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R4: Use of Announcements to keep students informed.

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R4: Use of Announcements to keep students informed.

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e.g due dates chang, CU sessions time change

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R4: Teaching team details are up to date for easy communication.

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R4: Teaching team details are up to date for easy communication.

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Contact details, Email and Profile pic

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R4: Accessibility checked. All images has a alt text. 

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R4: Accessibility checked. All images has a alt text. 

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e.g Banner

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R4: Copy right approved readings and content.

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R4: Copy right approved readings and content.

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R4: Clear instructions for all the content and activities. 

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R4: Clear instructions for all the content and activities. 

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PPT's videos, assessments, activities,

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R4: Only Graded assessments in the assignment area to avoid too many columns in the Gradebook.

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R4: Only Graded assessments in the assignment area to avoid too many columns in the Gradebook.

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G3: Assessment alignment and scaffolding

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G3: Assessment alignment and scaffolding

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Giving good instructions only creates parameters for students to work within like road rules. Also allows cognitive load on the learning not the actions.

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- common problem list
- common solution list
- tracking / sharing of 14E action points

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•What capacity building platforms would you recommend for academics so that they are able to implement the changes / additions proposed in Standard 1 to 4?

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Develop capacity to create activities that give students a chance to practise and develop skills, and also to apply them

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•If response to 1 and 2 = “Yes”

•What enhancement would you like to propose to this course?

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•Are the assessments fully-compliant with University and STEM College policies?

•What needs to be added or changed to support this standard?

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- different forms available.

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- assessments, navigation, activities, groupwork and collaboration

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making improvements to any component that will make it easier for students to participate, engage, submit, complete... etc. for example documents that need to be downloaded printed scanned and uploaded changed to online forms etc

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Defining enhancement as a 'change' rather than a state of the art 'uplift.'

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Defining enhancement as a 'change' rather than a state of the art 'uplift.'

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•If response = “No”

•State the element and the work that needs to be undertaken to ensure it passes QA

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Group work feedback, peer feedback, feedback tool

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Perusal

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H5P

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- DIY video production
- Text Editing
- Less is more principle

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G3: Assessment/s are not aligned with CLOs 

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G3: Assessment/s are not aligned with CLOs 

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Map assessments to course learning outcomes and PLOs

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- Canvas navigation and linking features and troubleshooting
- video embedding

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Grading discussions and forum contributions

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recommend these to be uploaded to Canvas Studio

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G3 Instructions are not clear or are incomplete

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G3 Instructions are not clear or are incomplete

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Rewrite assessment instructions for clarity

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Clear instructions and submissions points for assessments

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Clear instructions and submissions points for assessments

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teacher <=> students (scale)
teacher <=> student
student <=> student
student <=> content

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Workshop assessments with the ability to interact with students in class and submit at a later date

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G3: Assessments over 20% don't have a rubric

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G3: Assessments over 20% don't have a rubric

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Need rubric for assessment/s over 20%

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Rubrics for any assessment over 20% of final grade

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Rubrics for any assessment over 20% of final grade

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Embedding tools for engaging authentic assessments

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unless exempt for accreditation purposes

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eg. online assessments will they work?

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Online feedback tools are utilised

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•Can the course be delivered fully online?

•What needs to be added or changed to support this standard?

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Who? (participants)
Why? (the context)
When? (start time and duration)
What? (the content)
What for? (the outcomes)
How? (learning tasks and materials)

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G3: Assessments are able to be completed online

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G3: Assessments are able to be completed online

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No element of assessment required F2F, replaced with online, asynchronous submission

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Authentic assessment

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orientation materials only mention online- no face-to-face labs, classes etc.

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orientation materials only mention online- no face-to-face labs, classes etc.

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Past recordings chunked into 15 min themes
If no recordings create new

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All face-to-face dependencies removed.

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No discussion of classess or face to face activities

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Interactive online activities
quizzes
Guest speakers in synchronous online lectorials
Asynchronous activities i.e readings discussions etc. forums with open question types.

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The purpose of this activity is for learning designers to brainstorm possible responses to the review questions.

This will make visible our own standards.

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In your STEM Cells, discuss what the standard means to you.

List what the responses both of you are likely to be listing.

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20 minutes