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How do the elements of the sequenced online package support learning?

Online learning is a complex cognitive process and each of these elements address a different part of that learning process. Packaging these elements together in a similar way in repeated modules provides a familiar rhythm with a supportive structure that motivates and engages students in learning.

The following table unpacks these elements further:

PACKAGED ELEMENT	CONTRIBUTION TO LEARNING	PURPOSE
Short Video	sets the tone by providing students with a sense that the teacher is personable and guides their learning through to the completion of the unit offers an alternative to text-based delivery that promotes student engagement, as online learners don’t tend to watch long videos through to completion focuses on the relevance and purpose of the learning rather than the concept itself because students will be more motivated to learn if they have a disciplinary or professional context for the topic introduces ‘Big Questions’ that pique interest and highlight content relevance, and provides a lens through which students engage with readings and resources in a purposeful way	Builds educator presence; sets student expectations; engages and motivates students to acquire knowledge
Introductory text	introduces the student to a key topic complements the video without repeating the same information but refers to key points made in the video provides a brief introduction to the topic or focuses on a key aspect of the topic draws links between this topic and previous or upcoming topics and assessment tasks	Guide exploration and focuses learning for acquisition of knowledge
Call to action	prompts students to engage in active and collaborative learning for deeper understanding enables students to extend and consolidate what they have learned and apply it to an authentic learning task anticipates student diversity by allowing students to participate in a variety of ways (eg. investigation, collaboration, discussion, application, production, reflection) enables students to practice disciplinary ways of thinking (eg. decision making, discussing, reflecting) through application of knowledge to case studies and scenarios of real world professional settings and contexts consists of micro-activities that model and build towards major assessment tasks where students would complete similar applied tasks	Application of knowledge
Discussion forum	gives the opportunity to build the learning community, socialise and discuss what learnings through collaboration with peers allows students articulate their emerging understandings and try-out new ways of thinking develop relationships with other learners and overcome the sense of isolation which some online learners feel discuss their learnings as part of a ‘call to action’ and work towards an assessment piece	Social exchange and builds learning community; receive feedback on learning and makes learning visible to teachers and themselves

How can discussions be a valuable learning experience?

Discussions allow students to express their point of views and critically engage with the views of others. These discussions make learning visible and challenge and extend student thinking. For discussions to be a valuable learning experience, scaffolding is required. This can be done by helping students to understand:

The value of forming a learning community – provide a space for learners to introduce themselves and highlight how peer-learning can occur in a supportive and inclusive learning community

Why they are discussing a particular topic – be explicit in terms of what learning outcome/s or assessment/s the discussion could focus on

What they are being asked to do – provide an example of the type of contribution you are after, you may need to assign roles or prompts to commence the discussion

How long they should spend on the discussion – be clear about what your expectations are. Students are more likely to undertake a task if they know how much time they are expected to commit.

Why is 'call to action' important?

Adding a ‘call to action’ enables students to participate actively in their learning. By using a variety of activity types, students can apply their learning in a range of different ways. These activities help students consolidate and integrate new ideas, concepts and skills. There is also significant evidence pointing to the importance of learning in ‘bite-sized chunks’ to reduce cognitive overload and applying what is being learned incrementally as the student progresses through their course. A ‘call to action’ invites students to produce and share their work as an ongoing dialogue, allowing visibility of learning to students and teachers, and formative feedback opportunities that can be used to develop skills in evaluative judgement and improve their own learning.

What is the benefit of guiding students to read and research?

There is value to learning independent research skills, but these need to be introduced in a guided manner, along with incremental development of digital literacies critical to succeeding in online learning. Often students will engage with a reading or a task more effectively if they have context, which is gained by being primed with a sense of what it is they are looking for and how it fits with the overall goals of the unit and/or their whole course.

How does CloudFirst Learning Design motivate students to learn?

Research shows that motivation is a key part of the learning process, not just a precursor. The structure of the learning experience plays a key role in helping students to develop this motivation. While self-motivation is key to student success, the spark for lighting this passion is often provided by educators who draw on their expertise and experience to tell the story of the content, to set tasks and explain the ’why’ behind them. The emphasis on narrative in CloudFirst Learning Design provides the avenue for educators to do this.

What is a sequenced online package?

Online learning needs to be carefully designed in advance. Each step needs to feature explicit guidance by the teacher because the online learner doesn’t have the subtle informal cues (verbal and non-verbal) that are often exchanged between teacher and student spontaneously in an onsite classroom. An effective online learning package will incorporate multiple elements that work seamlessly to provide the student with a learning experience that they can navigate anytime without further direction or assistance from the teacher.

For example, instead of providing a decontextualised academic reading or the teacher launching straight into explaining a key topic, a sequenced online package may include:

A short introductory video from the unit chair introducing the key ideas, principles or concepts. This will usually focus on why the idea is important in the disciplinary and/or professional context.

Introductory text that points to key elements of the reading or perhaps links two key readings. This might also include suggestions on reading strategies or particular areas to concentrate on. The topic might then be explored in more detail through a series of curated learning resources.

A ‘call to action’ that gives students the opportunity to apply their knowledge. Students may be asked to analyse and integrate what they have just learned through applying it to a scenario, or to find and comment on applicable case studies.

An opportunity to share ideas and perspectives on a discussion forum.

What does a CloudFirst unit site look like?

CloudFirst unit sites are engaging online spaces for learning. Using the CloudFirst template, unit sites are both accessible and easy to navigate, but allow for customisation to meet the needs of each unit. A CloudFirst unit site is designed to provide a teacher- guided set of media-rich resources that students work through in preparation for active and collaborative face-to-face learning activities (either online or onsite). CloudFirst units are specifically designed for interaction between students and content, students and teachers, and students and their peers in the form of a sequenced online learning package.

Why focus on the online experience even for located students?

CloudFirst does not mean ‘Cloud Only’. At Deakin, all students’ learning experiences begin online, so by improving the online learning resources and experiences, we add significant value for all our students., CloudFirst creates online learning experiences that are flexible and self-paced, enabling students to acquire knowledge while also interacting with peers and teaching staff, that are complemented by active and collaborative seminars, either online or on-campus, in which teachers guide students to apply their knowledge and skills.

What evidence informs the CloudFirst Learning Design?

CloudFirst Learning Design draws on Diana Laurillard’s model of ‘conversational learning’ which privileges online learning relationships between students and their teachers, students and their learning resources, and students and their peers. It also synthesises current thinking and research in online, and active and collaborative learning to ensure we deliver premium online and onsite learning experiences.