Creating Effective Websites for University Teaching

Creating Effective Websites fr University Teaching An educatinal framewrk Kerri-Lee Harris and Debrah Jnes

This guide was develped fr the University f Melburne by Dr Kerri-Lee Harris f the Centre fr the Study f Higher Educatin and Debrah Jnes f Learning Envirnments, Infrmatin Services. The LMS Framewrk and assciated principles were adpted by the Academic Bard in September 2007. Permissin is granted fr cpying, distributin and use by ther institutins, with apprpriate acknwledgement. Available in electrnic frm frm http://www.cshe.unimelb.edu.au/ Further queries regarding permissins and availability: Centre fr the Study f Higher Educatin The University f Melburne http://www.cshe.unimelb.edu.au The particular terminlgy used t describe academic prgrams differs between universities. Fr the purpses f this dcument, the fllwing definitins are used: Subject = individual unit f study (eg Chemistry 101) Curse = cmplete prgram f study fr a particular award (eg Bachelr f Science) 2

Cntents Melburne s LMS Framewrk...4 A depictin f the cnceptual framewrk that frms the basis f this dcument, the LMS Framewrk was develped fr, and adpted by, the University f Melburne in 2007. The framewrk prvides an verview f the varius purpses that a subject website can serve, and includes examples f the type f infrmatin that might be included, and sme f the tls that might be used. Summary list f key questins 5 Part 1: Intrductin..6 The emergence f subject websites as an imprtant cmpnent f university teaching in Australia is described, presenting the cntext fr develpment f the LMS Framewrk and this guide, Creating Effective Websites fr University Teaching. The underpinning principles are described, as are the ptential uses fr the guide. Part 2: Guide fr planning individual subjects......10 This sectin prvides a cmprehensive guide fr use when planning the nline presence fr a subject. Each f the purpses depicted in the LMS Framewrk are addressed in turn. Administrative and prcedural infrmatin Handbk entry...... 10 Subject infrmatin... 12 Assignment submissin... 14 Grades and student prgress.. 16 Infrmatin t supprt learning Subject infrmatin....... 18 Readings and resurces...... 20 Feedback frm staff...... 22 Online, frmal assessment...... 24 Interactive and/r cllabrative learning Discussin...... 26 Cllabrative prductin... 28 Self-assessment....... 30 Feedback t and frm peers... 32 Reflective practice........ 34 Fr each purpse, additinal explanatin is prvided, and a series f specific questins are presented fr cnsideratin. These questins are intended as a practical guide fr subject crdinatrs. Part 3: Institutin-level decisins...36 There are tw additinal dimensins t planning subject websites, and bth invlve decisins at the level f the rganisatin: the identificatin f cre elements, and the questin f wh has access t varius parts f subject websites. These issues are discussed and illustrated, using examples based n the apprach adpted by the University f Melburne (as f February 2008). Appendix: Infrmatin systems that can cntribute t subject websites......39 3

LMS framewrk fr subject presence Administrative and prcedural infrmatin Infrmatin t supprt learning Interactive and/r cllabrative learning Handbk entry T avid duplicatin f cre subject infrmatin, and t assist with alignment between the handbk descriptin and subject design and delivery. Link t handbk entry (autmatically created) Subject infrmatin T prvide students with a cmplete and current descriptin f subject administrative prcesses. Names & cntact details f teaching staff Schedule f tpics and activities List f assessment tasks & due dates Explanatin f hw the LMS will be used in the subject Reprt f respnses t student feedback frm the previus student chrt Assignment submissin T facilitate assessment administratin fr students and staff. This invlves: the nline submissin f assignments. Grades and student prgress T recrd assessment results fr prviding students with infrmatin regarding their individual prgress, and fr determing subject grades. Including: satisfactry cmpletin f particular hurdle requirements; recrd f assessment submissin; results fr assessment tasks; verall grades; etc. Subject infrmatin T prvide students with an explanatin f expectatins in the subject, including details f assessment tasks. Subject requirements and expectatins, including learning bjectives. Explanatin f the purpse f assessment tasks in terms f the learning bjectives fr the subject. Details f assessment criteria, and standards (as apprpriate). Readings and resurces T supprt students independent study thrugh ready access t dwnladable resurces, reading lists, and/r ther infrmatin surces. Which may include: lists f required readings; links t specific library resurces; dwnladable materials such as lecture ntes and audi-recrdings; additinal readings; ther audi-visual material; etc. Feedback - frm staff T facilitate timely, explanatry feedback t students frm staff. Which may include: assignment submissin with nline feedback; etc. Discussin T facilitate cllabrative learning thrugh discussin and debate amng students, and between students and staff. Which may include: discussin bards; wikis; creative cmmns; synchrnus vide cnferencing; etc. Cllabrative prductin T facilitate cllabrative learning thrugh grup prjects and prductin. Which may include: grup-based dcument sharing; creative cmmns; etc. Self-assessment T prvide pprtunities fr students t self-assess their knwledge and t test ideas thrugh the use f interactive tls. Which may include: simulatins; self-assessment tls such as quizzes; interactive tutrials; etc. Feedback - t and frm peers T prvide structured pprtunities fr students t review and cmment n ne anther s wrk. Which may include: peer feedback tls such as PRAZE; etc. Reflective practice T develp learning skills and self-awareness thrugh reflectin n learning. Which may include: learning prtflis; jurnals; blgs; etc. Versin date: 10 April 2008 Online, frmal assessment T enhance frmal assessment thrugh the use f nline technlgies, as apprpriate. Which may include: simulatins, images etc incrprated int the assessment task; assessment tls such as quizzes; peerfeedback tls such as PRAZE; etc.

Summary list f key questins Hw might a subject website be used t supprt university teaching and students' learning? The LMS Framewrk (p.4) prvides a map f the varius purpses fr which a subject website might be used. The fllwing list f key questins are based n the framewrk and may serve as a checklist fr subject crdinatrs. Each questin is further elabrated in Part 2. Administrative and prcedural infrmatin Handbk descriptin Hw is it ensured that the frmally apprved subject descriptin given in the University Handbk is cnsistent with the additinal infrmatin presented n the subject website? Subject infrmatin Hw cmplete and current is the descriptin f administrative prcesses regarding the subject? Assignment submissin Hw is the subject website used t manage assignment submissin fr the benefits f staff and students? Grades and student prgress Hw is the subject website used t recrd assessment results fr prviding students with infrmatin regarding their prgress, and fr determining subject grades? Infrmatin t supprt learning Subject Infrmatin What is explained t students regarding assessment and ther expectatins? Readings and resurces Hw are students directed tward cre and ther relevant learning resurces fr the subject? Feedback frm staff Hw might the subject website be used by staff t prvide students with effective feedback n their learning? Online, frmal assessment Hw might nline tls be used t prvide enhanced frms f frmal assessment? Interactive and/r cllabrative learning Discussin Is there benefit t enabling and encuraging nline discussin, and hw might it be used? Cllabrative prductin If students are required t cllabrate in rder t prduce a piece f wrk, are there pssibilities t supprt this thrugh the subject website? Self-assessment Are there interactive tls that students can use t test their knwledge and ideas? Feedback t and frm peers Hw can the technlgies be used t encurage and supprt peer review? Reflective practice Hw can the technlgies be used t encurage and supprt reflective practice? 5

Part 1: Intrductin Online technlgies make a pwerful cntributin t university teaching and learning. The widespread adptin f learning management systems in higher educatin and the prevalence f subject-based websites reflect this. It is nt nly distance educatin students wh benefit frm the ptential f nline supprt fr university subjects and the varius develpments captured under the banner f e-learning. Campus-based students als benefit frm ready access t infrmatin and pprtunities fr nline cmmunicatin and interactin. Frm the advent f the internet, universities have been explring the ways in which an nline presence fr subjects can be used t supprt teaching and learning. In respnse, varius sftware systems have evlved specifically t supprt the creatin and management f subject websites. The trend has been tward cmbinatin f website design tls and sftware int integrated packages, and these have cme t be knwn as learning management systems. The intent behind the design f such systems has been t prvide ease f use fr staff, including in mst cases the facility t link t ther university infrmatin systems. The term LMS is nw widely used t refer, generally, t any suite f systems that supprts subject websites, and as a result subject websites are ften referred t as LMS sites. With the rapid expansin f available nline technlgies, university teaching staff are presented with bth pprtunities and challenges. There are pprtunities t include nvel learning activities, t create and access infrmatin in new ways, and t extend interactin between staff and students beynd time in class. There is supprt fr staff in the administratin f subjects and the crdinatin f teaching teams. With these pprtunities cme challenges, including the need t reassess pririties particularly with regard t the intended learning utcmes, and the time and resurces available. Subject websites are used fr a variety f purpses in higher educatin. They are a cnvenient and effective means f prviding administrative and prcedural infrmatin abut the subject. They are als extensively used t prvide infrmatin that supprts students learning in the subject. This includes descriptins f particular learning tasks, infrmatin such as readings and links t web-based infrmatin and dwnladable resurces, and explanatins f what is expected f students particularly regarding assessment. In additin, subject websites prvide a variety f mechanisms t supprt the prvisin f feedback t students, and t facilitate interactin and cllabratin. The nline envirnment f subjects is an integral cmpnent f curriculum planning. One f the tasks faced by subject crdinatrs, therefre, is the need t make decisins abut hw a subject website can be incrprated int the verall teaching f a subject and in such a way that it prmtes the learning intended. The University f Melburne s LMS Framewrk The University f Melburne recgnises the imprtance f infrmatin technlgy t teaching and learning. While a campus-based University, mst subjects are supprted and enhanced thrugh an nline presence. Students have ready access t infrmatin t supprt their learning and t technlgies that enable nline cllabratin and interactin. The Nine Principles Guiding Teaching and Learning frms the basis f teaching and learning plicy at the University f Melburne. In describing the rle f technlgy, the Nine Principles dcument includes the fllwing statement: The ways e-learning strategies and their accmpanying resurces are deplyed within the curriculum shuld reflect the educative principles f the present dcument. The effectiveness f technlgies fr teaching and learning can be measured therefre by the extent t which they enhance the excitement f learning, facilitate cmmunicatin and discussin between students and staff and prvide students with greater pprtunities fr practice and feedback fr, as Laurillard (1993) argues, multimedia and educatinal technlgies in the hands f expert university educatrs greatly 6

expand the pprtunities fr students t rehearse and articulate their knwledge (p14) Surce: http://www.cshe.unimelb.edu.au/pdfs/9_principles.pdf The University f Melburne s LMS Framewrk (p.4) was develped in 2007 in respnse t an identified need t prmte and supprt a sund educatinal basis fr the use f varius technlgies in teaching and learning. The first stage f develpment invlved extensive cnsultatin with staff frm acrss the University, including the Teaching and Learning Develpment Cmmittee and the LMS Gvernance Bard. Cntributins frm Peter Treglan and Alan Arnld, members f the wrking grup respnsible fr initiatin f the prject, are specially acknwledged. The LMS Framewrk and assciated principles were endrsed by the University s Academic Bard in September 2007. Principles behind the LMS Framewrk The University f Melburne s LMS Framewrk is based n fur fundamental principles: 1. Subject websites serve multiple purpses An nline subject presence can be used fr a variety f academic purpses. These purpses range in cmplexity frm the simple yet imprtant prvisin f administrative infrmatin and learning resurces, t the inclusin f elabrate systems fr student cllabratin and interactive feedback. Subject websites als prvide supprt t teaching staff in terms f administratin and crdinatin. 2. Planning shuld be based n identified academic purpses Academic purpse, rather than the technlgy, shuld underpin the design f a subject s nline presence. While awareness f new and emerging technlgies is imprtant, the ptential fr their use shuld be assessed n the basis f identified academic purpse, nt availability. 3. Diversity between subjects is apprpriate University subjects are diverse and it is apprpriate that this diversity be reflected in the design f their nline presence. Many subjects make extensive use f nline assessment, interactin and cllabratin, and t very gd effect. Fr ther subjects, the mst effective and apprpriate subject website design is relatively simple, including n mre than carefully cnsidered subject infrmatin and resurces. Differences in the learning bjectives f particular subjects and curses will influence the pririties given t particular purpses. Similarly, differences between disciplines and year levels will have an influence, as will the needs f particular student chrts. 4. Students will benefit if particular elements are cnsidered cre fr all subjects Detailed subject infrmatin, including infrmatin abut assessment, readings and resurces, are elements relevant t all subjects. It is therefre apprpriate that sme elements be cnsidered cre likely, if nt essential, elements f all subject websites. Students benefit frm ready access t this level f infrmatin and supprt fr all their subjects. 7

The guide Creating Effective Websites fr University Teaching Creating Effective Websites fr University Teaching presents a cnceptual framewrk fr making decisins based n purpse, rather than technlgy. It is a practical tl that presents the ptins and cnsideratins in a questin-based apprach. The fcus is n individual subjects. The diversity f subjects and disciplines is recgnised this dcument presents pssibilities, nt a prescriptin. A guide fr planning, based n identified purpses The LMS Framewrk (p.4) presents the varius academic purpses an nline presence can serve in supprting students subject-based learning. These purpses, represented as individual elements (ie, bxes), are gruped under three brad headings: Administrative and prcedural infrmatin; Infrmatin t supprt learning; and Interactive and/r cllabrative learning. The first challenge crdinatrs face in the planning r review f subject websites is t identify the particular elements f an nline presence mst apprpriate t their particular subject. Creating Effective Websites fr University Teaching is designed as a practical guide t assist with this aspect f curriculum design and subject website planning. Each f the individual elements f the LMS Framewrk is explained, in turn, and accmpanied by a series f trigger questins fr cnsideratin (Sectin 2). Creating Effective Websites fr University Teaching is purpsefully cmprehensive. Fr this reasn, sme f the infrmatin will be self-evident, and nt all f the pssibilities presented will be relevant t every subject r discipline. While develped principally fr subjects with a face-t-face cmpnent, this dcument can als be used fr planning fully nline subjects. This is nt a technical manual The dcument des nt address the technical details f wrking with sftware t create subject websites. There are numerus learning management system (LMS) manuals and resurces available which describe, fr example, hw t create and manage LMS-based subject websites, and hw t incrprate tls such as discussin bards and quizzes. Nr is this guide abut learning management systems per se. Althugh an nline subject presence usually riginates within a university-supprted LMS (e.g. Blackbard), sme subjects may invlve mre than ne such system and mst will include links t ther websites, resurces and even nline tls external t university infrmatin systems. Fr example, Appendix 1 illustrates the systems relatinships fr subject websites at the University f Melburne. Fr cmprehensive review f subject assessment Assessment is an imprtant feature f this guide. Using this dcument t review the assessment pssibilities created by an nline envirnment is therefre likely t prmpt review f assessment mre generally. Users f this guide are, hwever, encuraged t refer t additinal resurces when the principal fcus is assessment review. The Guide fr Reviewing Assessment is a CSHE resurce based n recgnised principles f effective university assessment. It is a dcument cmplementary t the Creating Effective Websites fr University Teaching. The Guide fr Reviewing Assessment is available frm http://www.cshe.unimelb.edu.au. 8

Wh might use this guide? Subject crdinatrs The fcus f this guide is n individual subjects. Fr this reasn, the dcument is designed primarily fr subject crdinatrs. It is intended t assist in planning the nline subject presence fr particular subjects. Curse crdinatrs The dcument may als play a rle in curse planning in terms f mapping nline activities acrss a curse f study. Academic supprt staff In additin, the LMS Framewrk and the guide may prve useful fr planning and presenting academic supprt prgrams fr staff. It prvides a reference pint, based n purpse, within which the use f particular tls and teaching and learning appraches can be discussed. Institutinal plicy makers Similarly, the guide can be used t facilitate discussins arund institutinal plicy and pririties in areas such as: institutinal expectatins fr nline subject presence; prvisin f particular infrastructure, systems and tls; and allcatin f resurces fr academic and technical supprt in identified areas. 9

Part 2 : Guide fr planning individual subjects Handbk descriptin: aviding duplicatin f cre subject infrmatin, and assisting with alignment between the handbk descriptin and subject design and delivery. The University Handbk typically cntains the infrmatin necessary t gain frmal subject apprval frm the relevant University cmmittees. The Handbk descriptin fr each subject includes such infrmatin as: a brief subject descriptin; a list f learning bjectives and generic skills; staff names; and details f prerequisite study. The Handbk descriptin is: imprtant as it defines the fficial parameters fr the subject including sme aspects f assessment; ften minimalist, particularly with regard t assessment task details, criteria and expectatins; usually prepared well in advance, and is therefre deliberately general t allw flexibility in curriculum details and specific appraches t teaching and learning; and unable t reflect subsequent changes t teaching staff. A link frm the subject website t the Handbk descriptin serves tw purpses: The need t replicate infrmatin such as subject prerequisites and lists f learning bjectives is avided; and Students and staff are encuraged t review this infrmatin during semester, as apprpriate. 10

Hw is it ensured that the frmally apprved subject descriptin given in the University Handbk is cnsistent with the additinal infrmatin presented n the subject website? Is the Handbk entry available nline? If s, des the subject website include a link t this nline entry? What is the prcess fr requesting changes t the Handbk entry, and wh has respnsibility fr this? What infrmatin regarding assessment requirements is listed in the Handbk entry? Is it permitted t make changes t assessment in the subject withut first making changes t the Handbk? If s, what is the prcess? 11

Subject infrmatin: prviding students with a cmplete and current descriptin f subject administrative prcesses. Much f the infrmatin that was traditinally distributed thrugh paper-based handuts in Week 1 r psted n departmental ntice bards is nw mre effectively made available nline. Prviding this infrmatin via the subject website ffers several advantages: The infrmatin can be updated as required, ensuring that students always have access t the mst current infrmatin. All relevant infrmatin is available in ne place. Students can access the infrmatin anytime and frm any cmputer with internet access. There are significant resurce savings in terms f paper and printing, particularly in large subjects. Links t ther websites r resurces can be used t enhance the infrmatin prvided, t avid duplicatin f effrt, and t streamline the management f this infrmatin. Crdinatin and cmmunicatin fr teams f teaching and supprt staff is facilitated. 12

Hw cmplete and current is the descriptin f administrative prcesses regarding the subject? Names and cntact details f teaching staff Are students able t identify which individuals t cntact fr particular purpses? What cntact details are prvided (e.g. ffice lcatin; email; cnsultatin times)? Is the infrmatin kept current? Wh takes respnsibility fr this? Is there benefit in prviding additinal infrmatin, such as details f staff members research thrugh links t individual hmepages? Schedule f tpics and activities Are students prvided with an verview f the sequence f subject tpics t be addressed in classes r thrugh structured activities (e.g. list f lecture and tutrial tpics, with sufficient detail t enable students t prepare in advance)? If there are changes t the schedule f tpics, wh ensures that the infrmatin n the subject website is updated? Can the schedule be used as a basis fr linking t related readings and resurces, and/r ther cmpnents f the subject website? Is there benefit in including a suggested schedule fr ut-f-class learning activities, such as assignment preparatin? Culd the schedule be structured t represent a subject map which illustrates the relatinships between learning bjectives, classes, independent learning activities, assessment, and resurces? List f assessment tasks and due dates Is a cmplete list f assessment tasks prvided, including the relative weightings and due dates fr each? Is infrmatin regarding assignment submissin prcesses prvided (e.g. hw t btain cver sheets; where and/r hw t ldge assignments, including a link t nline submissin if apprpriate)? Explanatin f hw the subject website will be used What rientatin is prvided fr students regarding the structure f the subject website? Hw are the purpses f varius elements explained t students? Are expectatins f hw students will use the subject website made explicit? Fr example, if students are expected t check the site regularly and t participate in nline cllabratin, is this stated and explained? Respnse t feedback frm previus student chrts Are students infrmed f the respnse t feedback frm previus student evaluatins f the subject? Fr example, feedback frm students might have led t changes in the explanatin f assessment tasks, r the inclusin f additinal resurces. Is it a requirement that summary results frm previus student evaluatins be made available t students? If s, is this infrmatin psted n the subject website? 13

Assignment submissin: facilitating assessment administratin fr students and staff. Carefully designed facilities fr nline assignment submissin can greatly benefit teaching staff, administrative supprt staff, and students. The greatest ptential beneficiaries f nline assignment submissin are the staff respnsible fr cllecting, cllating and redistributing assignments fr large student chrts. In sme departments this is a majr lgistical exercise, requiring that hardcpy submissins be date-stamped, recrded, securely stred, and srted fr distributin t teams f assessrs. Online submissin can effectively simplify and streamline this prcess. Obviusly, t achieve this the system must be rbust and reliable, and apprpriate t the types f specified assignment frmat. Online assignment submissin may als be integrated with ther nline assessment features, including the prvisin f feedback and the recrd f grades (See als: Feedback frm staff; Grades and student prgress). Online assignment submissin can als assist students by prviding a cnvenient and secure means f ldging assignments. It is critical, hwever, that students are prvided with sufficient intrductin t the use f the system, and supprt shuld they encunter prblems. Online submissin may als be cmbined with additinal tls, such as thse that test written wrk fr riginality and indicatins f plagiarism. 14

Hw is the subject website used t manage assignment submissin fr the benefits f staff and students? Are students develping and prducing assignment wrk in an electrnic frm? If s, culd administratin f the submissin prcess be streamlined r enhanced thrugh nline submissin? Specific cnsideratins: What frm r variety f frms des the wrk take (e.g. text; audi; vide; cmbinatin), and therefre what file frmats are apprpriate? What file frmat will best preserve the integrity f the wrk acrss different cmputer perating systems? Is there a need fr file cmpressin? If s, hw will this be achieved? Will all students have access t the necessary sftware? Are students prvided with detailed advice, and is supprt available shuld they experience difficulties? What cnfirmatin f successful ldgment d students receive? Is hardcpy submissin an ptin? Will dcuments require printing prir t distributin t assessrs? If students need t chse frm a list f pssible assignment tpics, can this be managed nline? 15

Grades and student prgress: recrding assessment results fr prviding students with infrmatin regarding their individual prgress, and fr determining subject grades. Just as they prvide a single, accessible pint fr cmmunicating subject details, subject websites can als serve as the site fr cllecting and making available infrmatin abut individual students prgress within the subject. The ptential f this functin is significantly enhanced where sites incrprate a learning management system with tls fr managing student-specific infrmatin. Such tls can: Ensure cnfidentiality by managing the security f access. This is particularly critical fr the recrd f grades, but is als an imprtant cnsideratin fr ther infrmatin specific t individual students prgress, such as the cmpletin f hurdle requirements, r recrds f assignment submissin; Draw infrmatin frm ther feedback tls, such as thse that allw staff t enter cmments and percentage scres; Autmate the allcatin f a grade (e.g. Credit ) n the basis f a percentage scre (e.g. 67%); Autmate the calculatin f an verall scre and/r grade, based n multiple pieces f assessment; Exprt the data t ther student infrmatin systems, r in file frmats (e.g. spreadsheets) apprpriate fr subsequent prcessing; and Prvide reprts t teaching staff, alerting them t utstanding tasks and ther pssible indicatrs f students in need f additinal supprt. Using the subject website as a pint f recrding, accessing and cllating student-specific prgress data has benefits fr: Students, prviding ready access t their recrd f prgress in the subject; Teaching staff, prviding a mechanism fr ldging grades and ther infrmatin; and Subject crdinatrs, as a means f cllecting and cllating student recrds. Despite the ptential benefits f sme LMS tls fr managing student recrds, it is imprtant t recgnise that full autmatin f results prcessing may be bth unnecessary and undesirable. Mst universities have well-established and rbust prcesses fr checking and mderating assessment results. With careful planning, hwever, subject websites and LMS tls can be used t supprt such prcesses. 16

Hw is the subject website used t recrd assessment results fr prviding students with infrmatin regarding their prgress, and fr determining subject grades? Are there in-semester assignments that students submit via the subject website? If s: Can students subsequently check that their submissin has been received? If the task is graded, can the results be recrded using the LMS tls? And if s, can the grade be made available t students? When shuld this infrmatin be made available (e.g. at a predetermined date; nly nce grading f all students assignments is cmplete)? Are there ther required tasks r activities that are nt assessed? If s: Can task cmpletin be recrded n line? And if s, is task cmpletin recrded by staff, r by individual students self-reprts? If the data is self-reprted, hw is it verified (e.g. students submit a written reprt; students enter cntact details fr wrk placement referee)? Can students subsequently check the recrd f cmpletin? Wh shuld have access t the infrmatin? Is there benefit in prviding students with access t class averages and/r distributins, in additin t their wn grades? Which staff require read and write access? Is there a brader grup f staff wh require read nly access? Are all staff wh have access familiar with prtcls cncerning the cnfidentiality f student recrds? 17

Subject infrmatin: prviding students with an explanatin f expectatins in the subject, including details f assessment tasks. It is cmmn practice fr the first class in a subject t include a descriptin f the intended learning the key tpics t be cvered and their imprtance t the discipline, the types f learning activities and hw these interrelate, and the type f assessment invlved. It is less cmmn fr an explanatin f hw these specific activities relate t the verall learning bjectives fr the subject. The latter are cmmnly presented as lists f attributes, skills r utcmes in the Handbk entry r elsewhere, but rarely is the cnnectin between these and the learning activities, including assessment, made explicit. Similarly, while it is cmmn practice and relatively simple t prvide students with descriptive infrmatin abut assessment requirements the tpic, wrd limit and due date fr an essay, r the style f questins used in a test, fr example helping students understand expectatins in terms f bth criteria and standards requires mre careful planning and, perhaps, creativity. All students are better able t engage with a subject if they have a clear understanding f the purpse f particular activities, and f what is expected f them. This is particularly true, hwever, in the first semester f a curse undergraduate first year, r the beginning f a pstgraduate curse where students are unlikely t knw just what they are expected t d r be aiming t achieve. Subject websites can be used in a variety f ways t cmmunicate t students the expectatins in the subject. Fr example: A simple written explanatin f the relatinship between classes, assessment, and students independent study. This can prvide a reference fr infrmatin given in the first class but ften frgtten r missed in the inevitable cnfusin f the beginning f a semester. A matrix, illustrating the relatinships between students in and ut f class learning, including the assessment. Sme subjects use this as the base fr linking t related resurces and additinal infrmatin, and add additinal links as apprpriate thrughut the subject. A frequently-asked questins list, addressing cmmn cncerns with explicit and specific infrmatin and advice. This can be initially cnstructed based n awareness f issues frm previus years and predictins, and can then be extended n the basis f questins asked by students during semester. Fr each assessment task: A descriptin f its purpse. This is particularly imprtant fr grup prjects and ral presentatins, and sets the scene fr describing the criteria against which the wrk will be assessed; The assessment criteria, and their relative cntributin t the verall assessment; and Where pssible, descriptin r illustratin f the standards expected. Fr example, fr each assessment task what standard f wrk is cnsidered satisfactry and what is needed t achieve a higher grade. Nn-text frms f infrmatin such as vide and audi. The ability t update and build this infrmatin ver the curse f the subject is ne f the majr advantages a subject website has ver, fr example, a printed subject guide r handut. It enables staff t respnd t the particular needs f the student grup, and cmplements ther frms f cmmunicatin such as email. And it builds a resurce which can be adapted and used fr teaching the subject in subsequent years. 18

What is explained t students regarding assessment and ther expectatins? Subject requirements and expectatins, including learning bjectives Hw d students knw what is expected f them, bth in class and during their independent learning in the subject? Is there benefit in highlighting the different cntributins that particular cmpnents f the subject make in terms f the verall learning bjectives? Fr example, wuld an explicit statement abut the rle f tutrials and their relatinship t ther aspects f the subject such as lectures r assessment tasks be helpful t students? Explanatin f the purpse f assessment tasks Are the purpses f assignments (e.g. critical essays; research prjects) and ther learning tasks such as grup wrk and ral presentatins explained? D these purpses align with the stated learning bjectives fr the subject? If there is a final examinatin, is its purpse made explicit? Fr example, is it designed t test students recall and cmprehensin f infrmatin, r des it fcus n ther skills (e.g. prblem-slving, critical analysis r written expressin)? Details f assessment criteria and standards Are the criteria fr assessment tasks made explicit? Is this infrmatin made available t students at the time they are preparing fr the assessment? This applies equally t majr assignments, and t test questins. Hw are students infrmed f the standards required in the subject? Is it pssible t describe wrk f different standards, r are illustrative examples r exemplars mre helpful? Is there benefit in describing standards fr individual criteria? Are matrices r rubrics helpful? 19

Readings and resurces: supprting students independent study thrugh ready access t dwnladable resurces, reading lists, and/r ther infrmatin surces. While the ability t surce infrmatin independently is ften ne f the bjectives in a university subject, mst subjects als prvide students with specific resurces r reference lists. Linking t this infrmatin frm the subject website is simple, and has significant advantages ver paper-based distributin. In additin, by fllwing specified prcedures r utilising dedicated systems, management f cpyright and infrmatin access can be mre efficiently addressed. A wide variety f resurces may be linked t a subject website, including dwnladable files (e.g. PDF dcuments; audi files; images) and web pages utside the LMS. Type f resurce aside, it is imprtant t ensure there is a purpse t prviding the material, and that that purpse is explained t students. The surce f dwnladable files is an imprtant cnsideratin, particularly with regard t published wrk and cpyright cnsideratins. With the rise in ppularity f pen-access publishing and varius ther frms f infrmatin sharing, the range f resurces which can be directly linked frm subject websites is increasing. Hwever, cpyright and fair-dealing legislatin is likely t remain a cmplex area fr sme time t cme. It is fr this reasn that mst universities prvide central supprt fr managing cpyright cmpliance. Such systems take extensive advantage f digital and nline technlgies and are therefre ideally placed t supprt subject websites. Systems t supprt cntent management (i.e. strage, retrieval and access) are ften assciated with learning management systems. Cntent files (e.g. PDF dcuments; audi files) can be upladed and stred in ne lcatin, with varying levels f access assigned t the files, as apprpriate. Many subjects als prvide teaching ntes and materials, prduced by the teaching staff invlved and s available fr distributin withut restrictin*, as dwnladable files. The principal cnsideratins in this case are file type and size, and where the file shuld be stred (e.g. n the LMS r elsewhere). Prviding access t this material can be f particular benefit fr: students fr whm English is nt their first language; students unable t attend class; and students with sight r hearing impairments. Recrdings audi, vide, r bth are increasingly being used in university teaching. The mst cmmn example is the audi recrding f a lecture r seminar presentatin, made available as a sund file fr dwnlad. Universities ften have centralised systems fr managing audi recrding in particular teaching spaces, and fr string the files prduced. It is then a simple matter t link t this material frm the subject website. * Unless third-party infrmatin, images etcetera are incrprated, in which case cpyright is an imprtant cnsideratin. 20

Hw are students directed tward cre and ther relevant learning resurces fr the subject? Study and revisin materials Are lecture ntes and/r ther class materials made available? If yes : If n : When is it prvided (i.e. befre r after class)? Fr what purpse (e.g. preparatin fr class; use in class; revisin)? Hw are students infrmed f the purpse and encuraged t use the material? Is the reasn made clear t the students? If the subject includes set readings, are links t electrnic versins prvided where pssible? Des the university recmmend a system r ffer a service fr crdinating and managing access t published resurces (i.e. ensuring cpyright cmpliance)? Hw are students advised f their cpyright respnsibilities (e.g. has a ntice regarding restrictins t further distributin been included)? Are there ther nline resurces that wuld particularly supprt students learning in the subject? Fr example: Open-access curse material frm ther institutins; Resurces assciated with recmmended/prescribed textbks; Images r ther material that illustrates particular tpics. Is there benefit in prviding access t examples f wrk by previus students? If s, des such material include a statement (e.g. cver sheet) detailing restrictins t distributin? Is the purpse f prviding this material explained t (current) students? Research and further reading Is there benefit in prviding links t recmmended databases fr infrmatin searching? Are there particular rganisatins that are relevant t the subject (e.g. gvernment departments; prfessinal assciatins)? If s, wuld prviding links t their websites encurage students t familiarise themselves with this infrmatin surce? Study skills infrmatin Are there particular study skills that are imprtant fr success in this subject? If s, can links t relevant study skills resurces be prvided? Fr example: Des the library prvide guidelines n infrmatin literacy relevant t the subject area? Are there nline r dwnladable resurces t assist students develp writing skills apprpriate t the discipline and/r particular assessment task? This might include style guides which describe apprpriate writing cnventins. Fr grup prjects, are there guidelines that culd assist students t develp skills f cllabratin and teamwrk? Fr presentatins including ral presentatins are there resurces that wuld supprt students unfamiliar with this frm f cmmunicatin? 21

Feedback frm staff: facilitating timely, explanatry feedback t students. The imprtance f feedback t student learning is well recgnised. Effective feedback: identifies what was dne well, and explains why; identifies areas fr imprvement, with suggestins fr hw this might be achieved; is clearly aligned with the stated assessment criteria; is perceived, by the student, t be relevant t subsequent tasks r applicatins; and is timely prvided while the task remains fresh in the student s mind. While the rle f peer feedback is receiving increased attentin in higher educatin, teaching staff cntinue t play the prminent rle in prviding expert and cnstructive feedback. In large subjects, and fr particular tasks, there may be numerus staff members invlved, including sessinal staff with mre limited invlvement in the subject verall. This pses additinal challenges fr ensuring cnsistency and fr crdinatin. Feedback is ften an aspect f teaching with which students tend t be less satisfied. This can cause cncern and frustratin fr teaching staff, as feedback typically ccupies a large amunt f staff time and effrt, and becmes ne f the mst difficult aspects t manage as student numbers grw. Subject websites d nt represent an abslute slutin rather, they can prvide supprt fr ensuring feedback is timely, accessible, and versatile. Subject websites can be used t assist prvide feedback frm staff, and in a variety f ways. Fr example: Students have ready access t the infrmatin, aviding the need t cllect materials frm specific places and/r at designated times; Learning management systems ften include assesment tls which integrate assignment submissin, nline recrd f grades, and prvisin f written feedback, simplifying crdinatin fr teaching staff; Where multiple assessrs are invlved, access t ne anther s respnses t student wrk can help staff share ideas and als help ensure a cnsistent apprach; and Written feedback can be enriched with links t relevant examples r learning resurces. 22

Hw might the subject website be used by staff t prvide students with effective feedback n their learning? What tls are available fr prviding feedback t individual students? Fr example: Is there a text bx fr nline entry f cmments? Is it pssible t add links t ther parts f the subject website, t external sites, and/r t dwnladable resurces? Is it pssible t create a checklist, r rubric, fr scring? If s, is this apprpriate fr the particular assessment task? Are there ther, specialised tls available i.e. purpse-built fr the subject r subject area which wuld assist in prviding effective and efficient feedback? Other pssibilities If the task invlves electrnic dcument submissin, is it desirable t prvide specific anntatins? If s, can the Cmments feature in standard wrd prcessing sftware be used? Are there benefits t prviding bth individual and cllective feedback? If s, is it pssible t link frm an individual students feedback cmments, t further explanatin r illustratin elsewhere, in an area f the website accessible t the whle student grup? Fr grup prjects, are there Grup management tls within the LMS that can facilitate prviding cmments t the grup, rather than t individual grup members? If s, is this apprpriate fr the particular assessment task? Wuld audi recrding f feedback be preferable t written cmments? 23

Online, frmal assessment: enhancing frmal assessment thrugh the use f nline technlgies, as apprpriate. Frmal assessment that which cntributes t students verall grade fr a subject is a pwerful driver f student learning. What is rewarded r what students believe will be rewarded determines the apprach students take t their studies. The implicatins fr teaching are twfld. First, this means that alignment f the assessment with the intended learning utcmes is critical. Fr example, students will nt be encuraged t develp critical thinking skills if assessment is slely based n their ability t reprduce the infrmatin presented. Secnd, it is imprtant that students understand the assessment criteria. Simply knwing the essay tpic, fr example, des little t ensure students present and evaluate the primary research literature rather than rely slely n review articles, textbks, and Wikipedia. This is as true fr cmputer-based and nline assessment as fr assessment in any ther frmat. The fundamental principles f effective assessment remain the same. Online technlgies d, hwever, prvide pprtunities t enhance assessment. Fr example, tests and quizzes may be enhanced thrugh: Authentic, prblem slving tasks. By enabling access t the range f nline infrmatin surces and tls used in practice, the fcus f test questins can be shifted away frm an ability t recall specifics and detail, t an ability t identify, surce and apply key infrmatin. Diversity f frmats fr the presentatin f questins and prblems. Vide, high-quality images, audi r interactive media tls (e.g. simulatins) can be used t vercme the typical cnstraints f relying n text and simple illustratins alne. Efficiency f grading and feedback. Fr sme types f questins, grading and sme frms f feedback can be autmated. Other types f frmal assessment, such as assignments and grup-based prjects, can als be supprted thrugh nline technlgies. Fr example: Presentatin f assessment prducts in digital frmat. Assessment tasks that invlve the prductin f nline and ther digital prducts (e.g. vide; still images; graphic design; calculatins and cmputatinal mdels) can be supprted by a subject website nt nly in terms f nline submissin, but als as a means f displaying the prduct t students and staff invlved in the subject. Prviding tls fr the management f peer-assessment. Peer assessment is increasingly being incrprated int university assessment, nt nly as a means f prviding frmative feedback, but als as a frmally-assessed cmpnent f the learning in a subject. Online tls can prve valuable, particularly fr managing allcatin f reviews/reviewers and the cnfidentiality f the prcess (See als: Feedback t and frm peers). A nte f cautin. The mst bvius assessment tls prvided by a learning management system are thse fr generating quizzes, and these usually rely heavily n multiple-chice and ther clsed questins. Such quizzes have their uses (See als: Self-assessment), but the prminence f these tls can als divert attentin frm the mre creative ways in which nline techlgies can enhance frmal assessment practices. 24

Hw might nline tls be used t prvide enhanced frms f frmal assessment? Culd tests be enhanced thrugh enabling students access t cmputers? Fr example Culd the ability t search fr nline infrmatin enable a brader range f questin types t be used? Fr example, questins that require students t synthesis and apply infrmatin. If s: Wuld this better align with the intended learning utcmes fr the subject? Culd prvisin f nscreen images r vide be used t enhance particular questins? Are there interactive tls r resurces (e.g. digital simulatins; tls t enable cmplex calculatins) which culd usefully be incrprated int test design? If s: Shuld the range f resurces available t students be specified r restricted? If using nline resurces, hw might this be achieved? Can digital technlgy and the subject website assist students t better present their ideas? Wuld assessment be enhanced if students were able t use digital tls t present ideas and/r demnstrate knwledge and skills? If s: What tls wuld be apprpriate fr the particular subject r task? Culd this supprt the use f mre authentic assessment tasks? Is there benefit in enabling students t display and share their cmpleted wrk via the subject website? Is there a rle fr the subject website in encuraging student cllabratin in assessment? If cllabrative prjects frm part f the assessment, hw might the subject website be used t assist grup members share infrmatin and ideas? (See als: Cllabrative prductin) Is there a rle fr peer assessment? If s, hw might the subject website be used t facilitate this? (See als: Feedback t and frm peers) Hw might issues arund the authenticity f students wrk be managed? Fr high-stakes assessment tasks, where ensuring authenticity is f cncern, hw might this be managed when assessment is nline? Fr example: Is there a need fr the assessment t be invigilated in the style f mre traditinal paperbased examinatins? Culd timed-release f questins nline suffice? Culd design f the task itself remve the need fr ther measures? 25

Discussin: facilitating cllabrative learning thrugh discussin and debate amng students, and between students and staff. Discussin and debate is a traditinal feature f university educatin in Australia. In sme disciplines, such as many in the Arts, discussin and ral critique plays a central rle in the teaching while in many ther subject areas it frms part f the mix f learning activities. Fr example, it is cmmn fr tutrials r small grup tasks t be designed as a frum fr discussin and interactin between students, and between students and staff. Adapting t this aspect f university in Australia is ne f the challenges faced by internatinal students cming frm systems with very different traditins. The current educatinal envirnment places increased emphasis n student interactin, discussin and debate. First, cnstructivist theries f learning are widely accepted the imprtance f students active engagement in rder t cnstruct their wn knwledge is espused in mst academic develpment texts and frums, and embedded in many university plicies. Students are encuraged t engage in dialgue, cntribute ideas and wrk cllabratively. Secnd, generic skills are being given greater pririty in university educatin and students develpment f generic skills such as ral cmmunicatin, interpersnal skills, and teamwrk benefits frm practice in discussin and debate. Equally imprtantly, engaging in critical discussin and debate helps students develp their skills in critical thinking. Online discussin might be incrprated int subject design in rder t: Assist staff and students cmmunicate frm a distance; Enable discussin t extend beynd the alltted class time; Invlve peple frm utside the subject grup; Prvide an alternative frm f cmmunicatin t in-class, verbal discussin whether simply t prvide variety in the subject, t meet the different needs and preferences f individuals, r t allw students time t reflect n the debate and cnsider their respnse befre cntributing; Develp students skills in using nline cmmunicatin tls; and/r Respnd t students widespread and increasing use f nline cmmunicatin in ther aspects f their lives. The abve list refers t why nline discussin might be used. T decide hw requires cnsideratin f the particular learning bjectives and the relatinship between nline discussin and ther learning activities. Depending upn the purpse, nline discussin might: Extend discussins cmmenced in class, r be based n different tpics; Be triggered/led by either staff r students; Invlve synchrnus r asynchrnus tls, and might invlve text nly, r include vide, audi, and/r ther tls such as screen sharing (See als: Cllabrative prductin); Be mre r less structured; and Invlve mandatry r ptinal participatin. Pstgraduate students may particularly value nline discussin. At many institutins, pstgraduates are the student grup mst likely t be studying part-time r ff-campus. Als, pstgraduates have mre experience f higher educatin and s are mre likely t have the level f cnfidence necessary t actively engage with extended discussin and debate, and the interest t pursue ideas beynd the bundaries f the subject itself. 26

Is there benefit t enabling and encuraging nline discussin, and hw might it be used? What areas f the subject might be supprted by nline discussin? Are there particular learning activites that culd be supprted by nline discussin? (e.g. prblembased learning; rle play; case study discussin; grup prjects)? If grup prjects are used: Wuld student grups find nline discussin areas mre useful than email alne? Des access need t be restricted (e.g. grup members nly; grup members and staff)? D individual students ften ask questins after class? If s: Wuld there be value fr the class as a whle if staff (r nminated students) psted respnses t sme f these questins nline? Culd such respnses be used t encurage further nline discussin amng students? Culd nline discussin be used t encurage students t explre additinal tpics, related t subject cntent, but nt therwise cvered in class? Fr example: Tpical issues frm the Australian press; Examples f discveries/events/practices frm ther cuntries; Recent research findings; Perspectives/appraches drawn frm ther disciplines; r Particular ethical issues. Culd nline discussin prvide a means f supprting students in assessment tasks? Fr example: Students pst questins (e.g. regarding criteria, prcess r strategies); Students pst ideas and suggestins in respnse t questins psed by staff r students (e.g. suggested research strategies; useful resurces r infrmatin discvered); and Staff pst ideas and suggestins in respnse t questins psed nline r elsewhere. Culd nline discussin be used t meet students particular needs? Are students enrlled frm a distance r unable t attend t classes fr ther reasns? Is there likely t be a grup f students wh are mre able and/r cmfrtable cmmunicating their ideas nline? Are there grups f students with shared special interests, related t the subject but nt necessarily f interest t the entire student chrt, wh wuld benefit frm an nline discussin frum n this tpic? What might mtivate students t participate? Is participatin in the nline discussin expected f all students? If s: Is this expectatin, and the reasns fr it, clearly explained t all students? (See als: Subject infrmatin in Infrmatin t supprt learning) Has the time required fr participatin been taken int accunt? Is there benefit t rewarding participatin thrugh frmal assessment? What facilitatin is required? Wuld the nline discussin benefit frm active facilitatin* and/r leadership? If s, wh wuld take n this rle (e.g. staff; nminated students)? * There are varius resurces and guides available n hw t effectively facilitate nline discussin. 27

Cllabrative prductin: facilitating cllabrative learning thrugh grup prjects and prductin. The trend tward mre cllabrative learning in universities is evident in the rise f grup prjects as a cmpnent f bth undergraduate and pstgraduate subjects. Mst cmmnly, such prjects invlve small grups f students wrking tgether ver extended perids f time including ut-f-class time t develp sme frm f prduct which is ultimately assessed. There are many reasns fr this interest in grup prjects, including: Recgnitin f the rle f grup prjects in develping students generic skills, particularly teamwrk skills, but als cmmunicatin and interpersnal skills; The specific nature f sme disciplines being dependent upn effective teamwrk and the specialised cntributins f different team members (e.g. drama prductin); Managing increased class sizes, with limited resurces fr assessment; Recgnitin f the valuable cntributin peer learning can make; and As a means f encuraging cllabrative study between students, mre generally (e.g. t supprt students transitin t university study). There are als recgnised challenges assciated with grup prjects, the mst significant cncerning cmmunicatin and assessment: Cmmunicatin between grup members As mst prjects require cllabratin utside class, issues f crdinatin and cmmunicatin typically present students with significant challenges. There is sme ptential fr the subject website t be used t supprt cmmunicatin (See als: Discussin) and cllabrative prductin between grup members. Assessment f grup prjects This is perhaps the mst cntentius aspect f grup prjects. Hwever, as subject websites prvide n particular slutins (beynd thse described under Online, frmal assessment), and as designing assessment fr grup prjects is a tpic well addressed by ther resurces*, this is nt cvered here. While f little direct relevance t the design f subject websites, it shuld be nted that cllabrative prductin and the rle f technlgy in supprting this is an area receiving attentin well beynd university teaching (e.g. Web 2.0 technlgies). Researchers are increasingly encuraged t wrk cllabratively, and technlgy is being develped t supprt majr prjects f this type. And the brader cmmunity is already invlved in extensive cllabrative prductin if under different names by virtue f nline, infrmatin sharing prjects and resurces, the mst well knwn being Wikipedia. The very nature f knwledge creatin and knwledge wnership is changing, and it may be that the ways and extent t which university students cllabrate may als change significantly in the near future. * See als: Assessing Learning in Australian Universities: http://www.cshe.unimelb.edu.au/assessinglearning/03/grup.html Enhancing Assessment in the Bilgical Sciences: http://www.biassess.edu.au/biassess/g/hme/pid/25 28

If students are required t cllabrate in rder t prduce a piece f wrk, are there pssibilities t supprt this thrugh the subject website? Is there benefit in prviding nline strage space fr electrnic files? If s: Hw will versin cntrl be managed? Is there need fr a recrd f changes? Wh has access t these files? Is back up f files the respnsibility f students, r is it managed by the system? Are students creating websites? If s: What mechanism will be used t publish the sites, and can the sites then be accessed thrugh the subject website? Can this be supprted by cntent management systems (ie. systems that prvide a brwser interface fr ready editing and additins)? Is there a need fr access t specialist sftware? If s: Can this be prvided thrugh the subject website, t ensure all students ready access? And if the sftware is external t the university system (e.g. YuTube), can access be restricted t prtect students persnal infrmatin? Hw are students prvided with guidance n hw they might use the system? 29

Self-assessment: prviding pprtunities fr students t self-assess their knwledge and t test ideas thrugh the use f interactive tls. One f the earliest applicatins f cmputers in educatin was t prvide interactive prgrams t help cnvey particular cncepts. Typically, students were required t mve thrugh a series f activities, answering questins alng the way. In many subject areas particularly in the sciences such cmputerassisted-learning (CAL) prgrams cntinue t prvide valuable tls, enabling students t test their knwledge and understanding. Amng the features f many learning management systems are the inbuilt tls fr creating tests and quizzes. In many ways, these tls make the creatin f CAL-type prgrams simple, remving the need fr staff t master cmplex prgramming sftware and s encuraging and facilitating the use f nline questin-answer appraches t self-assessment. Effective interactive tls fr self-assessment are usually mre than questins and answers, hwever. They ften take advantage f the digital medium t prvide access t infrmatin, such as high-quality images r databases, r the ability t manipulate material in rder t help students understand and address the questins psed. Due t the nw-extensive histry f CAL develpment, there are many publicly accessible, nline tutrials that address particular ideas r cncepts. Anther frm f interactive self-assessment is represented by the varius tls which enable students t test frmulae, make cmputatins, manipulate infrmatin, r perfrm ther such calculatins. 30

Are there interactive tls that students can use t test their knwledge and ideas? Are there cncepts r types f infrmatin that culd be supprted by nline self-assessment? If s: Are pre-existing prgrams available, and culd these be accessed via the subject website? If nt: Is there benefit in creating specific quizzes using LMS tls? Hw are students encuraged t use these (e.g. as preparatin fr class; fr revisin; t fcus n prblem areas, as identified thrugh frmal assessment)? Fr quiz-based tls, what types f questins are apprpriate? Fr example: Multiple chice True-false Single wrd r phrase respnses Identificatin f parts (e.g. matching labels t parts f an image) Manipulatin f parameters What type f feedback shuld interactive tls prvide? Fr example: A ttal scre (i.e. number f crrect respnses) Identificatin f crrect and incrrect respnses An answer t a calculatin r respnse t a manipulatin Explanatin f why a particular respnse is crrect Explanatin f why a particular respnse is incrrect Links t further questins n the same tpic Links t reading r ther resurces related t the particular tpic 31

Feedback t and frm peers: prviding structured pprtunities fr students t review and cmment n ne anther s wrk. There are recgnised benefits t invlving students in prviding feedback n ne anther s wrk. These benefits include: Encuraging students t cnsider the specific assessment criteria and standards, and hw these are applied, in rder t review and imprve their wn wrk; The prvisin f mre feedback t students than is pssible if relying n staff feedback alne; Illustratin f the diversity f perspectives thrugh students receiving a variety f feedback; Learning different ways f appraching a prblem by lking carefully at the ways ther students addressed the issue; and Prviding incentive fr students t prduce high quality wrk (ie. students are ften mre cncerned abut the perceptins f their peers than thse f teaching staff). Like grup wrk, the effective design f peer assessment* requires careful cnsideratin and planning, and is nt dependent upn subject websites. One area in which technlgy can prvide assistance, hwever, is in the crdinatin and management f peer review prgrams. * See als: Enhancing Assessment in the Bilgical Sciences: http://www.biassess.edu.au/biassess/g/hme/pid/27 32

Hw can the technlgies be used t encurage and supprt peer review? Is there benefit t including peer review and feedback as part f the subject design? If s: Are there tls available fr managing the allcatin f reviewers, handling f reviews, and recrding activity? Culd such tls be accessed thrugh the subject website? Hw is the purpse f peer review explained t students? (See als: Subject infrmatin in Infrmatin t supprt learning) 33

Reflective practice: develping learning skills and self-awareness thrugh reflectin n learning. The imprtance f reflectin t effective learning is widely recgnised. Fr students, reflectin invlves the review f previus wrk r activities in light f feedback and self-assessment. While it is smetimes assumed that students will autmatically use feedback in this way, there is a grwing trend tward explicitly encuraging reflective practice in higher educatin in Australia. This trend emerges nt nly frm the learning bjectives f particular subjects, but als frm the grwing interest in student prtflis dcumentatin which spans the curse f students university studies, and beynd. In sme university subjects it is standard practice fr students t maintain written reflectins n their learning. Such learning jurnals include mre than a list f what students did during the curse f a subject. They require students t cnsider why they tk certain actins r appraches, what the utcmes were, what feedback they received, and what this means fr them in terms f their wn understanding and future practices. Educatin is ne field that has lng made use f reflective jurnals, as have sme ther disciplines in the Arts and Humanities. Whether cnfined t particular subjects r brader in scpe, prtflis and reflective jurnals can prvide: A structured space fr students t describe and illustrate their learning; Encuragement fr students t map their learning t particular bjectives; A recrd which can be directly assessed, r which students can draw upn fr ther assessment tasks; and A mechanism t develp students awareness f their learning, whether fr the purpses f explaining their skills t future emplyers r t identify areas fr further develpment. Subject websites can be used t encurage and supprt reflective practice, mst ntably thrugh the use f e-prtflis. 34

Hw can the technlgies be used t encurage and supprt reflective practice? Des the subject invlve activities upn which student learning culd be enhanced thrugh structured reflectin? Fr example: If s: Industry r prfessinal placements; Clinical practice; Peer review; Substantive grup prjects; Perfrmance (e.g. perfrming arts); Rle plays (e.g. cunseling r cnsulting); r Majr research prjects (e.g. pstgraduate research training) Is there benefit t creating a structured apprach t the task, r is it mre apprpriate t leave this t individual preference? Is the preparatin f a written reflectin a discrete activity, r part f an nging prcess f prtfli creatin? Are there particular tls within the learning management system that culd be useful, r is prviding students with nline strage sufficient? Will any f the wrk be assessed? If s, by what criteria? Will students be encuraged t make their wrk accessible t thers (e.g. students in the subject; staff; thers)? Is engagement in this task expected f all students? If s: Is this expectatin, and the reasns fr it, clearly explained t all students? (See als: Subject infrmatin in Infrmatin t supprt learning) Has the time required fr participatin been taken int accunt? 35

Part 3: Institutin-level decisins Identifying cre elements Mandating the inclusin f specific elements in all subject websites helps t ensure that students recgnise the rle f subject websites in their curse and, as a result, treat these as a primary surce f current subject infrmatin. This prvides clarity fr students, and an efficient and effective means f subject-based cmmunicatin fr teaching staff. The particular elements identified as cre may differ between curses and between institutins. Figure 3.1 prvides an example f ne university s apprach t determining a minimal level f nline presence fr all subjects. Figure 3.1 An example f ne university s apprach t determining a minimal level f subject presence: the cre elements fr inclusin in all undergraduate subjects at the University f Melburne, frm 2008 (see Academic Bard meeting minutes, September 2007) Shading = cre elements; White = inclusin ptinal, with the expectatin that many subjects, including all University Breadth subjects, will include sme f these elements, as apprpriate. A cnsistent apprach t the naming and/r lcatin f cre elements f subject websites can ptentially be f further benefit, enabling students t readily navigate t the cre infrmatin fr each f their subjects. Depending upn curse structures, the merit f such cnsistency may invlve decisins at the level f schl, faculty r institutin. Fr example, if students are likely t be enrlled in subjects prvided by different schls r faculties, an institutin-wide apprach may be desirable. 36

Determining levels f access Despite a glbal trend tward increasing pen access t infrmatin f all types, mst university subject websites remain available nly t enrlled students and specified staff. This is due in part t cpyright and intellectual prperty cnsideratins, but als in large part t technical legacies and established patterns f practice. Reviewing and, as apprpriate, mdifying levels f access therefre requires actin n the part f institutins and individuals. Public access Increasingly, universities are enabling public access t all r parts f subject websites. The mtivatins fr this include: Knwledge transfer, by prviding access t subject-based resurces and teaching; Prmtin f institutins and curses, by prviding mre infrmatin t ptential students; and Cllabratin with ther institutins, enabling the sharing f subject materials and infrmatin. Hwever, whether fr technical, legislative r philsphical reasns, many institutins will cnsider a mve t pen access as inapprpriate fr subject websites. Bradening access within the institutin There is a strng case fr sme bradening f access beynd the immediate subject grup f enrlled students and staff. Enabling access fr the brader university cmmunity fr example, all staff and enrlled students ffers an pprtunity t: Help students t make infrmed subject chices when curse planning by prviding access t mre infrmatin abut the teaching in individual subjects; Assist with crdinatin f the teaching when subjects are taught by teams f staff, particularly in large subjects invlving many sessinal staff; and Supprt curse-wide planning and crdinatin by prviding insight int the teaching f all relevant subjects fr curse crdinatrs, and fr staff crdinating and teaching individual subjects. Specifying levels f access fr particular elements It is apprpriate t cnsider different levels f access fr particular parts f a subject website. Fr example, the tw Subject infrmatin elements in the LMS Framewrk are bvius candidates fr brader access. An argument can als be made fr prviding access t Readings and resurces, at least t the brader university cmmunity. It might be apprpriate, hwever, t restrict access t individuals cntributins (e.g. Discussin) t enrlled students and specified staff. And there is clearly a need t further restrict access t sme administrative infrmatin mst especially grades and ther recrds fr identified students. Figure 3.2 prvides an example f the differing levels f access recmmended fr subjects at the University f Melburne. In making this recmmendatin, hwever, the University acknwledged that there was first a need fr a technical slutin t be fund which wuld enable different LMS elements t be readily mdified by subject crdinatrs. As at Feb 2008, access t sites thrugh the central LMS remained largely restricted t enrlled students and designated staff. 37

Figure 3.2 An example f ne university s apprach t describing desirable levels f access: recmmended levels f access at the University f Melburne (see Academic Bard meeting minutes, September 2007) Dark shading = publicly accessible infrmatin; Light shading = available t all University staff and students (nce a technical slutin becmes available); White = accessible nly t students enrlled in the subject and designated staff. 38

Appendix 1 Varius infrmatin systems cntribute t subject websites The terms subject website and LMS are ften used interchangeably. While this is nt always a prblem, in plicy and technical discussins it can be. Different interpretatins can lead t cnfusin and misunderstandings. Therefre, it is helpful t clarify the relatinship between the nline presence fr subjects and the relevant infrmatin systems f the particular university cntext. As an example, Figure A.1 illustrates the systems that cntribute t the creatin f subject websites at the University f Melburne (based n systems in place Nvember 2007). Learning Management System (LMS) is applied here in its bradest sense. It refers, cllectively, t the varius centrally supprted systems that prvide subject-based nline supprt. Blackbard plays a key rle, frming the central platfrm f the University s LMS. It prvides the entry pint t integrated learning technlgies within the LMS, such as Lectpia, Ne, Respndus, Turnitin and Readings Online. Sme f these can link, in turn, t assciated systems such as Sakai, which is als included within the definitin f the University s LMS. Subject sites riginate in the LMS, and in Blackbard specifically. Hwever, they may then link int ther LMS elements, and/r int ther lcal innvatins within the University, and t externallylcated tls and resurces. Subject sites in the LMS als link t ther University systems, such as the nline handbk and the student prtal. In selecting which systems and tls t incrprate int subject design, there are several key cnsideratins: Mvement between different areas and tls shuld be as seamless as pssible frm the pint f view f the student. Tls and features shuld serve the intended purpse. The system shuld be stable and, as far as pssible, supprted at a technical level. 39

Other University systems ther enterprise-wide systems cnsidered distinct frm the LMS in that they are nt primarily subject-based (e.g. student system; student prtal). The nline handbk is als maintained as a separate system. LMS subject hme page within Blackbard assciated pages and tls within Blackbard ther LMS systems and elements (e.g. Lectpia; Readings Online; Ne; Sakai; varius building blcks; library electrnic subject resurces) supprted centrally supprted lcally Lcal innvatins infrmatin surces, tls, r resurces supprted by individual University departments r faculties When electing t incrprate lcal innvatins, it is imprtant t ensure that the technlgy chsen is: accessible t all users; reliable and rbust: cnsistent in its peratin; and regularly backed-up and archived nt supprted by the University External sites websites, tls and resurces external t the University When electing t incrprate external sites, particularly if thse sites play an imprtant rle in the subject, it is imprtant t ensure that they are accessible t all users, reliable and rbust. Figure A.1: Systems and sites that may cntribute t a subject website (The University f Melburne, Nv 2007) 40