Education Commons^™

Reinvigorating Educational Design For An Online World, Meg O'Reilly

Dr Meg O'Reilly

With changes to higher education being significantly impacted by the rapid pace of technological evolution in the new millennium, there is a need to find greater humanity in the course development process. As traditional mediators and creative collaborators in the process of course design, educational designers are well positioned to bring spirit and soul to their work with academic staff. This paper explores the need for reinvigorating teaching and learning relationships through creative, post-egoist meaningful approaches to educational design in times of enormous technological and workplace change.

Case Studies Of Online Assessment, Meg O'Reilly, Sue Bennett, Michael J. Keppell

Dr Meg O'Reilly

This paper outlines the progress to date of a project to compile, analyse and share examples of innovative online assessment activities using; online testing; teamwork and collaboration; simulations and role plays, and dialogue with experts and across cultures. The aim of this research is to provide teaching academics and educational developers with examples of assessment strategies that have been successfully applied in higher education, and to derive a number of key principles about online assessment that will be useful for future research. The project involves case studies from two Australian universities, which have been used to develop an initial set …

Designing Successful Online Courses - Part 2, Kathleen P. King

Kathleen P King

Once again, our major goal is to provide faculty with consistent guidance through the many instructional decisions and design steps they need to pursue in this process. This process is a fantastic opportunity to craft a virtual learning space in which people can engaging in learning beyond the constraints of time and space.

Group Processes Online: Teaching Collaboration Through Collaborative Processes, Kath Fisher, Renata Phelps, Allan Ellis

Dr Renata Phelps

While many subject areas lend themselves well to off-campus distance education delivery, there have always been some which do not necessarily adapt well to non face-to-face provision, in particular, those subjects where interpersonal interaction is integral. This paper discusses a course teaching group processes which had been previously offered on- and off-campus, and its subsequent redesign for online delivery. The online design of the unit is shown to have enabled many of the on-campus, face-to-face features integral to the teaching of this subject matter to be incorporated for online students. The experience provided an excellent opportunity for students to learn …

Using Scenarios To Train Peer Mentors Online, Jenny Worsley, Pauline Taylor

Associate Professor Pauline Taylor-Guy