Academic and information literacies (FS 5.2)
Academic and information literacies include the range of higher order capabilities for analysing, generating, applying and communicating knowledge in academic, professional, community and personal contexts. These capabilities involve data literacy, digital literacy, written and oral communication, and accessing and critically evaluating information.
Accessibility guidelines (FS 5.3)
The Griffith accessibility definitions provide guidelines for providing materials and resources to support students with a disability. These include provision of information or course materials in accessible formats e.g. audio version, large print, formats suitable for screen readers, changes in teaching practices, such as wearing an FM microphone to enable a student to hear lectures through assistive technology or hearing loops, and changes to course design, such as substituting an assessment task or additional time to complete exams.
Authentic learning (FS 2.1)
Authentic learning involves designing courses so that students engage in activities and assessment that reflect the ways in which knowledge is generated and used in real life, such as disciplinary, professional, community and personal contexts. This includes active and collaborative learning through addressing complex, real-world problems and engaging in tasks that mirror or simulate real-world situations and outputs.
Bloom's taxonomy (FS 5.1)
Bloom’s taxonomy is a framework for designing and analysing learning outcomes. The taxonomy provides a nested hierarchy of lower order thinking (Remember, Understand, Apply) to higher order thinking (Analyse, Evaluate, Create). Tasks and assessment should be intentionally designed so that students are achieving higher order learning outcomes.
[email protected] (ES 5.1)
Course [email protected] is a tool to help educators visualise student behaviours in [email protected] The dashboards display student log data, their ‘digital footprints’, (e.g., class materials accessed, activity in discussion forums, etc.) through each course site.
Feedback literacy and capability (ES 2.1)
Feedback literacy and capability involves students learning to make evaluative judgements regarding their own work and that of their peers. It also involves purposefully working with students to help them understand, decode and apply feedback to improve their subsequent work.
Higher order thinking (FS 3.2)
High order thinking involves intentionally designing activities and assessment where students demonstrate critical and creative thinking at the upper levels of Bloom’s taxonomy: Analyse (break down parts, structure and relationships), Evaluate (critique, make judgements based on criteria) and Create (generate, plan, produce).
Mid-point review and feedback exercise (FS 1.2)
A mid-point review and feedback involves an evaluation of teaching half-way through the trimester designed to inform the remainder of the trimester. Formal evaluation might include using an anonymous survey or external facilitator. Informal feedback can be gained and various points in the trimester through 1-2 question responses.
Structured reflection (ES 2.1)
Structured reflection is an active learning strategy that involves providing students with a framework for reflection. This could include providing students with a set of questions or a rubric such as the 4Rs model or STARL-P framework. Alternatively, you could encourage students to collaboratively generate their own set of questions.
Student evaluative judgment (ES 2.1)
Student evaluative judgement involves students making judgements about the quality of their own learning and work, and that of their peers. This could involve using criteria and standards rubrics for self and peer assessment and/or prompt questions. It might initially involve using examples of previous students’ work in order to help students set standards and expectations for the quality of their own work. It could also involve structured reflection on their learning progress and approach.
Transparent Design (FS 5.2)
Transparent design involves making explicit to students the purpose of doing the task/assessment, the knowledge and skills that they will develop, and the ways in which they might use the knowledge and skills in the future, including for employability and life-wide learning.
Universal Design for Learning (FS 5.3)
Universal Design for Learning (UDL) is a framework for designing the learning environment to be accessible for all learners. UDL guidelines advise providing learners with multiple means and options for Engagement (recruiting interest, sustaining effort and persistence, self-regulation), Representation (perception, language & symbols, comprehension) and Action and Expression (physical action, expression & communication, executive functions). Examples of UDL include providing course materials in accessible formats such as accessible word documents or Braille, so that vision impaired students can use screen reading software or ‘read’ the documents, providing captioning videos for students who are deaf or hard of hearing, providing a range of alternative learning activities to allow students to demonstrate knowledge.
VLE (ES 5.1)
VLE stands for Virtual Learning Environment. The VLE includes a range of tools such as Blackboard, Collaborate, Teams, Turnitin, PebblePad, Echo360, Smart Sparrow, Voice Thread, H5P.