Where assessment tasks elicit student understanding and performances that are clearly stated in the course learning outcomes and practised in the teaching and learning activities.
Refers to learning that can take place at any time. In other words, you and your students can access and participate in your online courses whenever you wish.
Assessment involving the learner's ability to apply knowledge and skills to solve real-world problems or perform real-world tasks.
The integration of face-to-face interaction with online learning. Also distinguished by learning that takes place over the internet; but here the teaching time is split between face-to-face and online learning.
The extent to which learners are able to construct and confirm meaning in online courses.
Communities of practice
Groups of people who engage in a process of collective learning in a shared domain of human endeavour (e.g. shared work). See wenger-trayner.com/theory
An outcomes-based teaching and learning framework that proposes the systematic alignment of teaching/learning activities and assessment tasks to the intended learning outcomes.
The Course Coordinator leads or manages a course in line with School/College strategic direction and plans, and provides academic leadership in course planning processes.
The ability to locate, organise, understand, evaluate, and create information using digital technology.
Distinguished by physical distance between teachers and students.
Distinguished by the use of stand-alone technology tools and educational software.
Assessments that make use of the actual work that students produce in their courses.
Extrinsic feedback is derived from a source external to the learning experience or learning environment, for example, a teacher or peer.
Ongoing assessment intended to be used as feedback to improve learning and teaching processes.
Is 'the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation' (Smith & Ragan, 1999).
Intrinsic feedback is derived from the learning experience, rather than from an external source such as a teacher or peer.
Groups of students who engage in collective learning in a shared classroom or residential community.
The systematic learner-centred design model process that enables 'teachers/designers to make more informed decisions in how they go about designing learning activities and interventions' (Conole, 2013).
Learning design activities
Activities used to aid the online course design and delivery process.
Characterised by teaching and learning that takes place over the internet.
A tool or guide that helps to define the specific criteria for assessing a piece of work. It helps teachers to provide feedback and enables students to understand both assignment and assessment expectations and standards.
The degree to which participants in online environments feel affectively connected to one another.
Assessment of learning intended to be used to evaluate a learner's knowledge of a topic at a particular point in time.
Refers to learning that takes place in real time, such as virtual meetings or other scheduled online events.
The design and organisation of course materials and activities, facilitation of learning, and direction and leadership in online courses.
The Unit and Course Management System (UCMS) is an online platform for managing course and unit approval processes in accordance with SCU policy.
The Unit Assessor manages a unit/s of study and has responsibility for curriculum development and delivery, unit administration, and management of the teaching team.