The University of Wollongong and Blackboard have collaborated to develop an exemplary course for staff that demonstrates best practice for digital learning within Moodle. In 2015, the University implemented a set of minimum expectations and good practice elements called the Digital Learning Thresholds (DLT). The DLT strategy supports the principle that all students will have access to digital learning and both staff and students have clear expectations about the use of digital learning within the curriculum. This session will be co-presented by Lynley Clark from Blackboard and Denise Spanswick from the University of Wollongong (UOW). It will discuss how Lynley and a small team of Educational Designers from UOW worked together to incorporate the DLT elements into examples of activities and resources within a Moodle site with the aim of providing a model or exemplar to develop staff’s understanding of digital learning in a way that could more easily translate to their own subject development and an exceptional learning experience for UOW students.

1. Presented by Lynley Clark and Denise Spanswick
UOW Exemplar Moodle Site with DLT’s.

2. Significant Challenges Impeding Technology Adoption in Higher
Education
2
http://www.smh.com.au/national/education/time-to-ask-students-about-use-of-digital-technologies-in-lectures-20150615-gho1c6.html
"Sometimes I feel that lecturers
are just reading off their slides
rather than engaging with us
as enthusiastic students. I feel
that, particularly with
education, we need to be
interactive therefore
PowerPoints often make me
feel bored and easily distracted
as I am not able to learn."

3. 3
• Solvable challenges –those that we understand
how to solve
• Blending formal and informal learning,
• Creating authentic learning opportunities
• Improving digital literacy
• Difficult challenges – those that we understand but
for which solutions are elusive
• Competing models of education
• Rethinking the roles of educators
• Under resourced campus Infrastructure
• Wicked challenges – those that are complex to
even define, much less address
• Balancing our connected and unconnected
lives
• Keeping formal education relevant
• Scaling instructional innovations
http://cdn.nmc.org/media/2016-nmc-horizon-report-he-EN.pdf
Horizon Report
Global report Australian report Last year comparison

4. The Challenges
4

5. Digital Learning Thresholds
Teaching principles
• Communicate clear objective and high expectations
• Encourage active learning
• Give prompt feedback
• Emphasise time on task
• Encourage contact between students and teachers
5
http://www.uow.edu.au/dvca/ltc/dlt/index.html

6. Thresholds and tools
6
Communicate clear objective and high expectations Label
Encourage contact between students and teachers
Give Prompt Feedback
Encourage Student Collaboration
Emphasise time on task
Label
Q & A - Forum type
URL
Feedback
Each person posts one discussion - Forum type
Encourage Active Learning
Encourage contact between students and teachers
Encourage Student Collaboration
Label
Adobe Connect
Questionnaire
Encourage Active Learning - Assessment piece
Emphasise time on task - equella??
Engourage contact between teachers and students
Give prompt feedback
Label
Assignmment
Adobe Connect
Book for resources
Encourage Active Learning
Give Prompt feedback
Label
Workshop
online session
rubric

7. 7

8. 8

9. What are the UOW DLT’s ?
• They are Digital Learning Thresholds which form part of the UOW Technology Enriched Learning
(TEL) Strategy 2015–2019
• Our graduates will be able to respond quickly and confidently to rapidly changing technologies in
their field and embrace emerging opportunities in an increasingly digital world.
• Developed to enhance the learning experience of students through the incorporation of
minimum expectations and good practices in digital learning.
• Underpin aspects of digital literacy, including digital aspects of communication, production,
collaboration, research, self-organisation, professionalism, identity and responsibility.
• Support the principle that all students will have access to digital learning opportunities and both
students and staff will have clear expectations about the use of digital learning within the
curriculum.
9

10. What are they designed to do ?
• Transform student learning to maximise success
• Meet the needs of the 21st century learner by providing access to digitally
rich learning experiences anywhere, anytime.
• Prepare students for a digital economy by fostering adaptive learners who
are experienced in ‘learning how to learn’ using a variety of real-world,
current and emerging technologies
• Enhance UOW’s capability and reputation as a digital university
• Expand the reach of UOW for recruiting students through open learning and
online delivery.
10

11. Benefits for Students
• Flexibility to reach their full potential for learning in an increasingly time-pressed 21st century
online and mobile world
• Access to technologies which enhance both on and off-campus learning through more interactive,
creative and networked learning opportunities
• Expertise and confidence gained in using technologies and knowledge sources relevant to their
future professions, and which enhance student employability
• Lower cost barriers to entry for students through open learning pathways
• A selection of online courses (predominantly postgraduate) which offer quality-assured digital
learning experiences for 24/7 learning, anywhere and anytime
• For second language learners, access to opportunities to develop English language proficiency
within digital learning environments.
11

12. Benefits for Staff
• Access to a range of learning analytics data, which can be used to enhance student
learning in the discipline
• Availability of publicly available resources for discipline-based content, eg Creative
Commons artefacts, YouTube videos, Open Educations Resources (OER) readings
• Research opportunities in new and emerging areas
• Access to professional development and support to gain confidence in using digital
technologies to enhance learning and teaching
• Recognition for innovation and excellence, through UOW reward and recognition
programs which value contributions to university strategic priorities.
12

13. Benefits for UOW
• Enhancement of teaching and research through delivery of high profile, fully online open
courses which will attract students and academics globally
• Maximising the benefits of emerging practices which are transforming the ways
education is delivered and supported.
• An extended educational digital footprint to meet the UOW mission for regional
community development
• Robust infrastructure to encourage innovation and enable success in a competitive global
environment
• An enhanced reputation for offering a rich, on-campus experience, supplemented by
cutting-edge digital technologies.
13

14. Why did UOW introduce DLTs ?
• Differing levels of digital competency across faculties and schools
• Student feedback from surveys, wanting more integration of technology to help them
move into the workforce
• Use of tools such as ePortfolios, where students can “store” work created through their
degree, as specific examples to display in job interviews.
• Need for a consistent student digital experience across different subjects in their degree
(eg. Submission of assignments, gaining feedback, use of applicable workplace
technology)
14

15. Video Interviews with academics who have applied DLT’s
• E:Jen Roberts Assessment and Feedback- Online peer assessment brief.mp4
• E:Lynnaire Sheridan Online Submission.mp4
• E:The Flipped Classroom in Action.mp4
• E:Turnitin as a pedagogical tool.mp4
• E:Tim McCarthy Assessment and feedback- Online Quiz Assessment brief.mp4
• E:Using Turnitin with GradeMark.mp4
15

16. Examples
16
What was done Customised course site homepage
Why was it done To provide a central reference point for
students
How was it done The homepage was customised with a
contextualised banner and colour scheme.
This particular banner was designed as part
of an Educational Resource Development
Agreement (ERDA) in consultation with an
Educational Designer
Teaching
Principle
Communicate clear objective and high
expectations

17. Examples
17
What was done A section of the Moodle site was named
Subject Information.
Why was it done To provide subject information to the
student
How was it done A section in Moodle was named Subject
Information. In this section a range of
information related to the subject,
including a subject outline, and specific
instructions and documents were
uploaded as files.
Teaching Principle Communicate clear objective and high
expectations

18. Examples
18
What was
done
A Calendar block was added and placed in a prominent position on
the Moodle site. When an assignment or quiz is added to the site,
the due date automatically is added to the calendar.
Why was it
done
Adding the calendar block allows students to check important
dates for the course, with events such as due dates being
highlighted. Hovering the mouse over the highlighted entry will
display a popup with information relevant to that date.
Clicking on the calendar date takes the user to the activities for the
day, and provides a link to go directly to the Moodle assignment or
quiz.
How was it
done
Click Turn editing on. A new block will appear titled Add a block
Select the Calendar block from the dropdown menu. The block will
appear in the site, with all important dates and activities for the
subject (e.g. quizzes and assignments) automatically appearing in
the calendar.
Teaching
Principle
Communicate clear objectives and high expectations

19. Examples
19
What was done Summary of the subject outline content
Why was it done The Subject Outline provides the student with
an overview of what is expected of the student
to complete the subject successfully.
How was it done The details of the Subject Outline were
unpacked and added as dot points to the
description in the file upload settings
Teaching Principle Communicate clear objectives and high
expectations

20. Examples
20
What was
done
A communication centre was established for a real event,
the Clubs NSW Academy Games. Students worked in pairs
to organise and conduct an interviews with a selected
athlete or team. Students were also allocated roles within
the communications centre to manage coverage of the
event
Why was it
done
To give students the opportunity to participate in an
authentic public relations task for coverage of a real event.
Although the Code of Practice Teaching and Assessment
(COPTA) mandates criteria for assessment be included in
the subject outline, including information in a different
format can be useful in aiding student understanding
How was it
done
4-5 hour turnaround from interview to story – marks
allocated for turnaround deadline.
Plan and research – survey instrument developed and
submitted to Moodle assignment.
The interview – marks allocated for conducting interview
which was uploaded to YouTube.
Media Release or Web Story – marks allocated for
completing media release which was uploaded to event
website.
Partner review – marks allocated for review of partner’s
work which was uploaded to Moodle assignment
Teaching
Principles
Encourage active learning
Give prompt feedback

21. Examples
21
What was
done
Showing assignment dates in activity description (Moodle)
Why was it
done
Showing the date due in the activity description provides
students with a visual reminder when they log into the site
and to that section
How was it
done
The dates were added to the description box, located under
the name of the activity. The “Display description on site
page” was enabled, so that the description would display
just below the link to the activity or resource.
Tip: If you use this method, be sure to alter the description
each semester to ensure that the dates match that session.
Teaching
Principles
Encourage active learning
Give prompt feedback

22. Examples
22
What was
done
Student View of Online Gradebook
Why was it
done
If permission has been granted within a subject site,
students can access their grades for online
assessments via the Grades link in the Administration
block.
How was it
done
When an online assessment item is created in a
Moodle site (eg a Turnitin assignment) the item will
appear in the Moodle gradebook. When grades and
feedback are added to the assessment item, they are
also added to the gradebook where students can
access and view them if permission is granted.
Options for showing and hiding assessments and
grades could be in the assessment settings and/or in
the Moodle gradebook
Teaching
Principles
Encourage active learning
Give prompt feedback

23. Examples
23
What was
done
Use of the Mahara assignment activity,
prompting students to explore and use
Mahara for journaling/blogging.
Why was
it done
Fosters the possibility of open formal-
informal student centred learning spaces
(students as co-learners), integrated with
formal learning practices
How was
it done
Mahara link is accessible for everyone from
any Moodle site. The assignment requires
a Mahara page be submitted in Moodle.
Teaching
Principles
Encourage active learning
Give prompt feedback

24. Examples
24
What was
done
Practice submission: Quizzes and
Assignments
Why was it
done
Practice quizzes with questions relating to
course content allows students to gain an
understanding of question types and
feedback prior to attempting the actual
assessment.
Provides students with an opportunity to
test the online submission of quizzes and/or
assignments prior to the assessment task
How was it
done
A practice quiz and an assignment drobox
were created and placed directly above the
actual assessment task
Teaching
Principles
Encourage active learning
Give prompt feedback

25. Examples
25
What was
done
Peer feedback Assessment Tasks
Why was it
done
To improve writing skills and give students the
opportunity to learn how to give feedback in a
professional context
How was it
done
The peer assessment tasks were created using
the Workshop activity in Moodle. Students
submit their essay, peer reviewers are
allocated to review the submissions, reviewers
provide feedback via a marking guide, marks
for submissions and reviews are calculated
automatically and the teacher can review and
adjust if required
Teaching
Principles
Encourage active learning
Give prompt feedback

26. Examples
26
What was
done
Individual reflection marking criteria
Why was it
done
To provide staff and students with consistent
and transparent marking criteria for a
reflective assessment
How was it
done
Create the Moodle assignment. Click on the
assignment title. Go to Administration –
Advanced Grading. Select Rubric from the drop
down menu. Click on Define new grading form
from scratch and fill in the fields. Open the
Moodle assignment settings and select the
rubric as the grading method
Teaching
Principles
Encourage active learning
Give prompt feedback

27. Examples
27
What was
done
The Echo360 EchoCenter block was added to
the Moodle
Why was it
done
The Echo360 EchoCenter block allows students to
access lecture recordings (Echo360), and also pre-
recorded resources which were recorded using
PCAP (Personal Capture).
Teaching staff can view analytics of the recordings to
count unique views and locate hot spots within the
recording. This information can be helpful for
identifying areas of the video which have been
watched multiple times by students and for
identifying areas that may require further
clarification for students.
How was it
done
From the Moodle subject home Turn editing on.
From the Add a block dropdown, select Echo360
EchoCenter.
Teaching
Principles
Emphasise time on task

28. Examples
28
What was
done
Lecture resources available for download
Why was it
done
To provide students with lecture resources to be
downloaded prior to attending lectures. These
resources can also be used for revision
How was it
done
Files uploaded into Moodle via Add Activity >
Resource > File
Teaching
Principles
Emphasise time on task

29. Examples
29
What was
done
Subject glossary
Why was it
done
To allow students to create, curate and
contribute content to a subject to be shared
among the student cohort.
How was it
done
A glossary was created in the Moodle site.
Settings were changed to allow students to
contribute and collaborate on meanings.
Teaching
Principles
Emphasise time on task

30. Any Questions ?
30

31. 31
Thank you