4. The study resources and materials provided were helpful in my learning​

Ensure delivery format(s) that maximise student engagement and content.

• Formats deliberately chosen to align to those used in industry (e.g., feasibility studies).
• Recap videos that summarise key points of text-based resources or preview upcoming synchronous session.
• Specific sections of longer readings emphasised to focus students’ attention, then time set aside in synchronous session to review key sections as a group/cohort.
• Use of virtual site visits or gamified platforms to engage students in real-world scenarios and/or uncertain futures.

• Consider intellectual property issues when recording content delivered by guests, noting there may be unique considerations around content delivered by Indigenous stakeholders.
• Consider learning resources in relationship to in-class activities and assessment tasks (see Theme #2).

Breaking down expectations along the way through supplemental channels of communication

• ‘Map’ provided to students (e.g., in subject guide) that conveys subject delivery formats across the semester.
• Use of video captioning and/or transcripts to allow multiple modes of engagement with the same resource.

• Complementary delivery formats (i.e., synchronous, asynchronous or both) may need to balance self-directed learning with cohort-wide interaction, and to accommodate diverse learning needs.
• Students may need flexibility rather than compulsory plus optional content – consider how this may align with ILO priorities for the subject.

Designing the LMS site for straightforward navigation and access to resources that clarify expectations

• Periodic check-ins with teaching team to gauge student needs for resources (e.g., what kind and when?).
• Periodic review of how/how often students are applying resources in assignments to gauge their engagement.
• Resource delivery designed in a way that allows for varied student journeys (e.g., through redundancy of content) rather than a set path.

Ensure expectations of time spent engaging with resources and materials is appropriate and aligns with approved subject credit hours.

• Weekly Canvas announcements that provide students with clear time expectations around open-ended tasks like self-guided learning activities or resource ‘mining’.
• Content clustered into blocks of reasonable time expectations (e.g., one hour of engagement).

• Beware of overwhelming students with online content; consider suggesting strategies for how to prioritise content, manage engagement, etc.
• While considering overall time commitment for a subject is important, assigning time to each asynchronous task may be problematic if it assumes that every student will spend the same time.
• Consider students’ responsibilities outside university that may impact engagement with content.

Structure the LMS for effective navigation to resources and materials.

• Time in timetabled/synchronous sessions (e.g. lectures or tutorials) dedicated to demonstrating how/where to access Canvas-based resources.
• Resources shared in consistent Canvas location, with consistent formatting and predictable timing of release.
• Semester overview included on homepage to help students navigate to relevant weekly pages.
• Use of video timestamps to assist in retrieval of key content.

• Team-based activities can help to locate resources with students themselves as resources!
• Consider pros and cons (for students) of releasing resources week-by-week or all at once.
• Avoid sharing resources in ways that require too much scrolling or complex navigation – communication design can maximise the time students commit to engaging with the content itself.
• Consider coordinating with colleagues to apply consistent Canvas design across pathway/program for improved navigation – the BEL+T templates provide a faculty approach that can be tailored.

Map subject resources against learning activities and assessment to confirm constructive alignment.

• Rubrics designed to clarify (to staff, firstly) which resources are most relevant to each assessment.
• Semester broken into ‘modules’ or weekly themes, to link resources to specific assessment tasks.
• Students provided with explanation/demonstration of how resources can be applied to assessment.
• Weekly tabs on Canvas pages show link between activities/resources and intended learning outcomes.

• Varied assessment formats (e.g., essays, exams, design-based projects) may offer students different motivations for engaging with resources.
• Some subjects are designed around semester-long tasks, challenging presentation of ‘modules’. How else might resources be categorised for access?
• More senior students may desire or need more agency in deciding which resources to utilise.
• Consider highlighting resources relevant to broader learning experiences but not directly to assessment.

Scaffold resources to support learning towards assessment.

• Use of links on Canvas to align resources to relevant assessment tasks.
• Weekly study guides that indicate relationship between (and timing of) activities and expectations.
• Past student work shared to establish standards by grade bands.
• Students provided with assessment templates to prioritise their efforts on content over formatting.

• Prior knowledge/backgrounds of students can impact equity - consider this when designing resources.
• Consider best timing of releasing resources, noting that complex and/or group-based projects may require more time prior to submission.
• Type/level of resource-based guidance should vary depending on whether tasks are open-ended or follow a step-by-step process.

Optimise the relationship between synchronous activities and asynchronous materials.

• Communication to students clarifying expectations re: engaging with resources before vs after sessions.
• Lecture slides/notes reviewed to ensure these align to content delivered.
• Lecture slides include signpost to online resources (links, quotes, directions on Canvas, etc.).
• Pre-recorded videos include built-in Q+A (e.g., H5P) that informs upcoming synchronous interaction.
• Use of pre-recorded videos to free up time in synchronous sessions for more interaction.