CEE Learning Design Blended Learning Blended Learning Showcase Showcase 3 - Peter Jones
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Blended Learning - Peter Jones
Peter Jones is a lecturer in Social Work with the College of Arts, Society and Education. In this video, Peter discusses strategies to support students’ knowledge and skill development, including:
- Knowing the learners, and considering their demographics
- Engaging students in their learning by connecting them with peers and staff
- Providing opportunities for students to learn in different ways and collaborate with each other
- Providing regular feedback
- Using online tools to engage those studying externally, and
- Using technology to communicate with students and introduce key concepts.
Peter's strategies demonstrate the following JCU Standards for Blended and Online Subject Design:
Standard 1: Curriculum and learning materials are aligned, available and engaging
Threshold:
- Select content that is aligned to learning outcomes
- Select content to support different learning styles
- Ensure subject design includes guidance for learners to work with content in meaningful ways
- Use a variety of LearnJCU tools to engage students with course content
- Include teacher-created video to identify key points/focus areas or highlight threshold concepts (max. 10 minutes)
Key first year indicators:
- Provide explicit guidance on how to use learning resources within LearnJCU (site map, location of assessment, learning activities, collaboration tools)
Standard 2: Assessment tasks are aligned, available and engaging, including formative assessment
Threshold:
- Use a variety of assessment types that ensure academic integrity according to JCU Learning, Teaching and Assessment Policy core principle 5
- Provide assessment for learning opportunities in all subjects including the use of diagnostic tools, peer assessment, multiple attempt quizzes, etc.
Standard 3: Students are provided with opportunities to interact with peers
Threshold:
- Ensure face-to-face teaching provides opportunities for students to collaborate and develop a sense of belonging through active learning and group activities
- Provide collaboration opportunities and develop a sense of belonging through active learning and group activities
- Use online discussion tools in a purposeful manner
Standard 4: Students are provided with opportunities to interact with staff
Threshold:
- Provide explicit guidance about the purpose and nature of various face-to-face learning experiences
- Provide synchronous support options of up to two hours per week for external students
Key first year indicators:
- Maintain regular contact online using just-in-time strategies
- Utilise Learning Analytics to proactively identify students in need of support to enable resources to be provided as appropriate
Standard 6: Students are supported in their use of educational technology
Threshold:
- Recognise disparities in students’ access to internet services
Standard 8: Students are directed to support services
Key first year indicators:
- Actively engage with key transition support services and provide links to information/services