To refresh our courses one first needs to pause and take stock Our digital ecologies are changing because the way we are wanting to teach and examine is changing. Moving forward, we see L&T using new and more engaging forms of technology, designed to help our students not just learn disciplinary skills, but to find new ways of engaging with their peers. Improvement is a deliberate act that involves planning and execution. We need to find the new tools and techniques to help us with our teaching. We will look at some possible affordances you can enjoy when you are ready to pause and take stock.

1. Innovative Delivery Doesn’t
Just Happen by Accident
Professor Michael Sankey
Learning Transformations
President, Australasian Council on Open,
Distance and eLearning (ACODE)

2. Acknowledgement of country
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3. Introduction
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• To refresh our courses one first needs to pause and take stock
• Our digital ecologies are changing because the way we are wanting to teach
and examine is changing
• Moving forward, we see L&T using new and more engaging forms of
technology, designed to help our students not just learn disciplinary skills, but
to find new ways of engaging with their peers
• Improvement is a deliberate act that involves planning and execution
• We need to find the new tools and techniques to help us with our teaching
• We will look at some possible affordances you can enjoy when you are ready
to pause and take stock.

4. ADDIE
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7. Griffith VLE – Learning@Griffith
Feedback
Fruits

8. Self or cloud hosted
•Institution largely either self hosted or hosted an instance
with the vendor on a private cloud, allowing customisations
that made upgrading more difficult
SaaS
•Software as a service (SaaS) vendors moving clients onto using
the one version of the software. Less customisation possible,
but upgrades happen much more easily
API
• With self hosted systems, institutions had to develop APIs (application program
interface) to allow other systems to communicate with each other
LTI & xAPI
• The advent of LTI (learning tools Interoperability) allows learning system to
invoke and to communicate with external systems against a common global
standard. This is linked with extra ‘experience’ data available through xAPI
Transmission of information
• Systems were used to provide links to documents and learning elements
contained within a repository. Limited tools in the LMS limited engagement
opportunities
Participatory creation
• The advent of more tools to allow for the co-creation, sharing and peer-review
of learning episodes. Greater interoperability has allowed for this to be more
easily mediated
Walled garden approach
• Where the LMS was the central repository for learning and pathways inside the
LMS led students to different elements in the one garden
Open garden approach
• The LMS still has a role but now so do many other systems that can interoperate.
Pathways lead between the different gardens providing far more variety
Antecedents and descendant in a changing VLE ecology

9. BlackBoard
& associated tools
O365
& associated tools
Pre Uni Undergraduate Post-graduate Work
Year 1 Year 2 Year 3-4
Common patterns of student usage
VLE
O365
& associated tools
BlackBoard
& associated tools
Workplace technologies

10. • Understand who your learner are; school leavers,
adult learners, race, a mix. Is it the same every year
or is it changing over time?
• What mix of learning spaces are you going to use
(physical/online) and what devices do you want them
to have access to?
• Research learning resources to ensure the latest
versions of materials and software’s (not what you used last year).
• Determine delivery and assessment strategies, or the pedagogies you are
going to use.
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Analyse

11. • Chart-out how it is going to work in your course, week
by week. What: you will do & assess; what they will do
• Plan-out when you are going to develop the content
yourself or use pre-existing content (open content)
• Identify what limitations your students may experience
(access to good internet, computers, machines)
• Design the mix of online learning spaces (LMS, chat, Teams, Zoom, ePortfolio)
• Explore new and refine the technology options. Use what they will use in the
workplace
• Test our your assumptions with a colleague, or even with a past student
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Design

12. • Mix-it-up and keep it personnel. Develop your resources
considering UDL (will come back to this).
• Maximize the affordances of technology, TAFE pay a lot
of money for these systems, so make the most of them.
Don’t be afraid to ask for help if you don’t understand
• Conduct testing on multiple devices and browsers (Mac,
PC, Tablet, Surface / Edge, Safari, Firefox, Chrome)
• Ensure security (use reputable sites), backups and access requirements,
particularly when linking to outside resources (consider digital equity)
• Confirm licensing, copyright and accessibility with your librarians or designers
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Develop

13. • You the online tools and software that you know your
students will have access to. If they don’t have access
you need to provide it to them.
• Be present during delivery and keep the communication
lines open. Be very clear about the assessment.
• Engage your students in the learning, you don’t have to
do it all. They are not just empty vessels waiting to be
filled. Make the think and work for it.
• Provide clear entry points for learning, usually based on topics, showing the
linkages between topics, and how they contributes assessment and outcomes
• Prepare yourself for e-learning and make sure others know what you are doing
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Implement

14. • Study and take seriously your student feedback and
learn from it
• If you make changes based on that feedback, make
sure you tell the next cohort how you changed the
course based on the feedback you received
• There is other data you can access from the LMS and
other systems you use, go and check it out and try and align this with what you
believe was the case. It is amazing what you can learn from this. (who and how
often they accessed the materials, did they listen to the videos and for how
long, how many times they accessed the LMS or Teams). You may want to
make some changes to the way you do things based on this.
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Evaluate

15. Developing a pedagogy first approach
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• Advances in Ed Tech have driven many to
develop new strategies, base on assumptions
that it can facilitate pedagogical scenarios
• The temptation is to fit the pedagogy intent into
the tool we want to use (I like the tool), instead of
the pedagogy being the reason for using the tool
(this tool helps me apply my pedagogy)
• It’s like putting the cart before the horse
• To understand this more, come to my other
session tomorrow

16. • Digital Fluency and Digital Equity
• Digital Fluency
• A digitally literate person knows how to use digital technologies and what to do with
them
• A digitally fluent person can decide when to use specific digital technologies to
achieve their desired outcome. They can articulate why the tools they are using will
provide their desired outcome. (TKI, 2020)
• The 2019 Horizon Report (Alexander, et al, 2019) write, “Merely maintaining the basic
literacies by which students and instructors’ access and evaluate information is no longer
sufficient to support the complex needs of a digitally mediated society” (p 14).
• The times have changed
When dealing with TEL: Student @centre of the mix
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17. • Diversity and accessibility in TEL relates to both
access and inclusion
• April 2019, in the US, Sen’ Patty Murray
introduced the Digital Equity Act to Congress
• It becomes the responsibility of the teacher
(or designers) to enact these features for their students
• Enter, Universal Design for Learning (UDL) developing content in multiple modalities
• As of Sep 2019 only 54.8% of household globally had access to the internet (UNESCO, 2019a)
• Devices to access online content is one thing, being able to afford to purchase textbooks to
support one’s learning is quite another
• The 2019 UNESCO General Conference, ‘OER Recommendation’ on the creation, use and
adaptation of inclusive and quality OER
Digital Equity
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18. UDL for Blended Learning
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• Recognise the diversity of student, and the
need for flexibility to combine study with
multiple other commitments
• Strong teacher-presence is crucial.
Students need regular and meaningful
communications to remain engaged
• Interactive and engaging, e.g. short
videos; varied formats and content,
through simple-to-use technology
• A mix of a/synchronous options,
recognising that some activities may not
be well attended but are valuable to those
who choose to attend
https://transformingassessment.com
https://teaching.unsw.edu.au/universal-design-learning-udl

19. Sharing and learning with others
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• “We are all in this together”
• Most people are very willing to share
• Lets get mentoring
• Get connected
• Look for this from people you trust,
already know
• Lots of people are putting
stuff up for us to learn from
• But look for trusted sources
https://teledvisors.net/blog/

20. Questions and
Discussion