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Learning Enhancement and Innovation (LEI) leads coordinated services, projects and initiatives for the University of Adelaide’s face-to-face, blended and fully online learning opportunities.
We can help you with best practice advice and consultation for building, developing and enhancing University courses and programs.
Remote learning resources
We have compiled a collection of resources to assist:
- Course coordinators and teaching staff to modify courses for temporary remote delivery
- Students in learning effectively whilst studying remotely
Learning and teaching insights
There are a number of tools available for teaching staff to assist in understanding student learning behaviours and inform improvements to learning design, methods of teaching, and student communication.
Blog: The Learning Cog
Echo360 videos for assignment submissions
Integrating video assignments into learning can increase students’ engagement. It introduces a new type of assessment that enhances students’ creativity and digital capabilities. Videos also help turning assignments into reflective practice, improving the way students think when transforming the knowledge into audio-visual materials.
Read more about Echo360 videos for assignment submissionsEffective Communication and Enhanced Student Engagement
Teachers’ communication strategies in online and blended environments are a significant determinant of students’ performance and learning outcomes.
Read more about Effective Communication and Enhanced Student EngagementSafe System for Road Managers and Engineers: our course development journey
In our Learning Designer and Course Builder roles within Learning Enhancement and Innovation (LEI) we recently approached the challenge of designing and developing an online short course (OSC) for road engineers and managers. This course aims to increase their ability to determine what road design is and is not well- aligned with the Safe System philosophy.
Read more about our course development journeyMixed Cohort Learning
Technology is now very much a part of the teaching and learning landscape, but most would agree that it should not be the driving force in designing a sequence of learning. Pedagogy always comes first, and indeed, often we aspire to use technology in a way where it becomes invisible in enhancing the learning environment. But what about mixed cohort learning? Surely the technology is driving this a lot more than the pedagogy?
Read more about Mixed Cohort Learning24 May
Connection between curriculum & assessment design and academic integrity
Quite often university courses are comprised of lectures and tutorials. To determine if course learning outcomes have been achieved, assessment may include quizzes, a mid-semester test and a final exam. The number of quizzes and tasks weighting may vary but what stays the same is the fact that all course assessments are summative - they count toward the final grade and are supposed to provide academics with an overview of a student’s overall learning/ achievements. In this blog we will explore why sometimes, despite our best intentions, such an assessment design can lead to a number of academic integrity issues. 28 Apr
Extending Canvas/H5P to support adaptive learning in large programming courses
Following a successful application for a Learning Enhancement and Innovation (LEI) Grant in 2020, Dr Cheryl Pope, School of Computer Science, shares the new Parsons Puzzles H5P learning activity built collaboratively with students as partners. 28 Apr
Supporting Peer and Group Learning with FeedbackFruits
Collaboration is a highly desirable graduate attribute, and peer and group learning are both effective means to achieve it. 25 Mar
Group Learning in a Remote Teaching and Learning Setting
Previously in the Learning Cog blog we’ve looked at benefits that students derive from working together in groups. An investigation into group work in MyUni and final grades in semester 1, 2019 found that students who were active group members achieved an average course mark that was over 3% higher than their peers who either weren’t group members or weren’t active within those groups. Furthermore, those extra few percent resulted in a higher grade in a third of cases. 09 Feb
Why is it Important to Publish Courses On Time?
To scaffold student performance and improve their experience in courses, course coordinators are asked to take an intentional, thoughtful approach to instructional design, development, and on time publishing in MyUni. This will provide the students with the early opportunity to learn about course syllabus, course materials, learning outcomes, learning activities, and more importantly, engage more effectively with their instructors and peers. 22 Jan
Creating Student Groups Using Demographic, Enrolment and Educational Data
It’s well documented that students derive great benefits from working in groups. From increased individual achievement to enhanced communication and professional development skills, students with experience of Group Learning are likely to find themselves better equipped for whatever path they choose after graduation.