Exemplary Learnline Unit Summary sheet
Element
Rating
Structured learning
Learning materials
should be well
structured to provide
the sequence of learning
resources and learning
activities that will lead
to the intended learning
outcomes.
Date:
Comments
Exemplary
6 Key Principles for Online
Teaching
Year/Semester:
Satisfactory
Unit code and name:
Insufficient
Theme/school and course:
Constructive Alignment
All learning outcomes are aligned and
directly relate to the teaching and
learning activities and assessments.
Unit Organisation
Unit layout and navigation is convenient,
intuitive and designed for learning.
Content and Activity Organisation and
Presentation
A variety of appropriate content is
presented logically.
Structured Activities
Activities are sequenced and linked with
clear objectives and expectations in
order to provide a route to achieving the
learning outcomes
Course Fit
The unit is co-ordinated into the course.
1
Charles Darwin University, Office of Learning and Teaching, Higher Education Training and Development Team
Exemplary Learnline Unit Summary Sheet, Version 3, October 2015
Active learning
Learning materials
should be designed to
encourage learning by
active engagement.
Learning Activities
Activities contain clear guidance for
learners to actively work with content in
meaningful ways.
High order thinking skills
Learning activities are sequenced to
develop high-order thinking skills such as
analysis, evaluation and synthesis.
Range of activities and tasks
Learning activities and tasks cater for
different learning styles and levels of
knowledge and skill.
Creative use of technology
Technology is used to creatively
promote active engagement with the
unit content.
Teacher* presence
Teachers need to be
actively engaged in the
unit, including
responding promptly to
student queries and
actively participating in
learning activities such
as discussion groups.
*The term ‘teacher’ is used as an
encompassing term which includes
lecturer, trainer, assessor.
Pedagogical presence
The teacher is actively involved in
implementation of the constructive
alignment process during the semester.
Technical presence
The teacher is skilled with the
technology and actively supports
students in their use of the technology.
Managerial Presence
The teacher attends to the
developmental and administrative tasks
associated with the learning
environment.
2
Charles Darwin University, Office of Learning and Teaching, Higher Education Training and Development Team
Exemplary Learnline Unit Summary Sheet, Version 3, October 2015
Social Presence
The teacher promotes a friendly
environment and community feelings to
support the student cognitive learning
processes.
Student queries
Opportunities for student feedback and
queries as well as responsive feedback
to such.
Collaboration
Opportunities should be
provided for students to
interact with each other,
to work and learn
collaboratively, and to
generate a sense of
belonging to a
community of learners.
Collaborative learning
There are opportunities for students to
work and learn collaboratively with
other students.
Community building
Communication activities are designed
to help build a sense of community
among learners.
Collaboration management
Opportunities for collaboration are
guided by the teacher.
Feedback
Students should be
given effective and
prompt feedback on
their learning progress.
This includes prompt
return or marked
assignments, and self—
assessment exercises
that allow students to
assess their learning
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Feedback on the Learning experience
Students are able to provide feedback
about their learning and how it can be
improved.
Formative assessment
Feedback to allow students to assess
their progress with learning.
Summative assessment
Feedback on graded assessment
activities (especially formative
assessment).
Charles Darwin University, Office of Learning and Teaching, Higher Education Training and Development Team
Exemplary Learnline Unit Summary Sheet, Version 3, October 2015
Inclusiveness
Learning should be
designed to allow for
diversity in culture,
learning styles and
abilities, and physical
abilities
Teaching practices
A culturally inclusive, safe learning
environment is actively fostered.
Indigenous
Indigenous students and perspectives
are fully included.
English Language
All students are provided with
opportunities to develop their English
Language skills
International
International students and perspectives
are fully included
User interface design
The design of the course is attractive and
accessible to all learners. Universal
design is better for everybody.
Technical design
Course content and activities take into
account technological aspects of learner
access.
4
Charles Darwin University, Office of Learning and Teaching, Higher Education Training and Development Team
Exemplary Learnline Unit Summary Sheet, Version 3, October 2015