Teaching in the online environment
At the University of Adelaide, learning in the online environment is designed to be active, student-centred, and to foster a sense of community.
These resources offer both evidence-based principles and practical guidance for designing and delivering effective learning experiences in the online environment, whether the delivery is fully online or blended with on-campus learning. They will be constantly updated as needed.
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Pedagogical principles and high impact approaches
Looking for ways to design effective online lectures? This journal article outlines the evidence and theories behind five techniques for the creation of effective instructional videos: dynamic drawing; gaze guidance; generative activity; perspective; and subtitles. It also warns against the use of seductive details that do not contribute to learning.
The mission of the OLC is to create community and knowledge around quality online, blended, and digital learning while driving innovation and you create your own account and affiliate it with the University of Adelaide institutional membership. In April 2020 the OLC recently held an event designed to address the challenges of teaching during the pandemic. You can access the nearly 50 OLC Ideate recorded sessions covering topics such as building inclusive learning environments, radical openness, caring for students, and humanizing online learning. Access a full list of the sessions and descriptions.
Assessment design and communication
This guide provides principles and practical advice to support the maintenance of quality and rigour in the transition to online assessment. It has a particular focus on academic integrity and security as two concerns raised in the current context.
When creating online open-book exams we need to design questions that will both enable demonstration of learning and high standards of academic integrity and ensure students are well prepared.
Advice from the Melbourne University Centre for the Study of Higher education on ways to ensure assessment design will provide valid and reliable evidence of students’ achievement of learning outcomes.
Providing feedback for learning
Building rapport and community in the online environment
Maintaining staff and student wellbeing
The eSafety Commissioner has created two resources for academic and teaching staff which provide core tools for identifying, preventing and responding to online abuse of students. They also provide advice on how academics can protect themselves online.
The department of Multidisciplinary Engineering Education at the University of Sheffield have developed a playbook of tactics for when practicals need to be taught without access to the laboratories on campus.
A review of the literature that identifies evidence-based approaches to instructional design and facilitation for fostering critical thinking in asynchronous online discussions (summary table in conclusion).
Using an evidence-based online engagement framework, this webinar hosted by the UK’s Association for Learning Technology (ALT) with presenters from USQ, provides practical strategies for enabling engagement.
After accessing the above resources to investigate approaches to enriching learning which are evidence-based and appropriate for your context, you can find further guidance on the University of Adelaide supported technologies through the services provided by Learning Enhancement and Innovation or by accessing the MyUni Learning Centre.
Would you like to develop further skills in designing learning in the online environment? The courses and resources in this curated list provide a wide choice of learning experiences, both for those at novice and advanced levels.
If you have any suggestions or requests for further support resources please contact Teaching Excellence.