Moving beyond the baseline

Baseline standards represent only minimum expectations. As our focus is on improvement, professional learning will aim to move as many subjects as possible beyond this baseline. The two upper levels (progressing & exemplary) will be trialed with staff, with feedback possibly leading towards refinement for 2017. The criteria are designed to focus on design elements that need to be present to achieve each KPI, without being too specific about the teaching strategies or online tools used to implement those elements. Professional learning will focus on examples of the variety of ways these can be achieved, so that we don’t restrict creativity in design (we want to avoid a “tick-box” style approach).

KPI9: Students experience initial quality assured subject Interact2 site landing pages and basic outline

 

Baseline Progressing Exemplary
Functional Navigation is clear Navigation is clear and consistent with other sites as appropriate (through use of template, if available) Navigation is clear, consistent and intuitive
OR
An innovative approach to navigation is evident (e.g. visual map)
Informative Basic heading
Subject name and code
Name, contact details and short bio of all teaching staff (or in contact tool)
A basic overview / introduction to the subject area is provided (in written, audio or video format)
Informative heading
Full contact details with preferences
A clear, more extensive overview / introduction to the subject area and learning approach (in written, audio or video format)
Engaging heading
Full contact details with preferences and office hours
A clear, more extensive overview / introduction to the subject area and learning approach that is highly engaging (in written, audio or video format)
Engaging Includes multimedia  (image / video) that adds meaning to the page
If a template is used, all auto-text has been adapted and hidden text remains hidden
Evidence of teacher presence (e.g. through media use or communication style)
Engagement strategy used – relevance, surprise, credibility, emotions, story etc
Image / video significantly adds meaning to the page
Faculty banner used
Some consideration of visual design principles evident, though misses some as well
Interactivity (e.g. social media updates embedded, call for interaction etc) OR
Sustained engagement strategies used (e.g. through dynamic site) OR
Innovative approach that enhances engagement
PLUS
Pays attention to core principles of visual design OR
Innovative approach to visual design

 

KPI11: Students experience a subject that provides the opportunity for peer-to-peer interactions in the online space

Baseline Progressing Exemplary
Designed interaction Opportunity for interaction provided (e.g. provision of a discussion board in the i2 site) Evidence of designed experiences to promote interaction between students (e.g. embedded discussion prompts and outcomes)
More than one opportunity to interact (both synchronous and asynchronous)
Innovative approach to design for interactive learning through embedded activities and tools aligned to assessment tasks.
Multiple opportunities to interact (both synchronous and asynchronous)
Most interactions are designed to foster deep learning, and scaffold the development of workplace-relevant skills such as teamwork, cooperation, negotiation and consensus-building
Level of interaction Some evidence of online student interaction (e.g. students responding to each other on the discussion board) Most students are interacting with their peers using at least one of the tools available (e.g. discussion board, online meeting, chat) Most students are interacting with their peers in a variety of discipline-appropriate one-to-one (e.g. peer review), structured and unstructured group activities
Quality of interaction [not included as part of the 2016 QLT audit criteria] Purpose of interaction is clear
Students are actively co-constructing knowledge with their peers through cooperation and collaboration (e.g. developing consensus through discussion including student-led and moderated discussions, co-creating quiz questions, social bookmarking, team-based activities to share research and/or new understanding.
Purpose of interaction is clear
Students are actively engaging in innovative approaches to peer interaction that foster deeper collaboration and co-construction of new knowledge (e.g. co-development of new resources, enhanced community building within and beyond subject, student sharing of work with peers and professional community, students taking on expert roles and leading interactions)

 

KPI12: Students experience a subject that provides structured opportunity for staff-to-student interactions in the online space

Baseline Progressing Exemplary
Communication Clearly and regularly communicates subject information (e.g. via announcements or discussion board) Clearly and regularly communicates subject information in an organised and strategic way, using communication protocols Clearly and regularly communicates subject information in an organised and strategic way that encourages enhanced understanding and uses communication protocols
Facilitation – cognitive Some planned strategies for building teacher presence (e.g. well-structured landing page, use of online meetings)
Initiates discussions via the discussion board (or other appropriate tool)
Responds to questions on the discussion forum at least once a week (as per Academic Communication with Students Policy)
Clear and well-structured plan for building teacher presence (e.g. dynamic landing page that provides weekly updates to students, regular synchronous sessions via online meeting or chat, blog, social media or pod/vodcast updates)
Initiates and facilitates student interaction using appropriate strategies and tools
Responds to questions on the discussion forum multiple times per week
Innovative, clear, well-structured plan for building teacher presence with highly effective implementation
Pro-actively initiates and facilitates designed student interaction using appropriate strategies and tools
Responds to questions on the discussion forum multiple times per week
Facilitation – social [not included as part of the 2016 QLT audit criteria] Early activity included as an ‘ice-breaker’ to promote community-building for later cooperative work (e.g. introductory sharing activity using forum, GoogleMaps, or other appropriate tools) Regular community activities are sustained throughout the session (synchronous and asynchronous) building a sense of community among learners (e.g. Twitter chats or other social media, student-led online meetings)
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