Steps for Moving Online

BEL+T has developed a relational framework for moving learning and teaching online that is described above by our DIAgram. The framework and its representation focus on Learning Engagement and Belonging as the foundational aims for the design of these activities, and the Coordinated integration of Delivery + Interaction + Assessment as elements that support this. The entire framework is encompassed by a Supportive Learning Environment to acknowledge the importance of student wellbeing.

You can find more details, examples and tool guidance via the Delivery + Interaction + Assessment pages. The Supporting Online Learning page describes ways of supporting student wellbeing, and the page of BEL+T Guides include detailed guidance on various topics and tools. Finally, within BEL+T's Teaching Toolbox, you will find guidance related to Canvas design and management.

Step 1: Focus on Canvas

    • Canvas should be used as the central point of contact with students for all subjects, and for the delivery of subject-related documentation. This will minimise confusion in a situation where the current or recommended approach is changing often and quickly, due to outside factors.
    • Messages sent from Canvas will go to student emails, but they will also be recorded for all to review. This can minimise time spent responding to individual queries.
    • The 'Help is Here: Locating Student Support on Canvas' PDF provides clarity and guidance to Subject Coordinators in allocating types of subject-related resources and information appropriately within their Canvas pages.
    • Periodic reviews of Canvas sites will investigate student support and resource buttons, as well as clear communication of what students might expect in Dual Delivery subjects.

Step 2: Follow the ABP Online Checklist

The Faculty has developed a checklist for moving an ABP subject online. Please confirm the following before moving to this mode:

The site presence is well-designed (ideally following a suitable ABP template)

  • A first-time student visitor will find key subject information, as well as a way to seek advice from staff;
  • Expected time/s for staff responses to student queries is clear, and delivered upon;
  • The elements of the online environment are structured, cohesive and organized;
  • Expectations of student engagement, and submissions, are consistent and clear.

The pedagogy, content and activity is tailored for the subject’s intended learning outcomes (ILOs)

  • Approaches to delivery / interaction / assessment in the subject design is suitable for the teaching mode;
  • Content is current, of good quality and sufficient quantity, and relevant to the ILOs;
  • Platform/s for online interaction are focused on relevant learning experiences;
  • Assessment design is aligned with the ILOs and suitable for the online environment.

Support is provided for students facing particular challenges

  • The Canvas accessibility score is considered;
  • Links are provided for wellbeing support and special consideration applications etc;
  • Links to Faculty and University information are current and relevant.

Step 3: Rethink Interaction

    • A key factor shaping how students experience each subject is interaction, including both student-to-student and student-to-teacher opportunities. Interactive activities can be designed and coordinated to support engagement with subject content and foster a sense of belonging.
    • Generally, for online and dual delivery subjects, content will be delivered asynchronously through Canvas. Interaction can then be designed to take place either synchronously or asynchronously. Using a "workflow model" to creatively design the cyclical relationship between delivery and interaction--before, during and after timetabled sessions--can support engagement, assessment and wellbeing.
    • When designing activities as either synchronous and asynchronous, it is important that issues of equity and access are taken into consideration. For instance, not all students may be able to join real-time sessions. Designing asynchronous alternatives that allow all students to equitably achieve each of the subject's learning outcomes is a reasonable approach.

For subject coordinators teaching in a dual delivery mode, be sure to review BEL+T's Dual Delivery Guide.

Additional Resources from Learning Environments

Online Learning Info for Staff

Advice for Online and Flexible Learning

Technology Enhanced Learning Framework

Learning Environments Online Webinars

Implementing Online Learning Quality