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

Overview

Based on student feedback and a series of conversations with ABP teaching staff, BEL+T has produced a set of Tactics for Study Resources and Materials. The objective of this process was to identify the characteristics that students attribute to subjects with useful resources and materials. In addition to student commentary, the following guidance includes tactics used by subject coordinators as well as things to consider for their application. Access the PDF version here.

Themes

ABP student voices described the qualities associated with helpful study resources and materials as being:

1. Delivered in an Engaging and Accessible Format - Study resources and materials are delivered in a format (or combination of formats) that students find engaging and easy to access.
2. Aligned to Learning Activities and Assessment - Study resources and materials are designed within the broader subject design such that students perceive their utility and relevance.

The student quotes included in this guide were generated using artificial intelligence, based on submitted student comments from the ESS survey. These original comments were uploaded to a secure University of Melbourne AI chatbot, which processed and returned similar but anonymised quotes to preserve confidentiality but maintain the focus and intention of the original.  All outputs were reviewed for language and consistency with the original by a member of BEL+T.

Delivered in an Engaging and Accessible Format

Study resources and materials are delivered in a format (or combination of formats) that students find engaging and easy to access.

Tactic 1 - Ensure delivery format(s) that maximise student engagement and content

Examples:

• 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.

Things to consider:

• 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).

Tactic 2 - Breaking down expectations along the way through supplemental channels of communication

Examples:

• ‘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.

Things to consider:

• 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.

Tactic 3 - Designing the LMS site for straightforward navigation and access to resources that clarify expectations

Examples:

• 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.

Things to consider:

• How might feedback be collected from students on timing and mode of delivery formats to ensure their needs are being met effectively?
• Project-based subjects like studios and/or subjects with larger cohorts may make use of a broad ‘library’ of resources for students to draw on, but may not anticipate all students to access all of these. How might this approach be clarified for students?

Tactic 4 - Ensure expectations of time spent engaging with resources and materials is appropriate and aligns with approved subject credit hours

Examples:

• 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).

Things to consider:

• 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.

Tactic 5 - Structure the LMS for effective navigation to resources and materials

Examples:

• 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.

Things to consider:

• 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.

Back to Top

Aligned to Learning Activities and Assessment

Study resources and materials are designed within the broader subject design such that students perceive their utility and relevance.

Tactic 1 - Map subject resources against learning activities and assessment to confirm constructive alignment

Examples:

• 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.

Things to consider:

• 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.

Tactic 2 - Scaffold resources to support learning towards assessment

Examples:

• 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.

Things to consider:

• 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.

Tactic 3 - Optimise the relationship between synchronous activities and asynchronous materials

Examples:

• 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.

Things to consider:

• To design delivery modes equitably, consider varying learning needs across the cohort.
• It can be tempting to assume interaction is the core purpose of synchronous activities and delivery the core of asynchronous resources, but keep in mind that either mode can include a mix of delivery and interaction. (Please refer to the DIA section of the BEL+T website for more on this).

Back to Top