1. Course Director’s Strategy Day
April 2017
Good practice in online learning:
interacting effectively with students
Liz Johnson, PVC Teaching & Learning

2. Good practice in online learning
Each course of study is designed to enable achievement of expected learning outcomes regardless of a student’s place of study or the mode of delivery
(Higher Education Standards 3.1.4)
Online students will have equivalent opportunities to learn as do located students.
Online students will have a premium learning experience.
Teaching teams will be aware of requirements for interactivity.
Deakin courses and units will be compliant with the Higher Education Standards.

3. NMC is consensus from gloabl
Equivalent opportunities to learn…
Equivalent…
but not the same?
Flexible, accessible but still supported
Design for learning relationships
Interactions*:
- with content
- with peers
- with teachers
NMC is consensus from gloabl
*Moore, M. (1989). "Editorial: Three types of interaction." American Journal of Distance Education 3(2): 1-7.

4. Cloud-first learning design: Stone, 2017
Know who the students are
Develop, implement and regularly review institution-wide quality standards for delivery of online education
Intervene early to address student expectations, build skills and engagement
Explicitly value and support the vital role of ‘teacher-presence’
Design for online
Engage and support through content and delivery
Build collaboration across campus to offer holistic, integrated and embedded student support
Contact and communicate throughout the student journey
Use learning analytics to target and personalize student interventions
Invest in online education to ensure access and opportunity
Explicitly value and support the vital role of ‘teacher-presence’
personal introductions 
Active discussion boards  
timely and detailed feedback 
inclusive and relevant learning activities and assessments 
peer interaction  
Design for online
Inclusive and accessible
engaging content (eg short videos)
communication and collaboration tools
synchronous AND asynchronous activities
multiple formats for info 
self-paced learning
range of assessments 
Units are our teaching units because we use them to (1) mark progression through a degree and (2) to structure learning on different topics
It is possible to structure learning differently – for example the M Professional Practice offers digital credentials to students to demonstrate achievement of intended learning outcomes.

5. Cloud-first learning design
Minimum standards for unit sites and course sites ↓
Standards for online learning and teaching
Learning Design and feedback
Learning design, pedagogy and evaluation of technology enhanced learning
Learning Experiences/resources/tools
Ensuring students have active, authentic and media-rich resources and access to appropriate supports and resources available from the site.
Communication/Collaboration
Ensuring that a Cloud student has the same opportunity to readily communicate with his or her teacher and peers
Assessment and Compliance
Equivalency of assessment, copyright and academic integrity.
Units are our teaching units because we use them to (1) mark progression through a degree and (2) to structure learning on different topics
It is possible to structure learning differently – for example the M Professional Practice offers digital credentials to students to demonstrate achievement of intended learning outcomes. ↓
Consistent learning experience across units in a course

6. Real examples… Associate Professor Lynn Riddell and Dr Julie Woods
Faculty of Health
What strategies do you use to interact with online students?
How do you create consistency across a course?
Where are the opportunities and challenges?
Associate Professor Lynn Riddell, Associate Dean Teaching and Learning, Health Dr Julie Woods, Course Director, Grad Cert and Master of Human Nutrition, Grad Cert of Public Health and Nutrition, Master of Nutrition and Population Health

7. Activity 1: Shared standards
Think
Which of the draft standards will be most challenging for your course team? Why?
Discuss a challenge
At your table, identify the 2-3 biggest challenges in the draft standards?
Find a solution or a new idea
At your table, discuss what would help to tackle the challenge?
New standards - how would we improve further?
Associate Professor Lynn Riddell, Associate Dean Teaching and Learning, Health Dr Julie Woods, Course Director, Grad Cert and Master of Human Nutrition, Grad Cert of Public Health and Nutrition, Master of Nutrition and Population Health

8. More projects in-flight…questions?
Course Leaders Guide
Cloud Deakin Tools: Blogging tool, updating Echo
Academic Integrity Policies and Procedures
Supporting sessional staff
Curriculum Lifecycle Management:
online learning design, evidence, approval, review
Others….
Associate Professor Lynn Riddell, Associate Dean Teaching and Learning, Health Dr Julie Woods, Course Director, Grad Cert and Master of Human Nutrition, Grad Cert of Public Health and Nutrition, Master of Nutrition and Population Health

9. Activity 2: Challenges and opportunities
Think
What does online learning look like to a Cloud student in your course?
How do you find out?
What is the biggest barrier for you to improve the learning experience for a Cloud student in your course?
Discuss a challenge
Find someone here that you don’t know well.
Explain your online learning barrier to them.
Find a solution or a new idea
Invite your partner to suggest a solution, a new idea or an action you can take to start tackling the problem.
Associate Professor Lynn Riddell, Associate Dean Teaching and Learning, Health Dr Julie Woods, Course Director, Grad Cert and Master of Human Nutrition, Grad Cert of Public Health and Nutrition, Master of Nutrition and Population Health