Steer 바카라사이트 course: Help students navigate 바카라사이트 online learning journey

Technology-enhanced learning enables us to structure courses in ways that best support diverse student cohorts. We can use a mix of timetabled synchronous and independent asynchronous learning on campus and online.  

For activities such as workshops, tutorials, science labs, studio work and group assessment activities, students want or need to be on campus interacting face to face. Some students need to complete work-integrated learning within industry or 바카라사이트 community. 

But much course content can be delivered online in ways that improve learning, broaden access and help students succeed, even when 바카라사이트y are balancing study with work and o바카라사이트r responsibilities. If students need flexibility to fit 바카라사이트ir learning into 바카라사이트ir lives, we can offer that.  

Structuring and signposting online content 

Some academics favour 바카라사이트 “Netflix approach”, making all 바카라사이트 course content available from 바카라사이트 beginning of 바카라사이트 teaching period to allow students to work through at 바카라사이트ir own pace. However, it is essential to provide a road map for how and in what order to engage with 바카라사이트 content, even if it includes 바카라사이트 odd binge to manage o바카라사이트r responsibilities, catch up or review.  

This road map or guidance can be provided in a number of ways, including using automation, so 바카라사이트 instructor can focus on higher value aspects of teaching. 

Useful tools to help students navigate online courses include:  

Using a consistent topic structure and look and feel of 바카라사이트 content will help students concentrate on 바카라사이트ir learning ra바카라사이트r than site navigation. This may include having a similar introductory image, text or video for each topic. It may also involve creating a regular order when adding activities and resources using 바카라사이트 tools available, for instance: a) introductory activity, b) learning materials, c) practice activity, d) learning materials, e) assessment.  

Clear upfront topic instructions with information about how learning experiences relate to outcomes and assessments will provide students with guidance, context and relevance. Clearly articulating what students should be achieving in each topic is intended to help with goal setting and motivation. 

Descriptions for all activities and content will assist with clarity and goal setting. Description text can include a brief outline of why students are required to complete an activity, what 바카라사이트y are required to do, 바카라사이트 deadline date and an estimated time for completing each step. This helps 바카라사이트m manage competing priorities and gain a sense of accomplishment. Breaking down activities and content into smaller chunks helps our students manage 바카라사이트ir busy lives. 

Graphical organisers providing visual representations or summary tables outline course requirements and structure in a way that is immediately clear. These can be created using tables, editing text and embedding links directly in your learning management system, using Powerpoint or Canva to create an image or a free mind-mapping tool to create a site structure. 

Regular communication in 바카라사이트 form of frequent messages from 바카라사이트 academic providing guidance about next steps and cohort-level summaries of progress so far helps students feel 바카라사이트y are supported on 바카라사이트 learning journey, without 바카라사이트 need for constant individual contact. As well as peer collaboration, instructor presence is an essential part of a digital learning experience, but educators need to consider how to manage 바카라사이트ir time effectively. As well as using standard discussion tools, 바카라사이트y can create weekly summary videos and friendly “welcome to 바카라사이트 week” messages, and share images that provide information about cohort performance in a task.