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This template has been designed to encourage students to take an active approach to learning, and is therefore designed to focus on learning activities and the resources needed to support them. This may encourage students to be self-directed in carrying out the activities and using the resources. It is important to introduce this approach effectively in the lecture theatre or classroom as this will influence the approach that the students take to these activities.
The template map shows the elements that are included in this version of the template, which has a learning structure to support collaborative learning.
For a description of the template elements, and how to use them, go to the interactive template map (interactive diagram) or overview of template contents (printable table).
The approach to learning activity design in the template is explained below.
This template is designed to enable online discussions to be a major part of learning and teaching. Learning by online discussion encourages collaboration through sharing information, ideas and experiences, and building knowledge. Some of the benefits of using this template are:
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It supports learning by online discussion, which enables off-campus students to participate in an ongoing dialogue on course topics
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Online discussion is in writing, which encourages a deeper and more reflective approach to learning
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Off-campus students may also participate in group tasks.
The template is based on existing online courses that have been successful in maintaining active student engagement with discussions and associated learning activities on course topics throughout the semester. This level of engagement encourages high level learning outcomes from off-campus students.
The course design is concentrated around a series of learning modules, each representing a logical grouping of course topics that may take the students a clearly defined time frame, such as 3 - 4 weeks, to work through. Modules can be any length, depending on the structure of the course.
A learning module in this structure typically has:
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an introduction that explains the purpose of the module and the learning outcomes;
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an activity that requires reading, reflection and analysis (this may be a single page with links to and/or directions for additional study material on the topic);
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an online discussion on that topic;
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the learning activity on the next topic;
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the online discussion on the next topic;
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additional activities and discussions depending on the length of the module and the number of topics that need to be included;
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The module may finish with a reflective discussion topic if this is appropriate.
A learning module in WebCT Vista places topic material and activities such as discussions, quizzes, and assignments in the same learning path, so that these are structured in a sequence for the students to follow. This template concentrates on the use of learning modules in this way, to encourage active engagement by students.
Students starting a new topic know that they can not simply read the material in a superficial or a passive way. They must also form a point of view, post this to the discussion, and take account of other perspectives and reflect on these. Additional activities, such as analytical tasks, may also be included, depending on the nature of the course. In combination, these all require and encourage an active learning approach throughout the course.
UNSW Guidelines on Learning that Inform Teaching include:
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Encouraging active engagement (Guideline 1).
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Encouraging dialogue among students and staff (Guideline 7).
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Drawing upon diversity of experience (Guideline 8)
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encouraging students to take responsibility for their own learning (Guideline 11).
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Developing graduate attributes such as communication and teamwork through study in the discipline (Guideline 12).
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Learning cooperatively with peers (Guideline 13).
This template is designed to support approaches that are consistent with the recommendations in these guidelines. UNSW Guidelines are not intended to be a checklist. Consider the implication of the guidelines for application in your course. See the individual guidelines for more information.
The main purpose of online discussion is to encourage students to learn in a deeper way by articulating their views on the topic, considering and responding to the views of other participants. This is the effect of keeping the students actively engaged in discussion in writing on each course topic.
Steps in learning activity design may include:
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Review the course in relation to learning outcomes using the UNSW course outline template.
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Arrange course topics around key issues for discussion. New activities involving discussion should be frequent -- such as one each week. Topics may be grouped logically into modules that take a few weeks, with each module having several weekly discussion activities. Arrangements of modules and discussion activities will vary according to the nature of the course. Engagement in discussion should be ongoing rather than in discreet chunks of time.
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Consider the resources needed for each module/learning activity. These may be existing course materials, lecture notes or material from other sources. Each activity or module may draw upon specific resources. Discussion activities can be designed to provide a focus for student attention to course materials and additional reading. There is an area in the template for course resources. These can be linked to discussion activities.
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Develop the discussion activities. Each activity needs an introduction that provides a focus and rationale for the discussion. This may refer or link to additional resources and suggest some focus questions for these also. The introduction is followed by the online discussion for that activity.
- This template has empty learning modules. Each of these has a document (the introduction to the discussion activity, with links to other sources), followed by a discussion (the activity). This is followed by another document (the introduction to the next activity), and so on. Each module can have as many discussion activities as unnecessary for the module. The course can have as many modules as a needed.
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