional content is not permitted to be added to the Subject Outline, however Colleges can include additional relevant items in the LearnJCU subject site

4.8 Subject Information components may be incorporated into a more detailed study guide, however mandated sections that are contained in the Subject Information must be identified clearly within the study guide.

4.9 Instances where it may be appropriate to integrate the Subject Information into a detailed study guide include (but are not limited to):

• Honours programs
• Chained subjects

4.10 The Manager, Teaching Support Services will ensure Subject Outline is archived once published in LearnJCU Subject Sites.

4.11 The Subject Coordinators will ensure:

• General information and Subject Calendar, and Assessments Overview are archived once published in LearnJCU Subject Sites.
• The Subject Information accurately reflects the description of the subject contained in the Coursework Subjects DataBase Curriculum Management System (CMS).
• The General Information and Subject Calendar is updated to reflect any changes made to the subject in response to Student Evaluation of Subjects and Teaching (YourJCU Subject and YourJCU Teaching Surveys) feedback and other data provided by a previous cohort and included in the General Information and Subject Calendar template.

4.12 Students are responsible for:

• Reading Subject Information (all components) and making sure they are familiar with all subject requirements.
• Complying with subject requirements as published in the Subject Information (all components) and any additional assessment information or any JCU College or course specific information.

4.13 Amendments to Subject Information

• After publication in LearnJCU Subject Sites, the Subject Information is final and cannot be modified unless there are exceptional circumstances which require an amendment. Amendments under these circumstances require the approval of the relevant College Dean. The Subject Coordinator must ensure that notice of the amendment is provided to and agreed by all students affected by the amendment. A LearnJCU Subject Site announcement must occur following the amendment(s) to ensure consistency in communication to students.
• Any substantial variation to the structure and flow of the Subject Information following the approval by the College Curriculum Management Committee (all components) before publication, must be authorised by the relevant College Dean.

5. LearnJCU Subject Site Merges

5.1 Subject site merge requests may be initiated by the Subject Coordinator using the Request to Merge Subject Sites form (via Staff Online).

5.2 Subject site merge requests must be initiated before content is added to any of the LearnJCU subject sites to be included in the merge, as existing content is not retained in the merge process.

5.3 Merging subject sites creates a parent site with a name reflecting the combined child sites, and will be available to all educators, support staff and students enrolled in the constituent child sites.

5.4 The parent site is provisioned with the institutional LearnJCU Subject Site Template.

5.5 Subject site merges are final and cannot be reversed once completed.

6. Data management for LearnJCU Subject Sites

6.1 Resources, including the arrangement of guest lecturers and materials used in course, subject or unit delivery, will remain available in LearnJCU for three years after completion of the subject. Exceptions to this time frame will be confirmed annually.

6.2 The LearnJCU subject site is accessible to staff who were associated with the subject and to students who were previously enrolled in the subject and who still have a current enrolment at the University.

6.3 LearnJCU subject sites that are more than three years old are bulk archived and stored in the University’s secure cloud storage facility.

6.4 Archives of LearnJCU Subject Sites include subject data but not linked content that is stored on external platforms, such as Panopto, PebblePad, Pressbooks, Padlet, H5P, and Readings.

6.5 A Subject Coordinator or Lecturer may submit a request through ServiceNow to restore an archived LearnJCU Subject Site along with reasons supporting the request.

6.6 A restored LearnJCU Subject Site may not function as expected due to changes in the learning management system or externally stored content which is outside the University's control.

6.7 Requestors are provided access to a restored subject site for 30 days and will be notified of the access period.

7. Scheduled lecture recordings

7.1 Scheduled lecture recordings are stored and available on-demand for 12 months.

7.2 Stored recordings may be accessed by students who have completed subjects containing the recordings, and by staff with a teaching role in the subject.

7.3 Stored recordings which are at least 12 months old from their creation date are automatically archived and become unavailable for on-demand viewing.

7.4 Recordings that are at least two years old (from their creation date) and have been archived for 12 months are deleted.

7.5 The creator of an archived recording is automatically notified of the deletion schedule and may restore an archived recording through a self-service procedure described in KB0001978 Panopto: How to restore an archived recording.

8. Virtual classroom recordings

8.1 Virtual classroom recordings are stored and available on-demand for two years.

8.2 Virtual classroom recordings may be accessed by students who are enrolled or have completed subjects containing the recordings, and by staff with a teaching role in the subject.

8.3 Virtual classroom recordings that are at least two years old (from their creation date) will be deleted.

9. Educational Student Support

9.1 The University provides appropriate, inclusive, and accessible support services to students to promote a positive and successful education experience. The support services available are communicated directly to students and staff and are also easily accessible through the JCU website (see Support for Students Policy).

9.2 Students are offered a variety of resources, teaching methods and flexible approaches to learning in recognition of their varied learning needs and acknowledging the diversity of their cultural and linguistic backgrounds.

9.3 All students, including those with a disability or a medical condition, are required to attain course learning outcomes and meet the stated Inherent Requirements of a course.

9.4 Students with a disability or a medical condition have access to support services in accordance with the Student Disability Policy.

9.5 Students, regardless of their location or mode of study, have access to an orientation experience that provides opportunities for successful transition into courses of study, including:

• forming connections with fellow students and educators; and
• information on available support and services and opportunities to engage in University life.

9.6 Students receive consistent access to virtual learning environments and learning resources, library collections and services, creative works, notes, laboratory/clinical/practical facilities, studio sessions, simulations, and software that are:

• specified or recommended for a course of study;
• directly related to course and subject learning outcomes; and
• accessible, current and relevant to career development.

9.7 Students will need to familiarise themselves with digital technologies to fulfil the University’s expectations for engagement with virtual learning environments, including online learning and teaching. Additionally, students are supported to gain skills and confidence in using digital tools through:

• orientation and training in University-wide and discipline-specific virtual environments;
• LearnJCU training and support;
• Learning Centre resources;
• Library self-help resources; and
• IT Help Desk for institutionally supported software and applications.

9.8 Students receive explicit learning and teaching information which uses commonly accepted terminology and language appropriate to the discipline. The information includes recommendations about how students can meet academic expectations and take responsibility for their own academic progress including:

• before each study period, accessing course and subject learning outcomes, in accordance with the Course and Subject Handbook; and
• at the commencement of, and throughout each study period, receiving clear instructions from their teaching staff to access learning activities and assessment items in LearnJCU, as detailed in clause 4 (Institutional LearnJCU Subject Information).

9.9 Students’ transition into graduate employment is developed in courses, subjects and extra-curricular activities which include explicit, staged development of transferable skills, professional requirements, and career development strategies. This is enacted through authentic course design and contextualised course learning outcomes. Both academic and professional and technical staff will provide support for students preparing to undertake placements and other non-campus-based activities.

• Students access careers resources that have a skills-focus and are aligned to current employer/professional needs.
• JCU provides students with opportunities to take part in informal learning through networking, collegial and team building activities, and participation in communities, including online communities.

9.10 Face-to-face and online teaching environments have up-to-date and relevant equipment and resources that enhance a range of different teaching approaches.

• Teaching staff are provided with ongoing training in the use of the LMS, educational technologies and library resources;
• Environments include teacher-led, collaborative, simulated, and student-directed learning spaces;
• Physical learning environments, including examination spaces, must be fit-for-purpose. This includes consideration of:
  • the amount of space and how rooms are arranged;
  • internal and external noise-levels, including acoustics; and
  • correct laboratory equipment, space, and safety checks.

9.11 Learning and teaching environments are student-centred.

• A variety of high-quality learning and teaching practices are used to create engaging and interactive face-to-face and online learning environments that support transition and the development of learning communities for all students. Staff are supported to design, create, embed, manage and evaluate sustainable, ethical and innovative learning and teaching practices to meet and redefine current and future needs through ongoing professional development.
• Digital technologies are utilised by staff to provide innovative and interactive learning experiences. Staff are supported to design, create, embed, manage and evaluate sustainable, ethical and innovative digital solutions to meet and redefine current and future needs through ongoing professional development.
• Professional, industry, clinical and work-integrated learning practices and experiences are incorporated into teaching practice and the curriculum.
• Institutional systems, policies, procedures, and data are used to inform, create and monitor student-centred face-to-face and online learning environments across a variety of attendance modes.

9.12 The effectiveness of learning technologies and physical learning environments are reviewed annually by the College or discipline in collaboration with the Dean, Education Design, Quality and Standards, College Associate Deans, Learning and Teaching, and the Estate Directorate as follows:

• Current research and best practice are applied in reviewing learning technologies and making recommendations for change;
• Multiple sources of data are used to monitor students’ digital engagement to improve technology-enhanced learning approaches;
• Reviews consider the current and future needs of students and systems; and
• Annual reports on learning resources and educational support are prepared by the Education Design and Learning and Teaching Development units and summarised for the Education and Curriculum Committees.

Related policy instruments

Learning Resources and Education Support Policy

Student Disability Policy

Support for Students Policy

Inherent Requirements

Schedules/Appendices

Nil

Administration

NOTE:  Printed copies of this procedure are uncontrolled, and currency can only be assured at the time of printing.

Approval Details

Revision History