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Cadmus is an assessment for learning platform, founded at the University of Melbourne and used by over 50% of the Go8, including the University of Adelaide. Cadmus supports academics with challenges such as high teacher workload, academic integrity, student experience, and student success.
Managing course complexity via MyUni
Cadmus is an online assessment for learning platform used at the University of Adelaide which facilitates the end-to-end assessment workflow for teachers and students. Cadmus can be used for written formative and summative tasks as well as assessments, timed exams, and exam alternatives.
As we continue our transition out of the Emergency Remote Teaching mode that has defined Higher Education over the past few years, we look for ways to maintain quality while creating sustainability for the long term. In the Learning, Enhancement and Innovation design and development team supporting PACE (Professional and Continuing Education), we work with subject matter experts on a daily basis, assisting them to produce high-quality videos that are sustainable over many iterations of micro-credentials and short courses.
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.
Teachers’ communication strategies in online and blended environments are a significant determinant of students’ performance and learning outcomes.
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.
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?
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.
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.