CEE TEL Design

Technology-Enhanced Learning Design

ĢƵ aspires to provide ‘scholarly, flexible, technologically enabled and practice-based learning that promotes future careers and academic opportunities’ (ĢƵ, 2022)

CEE manages, supports, and develops the ĢƵ learning technologies ecosystem that underpins a whole-of-institution commitment to a technology-enhanced learning and teaching experience for our students.

LearnĢƵ is the centre of the ĢƵ's virtual learning environment (VLE), which comprises both the Learning Management System (LMS) and several interoperable and integrated system tools (such as Panopto, Collaborate, H5P, Padlet, PebblePad, Hypothesis, etc.).

Resources have been collated to reflect the six key functions within LearnĢƵ to assist educators to locate the support they need. Further resources are available in the .

Designing with the six LearnĢƵ key functions

Examples – Making class announcements, sending messages to students and groups, notification emails, establishing a class calendar and schedule, sending due date reminders, and facilitating class and group discussions.

Designing with communication tools

Online synchronous communication

Synchronous communication enables educators and students across different locations to converse with real-time interactions and provide immediate responses. Sessions can be recorded to bestow even more flexibility.

Online asynchronous communication

Asynchronous communication involves a time delay in the transmission of information between two or more contributors. It is not expected that messages will be received nor responded to immediately.

Communication planning

Examples - Records of attendance, class lists, conditional availability rules, progress tracking, reporting time on task, tracking access to materials, and correlating student activity with performance on tests.

Designing with participation and engagement tools

It is important to monitor how students are engaging with the subject materials and participating in face-to-face and online elements.

Learning analytics enables educators to track student activity and provide feedback to support learning. The data can also be used to reflect upon improvements to the student experience, curriculum, and subject design.

Data types

  • Subject Reports provides a graphical summary of site usage and activity for all or selected students between nominated dates.
    Subject Reports

  • Question analysis provides statistics on overall performance, assessment quality, and individual questions. This data helps you recognise questions that might be poor discriminators of student performance.

  • See when your students opened, started, and submitted tests and assignments with the Student Activity report.

  • Discussion analytics provide you with insights into forum participants and activity. This information can help you identify students who are participating or may need help and encouragement.

  • In the Subject Activity Report, you can view how active your students are in your course materials. This activity has been shown to correlate strongly with course outcomes. Students who are active in online subjects are more likely to get high grades.

  • Students can visually identify what tasks they have started, completed, or haven't interacted with. Educators can see these reports to find out about student engagement within the subject site.

  • The Session Attendance Report provides an overview of when attendees joined and left sessions. It also gives you an idea of how long attendees were present in the session on average.

  • The Session Engagement Insights Panel is a tool companion for moderators in Collaborate that shows with data how the audience is engaging while the session is occurring; opening the space to think about actions that may help keep or improve the energy of a session.

  • Authors of H5P items created in LearnĢƵ can see extra analytics, generally on question/answer interactions.

  • If you have videos in Panopto you can find out views, downloads, and other statistics.

  • The Subject Accessibility Report will provide you with an 'at-a-glance' impression and highlights the content that is easiest to fix and the content that has the most significant accessibility issues.

Special conditions

Examples - Arrange and organise the content, structure, and layout to support your teaching and sequencing of activities including signposting and instructions.

Designing with organisations and structure tools

Students value consistency within and across the subjects.

The structure of content items within a subject site all contribute to the overall usability of the digital learning experience. Students should know where they are within a subject site and where they need to go next. This can be achieved through indicative labels, headings, descriptions, and visual cues.

Organising your subject site

Need to lay out an assessment task?  Take a look at the Assessment Template (PDF, 231 KB).

Email the Academic Design & Development (ADD) team (acaddevdesign@jcu.edu.au) with a brief description of your design request and we’ll follow up as soon as possible.

ĢƵ Open eBook - Teaching with Technology

. How to plan, design, develop and teach with digital teaching tools in mind.