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The FIT Model for Online Pedagogy
The Core Elements of Foundational Online Delivery in Moodle
The full Prezi can be viewed...
Project 1: Research – Faculty-wide consolidation and
online/intensive delivery of all research training units
into the Gra...
Project 2: Psychology– Provide online/flexible pathways
through the Bachelor of Science in Psychology and
Graduate Diploma...
Project 3: Sport – Facebook, Blackboard Collaborate and
Flipping: Examples of innovative teaching practices in the
Discipl...
Project 4: Implementation of flexible options for all PG
Nursing and Midwifery Programs & UG MidThreads –
Using SBLi (Scen...
Toni Green from Physiotherapy put in a bid
for some money to Offer Health Professional
Practice 2 PG 6454 as an online uni...
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UC faculty of health saffire projects

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These were posters of projects completed within the Faculty of Health at UC, demonstrating the range and depth of work completed during SAFFIRE. Staff engaged with many new technologies, considered differing ways of presenting information, engaged with an in-depth rethink of their teaching and assessment practices, moved courses and units online, and others were presented using blended learning. All within the FIT framework developed in support of their efforts.

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UC faculty of health saffire projects

  1. 1. The FIT Model for Online Pedagogy The Core Elements of Foundational Online Delivery in Moodle The full Prezi can be viewed at http://prezi.com/1symmhdixltz/core-elements-of-foundational-online-in-moodle/ The 3 modes of online pedagogy (Foundational, Interactive and Transformational) described above create a quality structure for the e-learning environment, which supports any type of delivery, F2F, online, blended, intensive, or flexible. The FIT Model for Online Pedagogy was developed for use with Moodle and adopted by the Faculty of Health in October 2014 as the measure of quality online learning in all its Moodle units.
  2. 2. Project 1: Research – Faculty-wide consolidation and online/intensive delivery of all research training units into the Graduate Certificate of Health Research Development for online delivery of 4 units • 6486 - Research Planning PG - 3 cp, Level P • 9583 - Qualitative Research Practice in Health PG - 3 cp, Level P • 9585 - Quantitative Research Practice in Health PG - 3 cp, Level P • 9594 - Epidemiology and Principles of Research PG - 3 cp, Level P Unit Design All units have been designed using the Health FIT model for Online Pedagogy All units have a common touch for student ease of progress All units have no more than 2 layers to get to learning content All learning is supported by videos, worked examples and online discussion boards Learning Students like specific instructions for working through the unit on time (74 views) Students like worked examples (46 views) Students like a welcome video (39 views) Students like Assessment instruction podcasts (25 views) Want to know more? Find out more about the Grad Cert of Health Research at this QR code Articulation The Graduate Certificate articulates into a Postgraduate Diploma in Health Research The units are offered cross faculty – students can enroll in individual or all units as part of the following Health HDR programs: 771AA Master of Nutrition 772AA Master of Nutrition and Dietetics 132JA Master of Occupational Therapy 768AA Master of Physiotherapy 134JA Postgraduate Diploma in Health Research 253JA Professional Doctorate in Nurse Practitioner (Research) Benefits Increasing student enrolments Fully online Interdisciplinary Students develop generic health research skills but work with discipline specific mentors
  3. 3. Project 2: Psychology– Provide online/flexible pathways through the Bachelor of Science in Psychology and Graduate Diploma in Psychological Science 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 1 2 3 4 5 6 7 8 9 10 Numberofresponsesas% Questions Sem 1, 2014 Mid Semester Feedback (%) - Psychology SA A N D SD Seeking Student Feedback During weeks 7 & 8 of Semester 1 feedback was sought from students to check progress and reception of the restructured units. Specific questions sought information about the instructional strategies, content, communication and assessment practices as per the Health FIT model. As well students were asked two open ended questions. Questions 1. The unit clearly addresses the Unit's learning outcomes 2. The criteria for each piece of assessment has been clearly identified 3. The unit is well organized 4. The unit materials have been presented in a way that helped me understand the unit content and learnings 5. The Unit's activities help me to better understand the unit content 6. There has been an opportunity for interaction with teaching staff 7. Peer interaction is possible in this unit and actively encouraged 8. I have been given useful feedback on my progress 9. The unit is stimulating my interest in the subject area 10. I am gaining a good understanding of the subject matter Want to know more? Psychology@UC Develop all core units for flexible/ online delivery • Used a Moodle template that provides consistency across all units using the Health FIT Model for Online Pedagogy • Used online tools in Moodle – quizzes, discussion boards, workshops • Used videos to support and enhance learning – worked examples, lectures, unit introductions and instructions • Used BBC to run online tutes Project involved the entire UG Psychology Team 11. What were the best aspects of this unit? Please Comment 12. What aspects of this unit are in need of improvement? Please comment Outcomes Best aspects were - • Clearly address the Unit Outcomes and Assessment criteria easily identified (Q1: 93%; Q2: 90% Agree & Strongly Agree) • The organisation of units (Q3: 89% A&SA) Worst aspects were – • Giving feedback (Q8: 48% A&SA, 39% Neutral) Student comments on the units - • The lecturers and lectures “thoroughly enjoyed all the lecturers” and “The lectures are fantastic!” • The unit content delivery – “I love how not only are the lectures on line but the step by step tutorials are brilliant for revision” and “The tutorial screencasts are really great” • The organisation of the units “The structure - each area being broken down into a module made the course work seem doable!!” and “Definitely the organisation is amazing. If there was an option above strongly agree I would have chosen that.” • The online tutes “The online tutorial stuff is amazing. Keep that up please.” Learnings All electives will be re-developed for online/flexible delivery Use of broad range of new software – including Camtasia Students like a consistent approach throughout their course Need to develop early feedback strategies and embed them into the units
  4. 4. Project 3: Sport – Facebook, Blackboard Collaborate and Flipping: Examples of innovative teaching practices in the Discipline of Sport and Exercise Science Want to know more about enrolling in one of our courses? Sport@UC Introduction There have been significant moves towards online and blended delivery – Moodle, Mahara, Blackboard Collaborate – across all units in the sports discipline We have progressed far enough now to experience effects/results, and even begin to share reflections. Examples given here include •The use of Facebook in group-work (and to drive learning) •The use of Blackboard Collaborate to facilitate group-work •The flipped classroom and ‘teaching in public’ Facebook (performed through Moodle too) 1) Was used as a ‘forum’ for setting up or reviewing work done in Tutorials. •Challenges – groupthink (!), superficial engagement •Outcomes – mixed so far, looking for ways to extract more 2) Was also be used as a class joint project, where each small group took a turn at ‘curating’ the site and running activities/events through the page. •Challenges – logistics, huge variation in levels of engagement •Outcomes – “the more you engage, the more you get out of it” Blackboard Collaborate BBC was used as the platform for live presentation of lectures/tutes to both a physical classroom and an online classroom at the same time. BBC also offers option of ‘breakout rooms’ where students can discuss ideas and return with products/feedback. From there it was a small step to leave the main session open 24/7, so that those working on group assignments could work together online any time, without needing to physically meet. •Challenges – largely unused so far given the class size •Outcomes – those who use it are very positive, the rest… Flipping the classroom One unit (7224) asked students to present ideas from Day 1 – both in live face-to-face tutorials and through online (public) blogs. Another unit (8913) ‘eased’ students into the ‘flipped’ situation by offering 3 staff-led ‘labs’, then slowly and deliberately transitioning to a student-led, flipped format. Which would you think worked better? •Challenges: Logistics, attendance, valuing the opportunity, estrangement? •Outcomes: Engagers benefit hugely, non-engagers appear to perform about the same (both achievement and feedback). Reflections so far… There are no guarantees, but we must roll the dice – continuing to do what we’ve always done will (at best) continue to generate the same outcomes. Those who fully engage really do get a lot out of it – step improvements in grades But there remains a hard-core of ‘empty cuppers’ (e.g., “You tell me, I tell you back, I get a degree, yes?”) – the source of much current anguish Some students seem to* react to innovations such as flipping as though it has broken some sort of social contract of expectation, so there may be value in proactively marketing/selling our approach to teaching before students even arrive/apply – it can be our USP..! (* = the words of a true psychologist….) The Discipline of Sport and Exercise Science had 3 project on the go: • Online/intensive delivery for all units in these programs; particularly targeted to meet the needs of elite athletes. • Flexible pathways and articulation into Bachelor of Coaching & Exercise Science/Bachelor of Sports Management; • Develop an online Masters of High Performance Sport As part of these exciting new projects, the sports teaching team focused on using social media, e- portfolios, flipped learning and the use of Blackboard Collaborate for online tutorials. Adapted from a presentation for Health Showcase by Richard Keegan
  5. 5. Project 4: Implementation of flexible options for all PG Nursing and Midwifery Programs & UG MidThreads – Using SBLi (Scenario Based Learning Interactive) Want to know more about enrolling in one of our courses? Strategies Scenario based learning interactive – linked to competency work e.g Transport of the patients and simulated ventilator set up. SmartSparrow – Adaptive learning to consolidate knowledge Quizlets – assessing foundational concepts from readings. Worksheets – directed to target learning relevant to clinical practice and clinical workbook. Online glossaries Camtasia Videos Blackboard Collaborate Skills videos Assessments Clinical competency – linked to SBLi and worksheets Peer to peer assessments Communication based assessment Reflection and appraisal of critical clinical events – online forum Student Feedback • “ My students were surprised to find how convenient it was to be able to both engage in class room learning with interstate expert speakers, whilst also managing their family and work roles.” • “Several of my students are new mothers and found this form of engagement helpful to their studies, as did students on night shifts or extra shifts. “ • “Being able to replay the sessions was also helpful!". • “I really like it!” Challenges The technologies Cultural change Where to next? Integration of some features into the Undergraduate program (Osmosis) SBLi as online tutorials and exam preparation Collaborate as an online tutorial review of concepts Nursing–PG Midwifery–PGCourses,UGMidthreads Provide fully online/distance pathways in PG nursing courses (Professional doctorate; masters, diploma) Student Feedback “As my first semester of studying after a very long time. I have really enjoyed it” “[Best Aspect] That it is do-able while being a shift worker” PG Midwifery@UC: Develop a fully online PG midwifery course using best practice and drawing on the contributions of global experts Strategy: Using a consistent template for Midwifery PG, creating a sense of belonging for the students, use new and innovative ways of teaching, including the use of external blogs and SME’s to promote excellent practice. http://physiologicalbirth.wordpress.com/ UG MidThreads: To integrate a series of on-line modules to emphasise wellness and normality in pregnancy, labour, birth and the early parenting time across the undergraduate curriculum of the Bachelor of Midwifery. The rationale is to further fostering the integration of ‘normal’ across the curriculum will strengthen the wellness-focused model of care we are already mandated to teach in midwifery, which in turn will enhance the health and wellbeing of women and their babies and families in our care. Strategy: Using SBLi – promote students understanding through the use of scenarios that whilsts midwives must know how to undertake emergency treatments and how to consult and refer appropriately, midwifery’s focus must remain on what is an essentially social process that most women can undertake healthily Daisy M: Detailed, Accurate, Innovative, Smartabase for You in Midwifery The benefits of DAISY M for the students are use of a fast, efficient technology, a decrease in repetition of documentation and increased opportunities for learning. Scenarios from Midwifery and Nursing
  6. 6. Toni Green from Physiotherapy put in a bid for some money to Offer Health Professional Practice 2 PG 6454 as an online unit, incorporating Adobe Captivate to replace lectures and make them more interactive. As part of her unit redesign she included, besides the Captivate content, other videos, quizzes, and as an assessment task required students to complete an online presentation, shared via links to YouTube or Capturing Snapshots of Practice: Pharmacy, Physiotherapy, Public Health and Nutrition – Developing a Culture of Innovation and Engagement Want to know more about enrolling in one of our courses? Health@UC Collegial Competition in Pharmacy It began with a coffee lounge in EBM1, a place for students to meet – “to get to know each other, discuss unit topics, and share their experiences” an important aspect of establishing an online community. The inclusion of this student communication space was part of the broader discussion of how best to meet the needs of students studying online. Captivating PhysiotherapyClicking on the HELP button sends students to this site This interactive module created in Captivate takes students step by step through their assessment task Example of student’s completed e-poster created in Prezi Camtasia in Public Health Public Health put in a bid to take their major online. Innovations included recording in Camtasia, recording public and guest lectures, creating quizzes and crosswords, and developing some innovative assessment tasks using wikis, both assessable and non-assessable discussion forums and the workshop module for poster presentations using peer assessment in Moodle. is the serious work of developing quality content and changing many aspects of the pharmacy units, so that students experience a similar look and feel in each of their units, using grids (so no more scrolling), using books and pages (so not too many layers to get to information), deciding what activities to embed, the best learning strategies, quizzes, wikis, varying the assessment tasks and student communication. Initially the image was of a cup of coffee, but soon this was transformed to a beautiful lounge. But where one had a lounge in the chat room, the next lecturer had a more modern lounge and decided to use Blackboard Collaborate , 9401 has a log fire at the lodge, whilst 6441 a coffee shop in a hedge. The competition was on! But of course behind all this light-hearted competition Prezi in a discussion forum, and then peer assessed using an extensive rubric and the Moodle rating system. Other physiotherapy staff have also introduced flipping, videos and incorporated the use of captivate lectures. Joan worked hard with Robbie Jones to put all the lectures online, using Camtasia to record her introductions to the unit from her property outside of Canberra, yet sharing though an unlisted YouTube Channel. Camtasia allowed her to record her lectures here in the beautiful bush surrounds, and yet include all the content, such as screen shots of the course site, and photos of up and coming guest lecturers. Whilst the assessment structure encourages the students to participate in progressive analytical commentary and real world engagement with authentic tasks. Collaboration in International NutritionIn Nutrition & dietetics Gabrielle O’Kane got the ball rolling and applied for a small grant to develop or adapt two units in Nutrition studies for multi- mode delivery. These two units would potentially become the model for other units in the Discipline. The units make extensive use of pages, assessable and non-assessable discussion forums and Blackboard Collaborate (BBC) as an online tutorial tool. However, there was a snag, which no-one had foreseen. The BBC was used for the 6 PG students, a number of whom were international students. The result was an often difficult session for the lecturer, as she sought to encourage the students to participate online in this new form. 0 2000 4000 6000 8000 Views Posts But collaboration was not a problem in the discussion forums, where students engaged extensively with the content and each other. Over the time of the semester students made a total of 439 comments, but viewed the discussion boards 17,150 times. How the BBC will be included in Nutrition units is yet under discussion, but discussion forums will be continued as students have demonstrated their willingness to collaborate with each other in this asynchronous manner. Introduction Screencast by Joan Corbett

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