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Teaching and Learning


Aligned assessment
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.
Authentic assessment
Assessment involving the learner's ability to apply knowledge and skills to solve real-world problems or perform real-world tasks.
Blended learning
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.
Cognitive presence
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
Constructive alignment
An outcomes-based teaching and learning framework that proposes the systematic alignment of teaching/learning activities and assessment tasks to the intended learning outcomes.
Course Coordinator
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.
Digital literacy
The ability to locate, organise, understand, evaluate, and create information using digital technology.
Distance education
Distinguished by physical distance between teachers and students.
Distinguished by the use of stand-alone technology tools and educational software.
Embedded assessments
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.
Formative assessment
Ongoing assessment intended to be used as feedback to improve learning and teaching processes.
Instructional design
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.
Learning communities
Groups of students who engage in collective learning in a shared classroom or residential community.
Learning design
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.
Online learning
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.
Social presence
The degree to which participants in online environments feel affectively connected to one another.
Summative assessment
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.
Teaching presence
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.
Unit Assessor
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.