Templates Working
Group
Summary of key findings
Office of Learning and Teaching
Background
In response to several project initiatives undertaken by the Office of Learning and Teaching in 2012 a
working group was established to review Learnline templates. The Templates Working Group was
formed with representation from the Office of Learning and Teaching, and university academic staff. The
group met fortnightly from August to December and considered input from a range of sources including;

Academic research and online resources
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CDU student SELT data and feedback

Blackboard World, 2012

Blackboard’s Learning and Teaching Conference, September, 2012,

OLT’s exemplary course rubrics tools and

OLT’s 6 Key Principles for Online Teaching.
The primary objectives of the template Working Group were defined as;
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Analyse existing student data in relation to Learnline feedback
Identify existing ‘templates’ across the university
Agreement on the checklist to be used for assessment of templates
Critically analyse the rubric against what students have said to ensure that we are capturing the
main concerns
Assess the templates against the rubric (pre-teaching checklist)
Identify reusable objects/modules of generic content (what do we have? do we need to
update/improve it? what else do we need?)
Review template themes from Blackboard Service pack update release and decide on which will
meet CDU’s needs
Group Membership
Table 1 - Template Working Group Membership
Office of Learning and Teaching

Innovative Learning
Resource Development
Helen Rysavy

Learnline Development & Training
Bill Searle, Michael Davey, Zac Watt, Holly Burgoyne,
Ken Gibson

Education & Training Developer (HE)
Trevor Billany, Bopelo Boitshwarelo , Alison Reedy –
ACIKE Project
Template Working Group – Summary of key findings 2012
Page 2
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Education & Training Developer (VET)
Tony Allan
School of Education
Amander Dimmock , Laurence Tamatea
Faculty of EHSE
Paul Irving, Sheryl Maher
School of Law & Business
Darius Pfitzner
HEPPP Project (IntoUni)
Julie Esson
Background
As a starting point it is important to first define a template. Hill, Fresen and Geng (2012) provide a useful
definition stating that a ‘‘course template’’ refers to a framework for, or initial state of, a course site, at
the point of delivery from the instructional technologist to the instructor. A template is more developed
than a blank site that is available in the course platform, but it awaits the teaching and learning content
and the body of knowledge that constitutes the core materials and activities in the course.
While there is considerable information on course and unit templates in scholarly articles and internet
searches, most of these relate to interface elements such as wizards, which guide the creation process.
As such this body of knowledge is not particularly helpful to the discussion around the design of
templates. However there is a smaller body of work both within the literature and in examples from
other institutions which demonstrate a variety of approach on a continuum of driving factors from
pedagogical to the more practical. At one end of the spectrum there is a model based upon pedagogical
frameworks and theory driving the design and approval of templates while at the other is the more
practical or pragmatic approach around consistency, design, layout, and accessibility as the key driver.
The argument for pedagogic design as the driving force is strong if there is agreement and support at the
highest level for moving an institution to a particular teaching approach. For example, the UNSW has
established guides for the creation of online units and have based their guides on constructivism and
activity based theory; in this instance they provide 2 templates developed around collaborative learning
and problem/project based learning design. UNSW also provides a basic template that is not centred on
learning design principles but more focused on unit structure, attributes and design (McAlpine, & Allen
2007).
The University of Queensland provides a template that was designed in collaboration with academic staff
and implemented in 2010 which incorporates items that are required in order to meet minimum
presence requirements. In this example the template provides structure and navigation elements via the
unit menu and faculty can customise the template provided they maintain the minimum requirements.
(University of Queensland, Blackboard Course Template, 2010). However this would either mean that
only a limited number of disciplines or courses would use such templates or if rolled out more broadly
would limit the academic/teaching freedom quite considerably.
Moving along the spectrum there is more information and agreement around pragmatic approaches
which focus on consistency, design, layout and accessibility. Wright (2011) offers a comprehensive list of
components, intended for reviewing existing sites, for example accessibility, organisation, layout,
instructional strategies, and so on. Wright’s (2011) list of components resonates with the design and
pedagogical factors presented by Fresen (2005) who synthesised six categories of factors; institutional,
technology, lecturer, student, instructional design and pedagogical that determines the success of the
design process which is eventually realised in an online course.
Template Working Group – Summary of key findings 2012
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Jara and Mohamad (2007), present components leading to a list of suggested pedagogical templates for
e-learning, which they deem to be models of technology integration. They disclaim comprehensive
coverage: ‘‘These templates do not attempt to cover the full range of possibilities nor to consider all
variables . . .’’ As such they appear to be overlaying technological aspects to a defined set of
approaches. Similarly, Hernandez-Leo, Asensio-Perez and Dimitriadis (2005) propose a structured and
scripted method of incorporating collaborative teaching methods into standards-based learning design.
Both Brouns et al. (2005) and Hernandez-Leo et al. (2005) provide scenarios for successful re-use of
learning designs already known to work and prompting, as the next logical step, the design of practical
templates
In a course template project at the University of Glamorgan (Woodward, 2010), the first goal was ‘‘To
provide students with a consistent, accessible overview within their own modules’’, but the project team
recognised that ‘‘academic staff should retain flexibility and choice in how they present the detail of
their content, and that the template should facilitate the work of building a module and not restrict it’’.
This is a fundamental consideration in deciding on a direction or beginning point on the continuum.
CDU currently has no approved pedagogic approach and given the dual sector nature and the extent of
disciplines at CDU this in itself would require a massive undertaking with vast implications for online
teaching and academic freedom. Additionally, student feedback indicates that they are most concerned
with the more pragmatic elements.
The SELT data from Semester 1 2012 provides an insight into the experiences of our students studying
via Learnline. In considering this data the working group categorised the feedback into four main areas:
navigation, difficulty in finding content, consistency of design and Learnline training.
The common themes in the feedback were:
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units needed to be easier to navigate
unit navigation and structure needed to be consistent
would be helpful if resources were grouped into specific categories
clearer instruction for activities, assessment and content be provided
options be considered to simplify the layout
Student orientation to Learnline
The feedback from student evaluations backs the notion of consistency, design, layout and accessibility
as key elements of a template which supports the goals of project from University of Glamorgan
(Woodward, 2010).
In this summary the working group presents how a template can support the development of a unit site
by offering components for consideration and modification by individuals. The summary presents a
suggested framework however at this stage has not considered the higher level pedagogy for reasons
previously stated, but has delivered a navigational framework and structure to support site
development.
Template Working Group – Summary of key findings 2012
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Why use a Template?
An important consideration in moving forward is to consider the benefits in using a template which will
both inform the work in developing the template but also provides a basis for ‘selling’ the concept. In
the context of online learning and teaching a template brings a number of benefits;
Table 2 - Benefits of templates
University Value
Lecturer Value
Student Value
Brand & Theme
Rapid editing
Consistency
Consistency
Maximise time & effort
Common structure
Common content
Meet targets
Navigation
Content management
Best practice
Unified experience
When developing site templates Blackboard (2012) identify five key areas requiring consideration:
1.
2.
3.
4.
5.
Navigation
Collaboration
Content
Assessment
Support
These five areas also resonate with the literature and as such have been used to guide further analysis
and discussion. The following table identifies the elements that align to each of these areas.
Table 3 - Five key areas to consider when developing templates
Navigation
Collaboration
Content
Assessment
Support
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How to use this unit
Unit tour
Chronological
Discussion
Feedback
Interaction
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Thematic
Activities
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Cooperation
Community
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Icons
Images
Common or generic
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Call to action
File types
Standards
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Objectives
Assignment
Options
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Standards
Formative / summative
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Learn more…
Contacts & Options

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System Requirements
Add-ons and utilities
Template Working Group – Summary of key findings 2012
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Identify existing Learnline templates:
Learnline templates have been provisioned through the Office of Learning and Teaching via the Learnline
Development and Training Team and provide an effective method in managing the annual unit copy
process and associated unit production cycle. Over time the suite of templates has grown from an initial
Higher Education template to more individualised theme/discipline and project related templates with
some templates surfacing from faculty and school, currently the suite includes the following;
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CDU HE Template
o Developed by the Office of Learning and Teaching previous manifestation (TLQG). Most
commonly used template across Higher Education Units and is used when creating a new
unit on Learnline when one has not existed previously. Provides common core content
items, reusable items, basic navigation structure and CDU brand elements.
ACIKE Template
o Developed and approved by the Office of Learning and Teaching during the ACIKE/BIITE
project, 2012. Commonly used for all ACIKE units. Provides common core content items,
reusable items, navigation structure, framework, guidance for site development and
customised styling.
Business Template (formally used by Evolve Project)
o Developed by the School of Business during the Evolve project, 2011. Commonly used
for all Business and Law units. Provides common core content items, navigation
structure and companion guidelines for site development.
Education Template
o Developed by the School of Education, 2012 modelled on the ACIKE/BIITE template.
Commonly used for all Education units. Provides common core content items, navigation
structure, framework, guidance for site development and customised styling.
EIT Template
o Developed by School of Engineering and IT in 2009 and redeveloped by LDT in 2012 to
address specific formatting issues (HTML issues). Commonly used for all Engineering and
IT units. Provides common core content items, reusable items and navigation structure.
VET Template (under development)
o Currently in draft form, developed by the Office and Learning and Teaching, 2012, VET
Development Team. Provides common core content items, navigation structure,
framework and guidance for site development.
AUR VET Template
o Developed by VET Automotive, 2012 to address specific requirements relating to CDX
Automotive Online Interactive Program resources. Provides common core content items
and navigation structure with embedded content from CDX Automotive.
Template Working Group – Summary of key findings 2012
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Comparing the existing Learnline Templates
The table below shows a comparison of the seven templates and demonstrates the differences in
approach to navigation, structure and style. It is evident that while there is some consistency
demonstrated in the use of common communication tools and determining announcements as the
home page there is some disparity surrounding the learning materials items, student grades link and
assessment information. Using this information and that garnered from student feedback, the literature
sample and other sources has informed the proposed template models presented in this report.
Table 4 - Comparison of existing templates
Summary of existing reusable objects, generic content
Reusable objects are used extensively throughout Learnline and enable common core content items to
be populated into Learnline units during the unit copy process. This assists to facilitate rapid editing of
the units, provides elements that are common across all units and is managed via the institution Content
Collection. As these objects are created as html items it also enables currency of content to be managed
in one location and updated across all units if content requires editing or updating. These objects cannot
be edited by the lecturer or unit builder.
Note: Changes to content in a reusable object will impact content in all units and not from a point in
time; subsequently a unit with a reusable object from a previous teaching period will also be affected.
This is particularly relevant for legacy units with active student enrolments.
Template Working Group – Summary of key findings 2012
Page 7
The table below is a summary of identified and commonly used reusable items.
Table 5 - Summary of reusable objects in Learnline
Common Learnline Reusable Objects
ACIKE Project Reusable Objects

Assessment
 Assessment Submission
 Safe Assign Submission Instructions
(Draft)
 Safe Assign Submission Instructions
(no Draft)
 Using Safe Assign
 Examination Information
 Assessment Rules and Plagiarism
 Breach of Academic Integrity
 Tips for taking online quizzes

Assessment
 Assessment Submission Instructions
 Academic & Assessment Rules
 Assignment coversheet
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Content
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Content
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E-Reserve Information
Study Skills Information
Think about your OH&S
My Grades
Census dates Information
SELTS Information
Faculty Learning and Teaching
Committee student representation
Graduate Attributes generic
information
Support
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Template Working Group – Summary of key findings 2012
Academic Language and Learning Success
Program
ACIKE LibGuide
acike-unit-tour-YouTube
Consent Forms
Continuous Feedback
Continuous Feedback Form
Copyright, Privacy & CDU Disclaimer
Copyright Regulations 1969 - Part VB
Feedback
Library Services
My Grades
Need Help
Netiquette
Office of Indigenous Academic Support
olt_talent_release_sept2012
Online classroom help
PTS Assessment Requirements
Referencing requirements
Resources for developing and maintaining
ACIKE Learnline units
Search CDU books, eBooks, Journals and
Databases via Summon
Search eReserve
Page 8
Summary of Generic Content items in Learnline Templates
Common core content items are those items that have been copied from a previous unit offering or
existing template and have not been created as a reusable item. They contain specific content that can
be contextualised to the individual unit and edited by the lecturer or unit builder. The following items
have been identified.
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Printable Unit Information generic information
Copyright, Privacy and CDU Disclaimer
CDU Library Online Tutorials
Review of Unit Themes available through Service Pack enhancements
Recent releases of Blackboard Learn present a range of theme and style options that allows for deeper
customisation of units and includes the ability to modify look and feel, colour scheme and apply teaching
styles and design themes. This feature enables optional content examples created in the unit, alters the
unit menu structure, applies a background image, modification of colour and controls the structure of the
unit. Applying the themes/styles however does not replace existing unit items or content, as the new
structure and style is added and the look and feel changed instantly.
Innocently the themes can be applied at any stage during unit development or indeed at any time once
deployed, correspondingly the change is instant and immediate altering the entire unit. Currently, there
is no option to develop a unique unit theme/style and then select that option to apply, consequently
enabling this feature would alter any CDU brand elements employed in unit templates and create
additional requirements to modify edit and contextualise the added elements.
Blackboard offers five unit theme/styles categories; some based upon teaching styles others around
systems and content.
1. Focus on Activity
1.1
1.2
1.3
1.4
1.5
1.6
1.7
Activity
Case Study
Conference Session
Constructivism
Expedition-Based
Experiential Learning
Project Format
2. Focus on Communication
2.1
2.2
2.3
2.4
Cooperative Learning
Guided Discussion
Social Learning
Web 2.0
3. Focus on Content
3.1
3.2
By Chapter
By Lecture
Template Working Group – Summary of key findings 2012
Page 9
3.3
3.4
3.5
3.6
3.7
3.8
3.9
By Lesson
By Module
By Subject
By Topic
By Unit
Science Focused
Traditional
4. Focus on Systems
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
ANGEL
Blackboard Classic
Blackboard Learn-Default
CourseInfo
eCollegial
Open Source 1
Open Source 2
WebCT 1
WebCT 2
5. Focus on Time
5.1
5.2
Daily
Weekly
Template Group Outputs Overview
1. Objective
a. Determine to develop two1 templates (one for HE and one for VET) with multiple aspects
of variability. TWG understands that more than two templates will emerge2 producing an
outcome that aligns with original intent of 5-8 templates.
2. Description of what CDU’s template should look like:
a. Templates will contain a shell3 that is to provide consistency in navigation, location of
information common to multiple units, site appearance and feel.
b. The shell will include:
i. Specified headings, sub-headings and the order of these headings that are to be
contained in the left side menu
ii. Guidance as to the information is expected to be contained under each heading
iii. Corporate Branding
iv. Guidance in areas of site design such as linking information that may have
otherwise been repeated under multiple headings within a site.
1
Reference: Minutes 26 Sept.
2
A limiting criterion for allowing emergence of new templates is that there must be consistency across a school to
ensure students following any particular pathway experience consistency and familiarity regarding all their
Learnline sites.
3
Terminology: The Shell is the compulsory component of the template containing minimum standards.
Template Working Group – Summary of key findings 2012
Page 10
c. Options that enable consistency to the student as well as flexibility in learning design.
For example the landing /home page can be:
i. An announcements page
ii. Dashboard page (designed according to guidelines)
3. Implementation:
a. Template development and build, May – June 2013
b. Consultation and feedback, June – July2013
c. Companion guidelines developed to support unit development using a standard
template, S1-S2 2013
d. Professional Development required to implement change and introduce the effective
use of the new templates, S2 2013
e. Recommended implementation, SS, 2013
4. Alignment:
Charles Darwin University Strategic Plan 2012 – 2014
1.1 Identify factors that affect student success, and target support and other programs towards
those factors.
1.4 Provide high-quality student support and best practice, contemporary learning environments,
both on and off campus, which enhance students’ educational experience.
1.6 Facilitate and support faculty-led innovative approaches that best meet the University’s
learning, teaching and training challenges.
Charles Darwin University, Learning and Teaching Plan 2012-14
Objective 4; Improving Learnline, Objective 4.4.
5. Consideration was given to other complementary initiatives such as:
i. Alignment to 6 Key Principles for Online Teaching developed by the Office of
Learning and Teaching;
1. Structured Learning
2. Active Learning
3. Teacher Presence
4. Collaboration
5. Feedback
6. Inclusiveness
ii. Evaluating Exemplary Learnline Units: Rubric, Review Tool and Summary Sheet
iii. Learnline Development and Training Unit Readiness Assessment Criteria (under
development)
iv. Usability, Accessibility and Copyright for files in Learnline, a best practice guide
Template Working Group – Summary of key findings 2012
Page 11
Template Group Outputs
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Agreement on the checklist to be used for assessment of templates
Critically analyse the rubric against what students have said to ensure that we are capturing
the main concerns
Assess the templates against the rubric (pre-teaching checklist)
Running in parallel to the work of the Template Working Group was a number of projects that impacted
the decision to reach agreement on a suitable checklist for the assessment of the proposed templates.
This includes the complimentary activities identified in section 4 in the Group Outputs Overview above.
At this stage the group made a decision to focus on the template structure and design and integrate
elements aligned to the 6 Key Principles for Online Teaching developed by the Office of Learning and
Teaching. This is yet to be tested and evaluated and is part of the summary of actions that conclude this
report.
At this point further consideration will also need to be given to integrate learning and teaching styles or
pedagogical approaches into the template design. It is anticipated that moving the template in this
direction will also require more thorough development work and wide consultation to ensure that such
an approach does not dictate but rather supports the development of sites.
As a result, the working group resolved to focus the output on developing a standard unit navigation
structure, a framework for design, identifying common core content items and conforming to CDU
brand.
The group determined that the key areas of unit navigation be grouped by specified top level menu item
headings and sub headings and ordered in such a way to assist commonality and present consistency
across the templates. An overview of the proposed navigation structure and menu content items for
Higher Education and VET are shown in the tables below.
The Learning Materials menu item sub headings was identified as the common navigation item whereby
faculties, schools and coordinators had some licence to determine the structure. The rationale to this
conclusion is that each faculty, school theme and coordinator approaches the delivery structure of
Learning Materials differently. The working group identified that Learning Materials are presented in
Learnline by; activities, projects, tasks, weeks, modules, subjects, folders and topics.
In considering Mobile Learnline (Blackboard Mobile) the working group determined that mobile best
practice options are promoted and supported by the Office of Learning and Teaching to facilitate mobile
access to units. Mobile best practice will need further consideration when developing companion
guidelines to support unit development. This view is also backed up by the notion of not presenting too
many template options and to enable efficient management of the biannual unit copy process.
Template Working Group – Summary of key findings 2012
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Proposed Template HE Unit Navigation Structure
Table 6 - Proposed Higher Education Navigational Structure
Unit Menu Item
Related Content
Landing Page (Unit Home Page)
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Announcement Page
Unit Dashboard (What’s New, To Do)

Unit information/Unit outline
 Set Text
 Study Plan
Staff Contacts
Unit Tour
Copyright statement
OH&S
The home page is the entry point to the unit and
consists of either unit announcements or the unit
dashboard. The Unit Announcements entry point is
the minimum requirement with dashboard
considered as an alternative option. The dashboard
option contains modules to help students keep up
to date in the unit. Links to any unit
announcements and new content and posts are
displayed via My Announcements, What’s New and
To Do modules.
About this unit
This area is for lecturers to add unit outline or unit
information. A staff contacts link with contact
details should be added here. Additional content
options include a unit tour (how to use this unit)
and information regarding copyright and OH&S.
Assessment
Information and links to all the unit assessment
items can be provided here. Include assessment
overview, assessment items and submission points,
links to relevant instruction and guidelines and CDU
Assessment rules and related Governance policy.
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Template Working Group – Summary of key findings 2012
Assessment Overview
 Assessment Rules and
Plagiarism
 Breach of Academic Integrity
 Relevant CDU Governance
links
Assessment Submission
Using Safe Assign
 Safe Assign Submission Instructions
(Draft)
 Safe Assign Submission Instructions
(no Draft)
Examination Information
 Cover sheet and instructions
Page 13
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Learning materials
This area contains instructions and tools that guide
the students through what they have to do in the
unit. It could be structured by weeks, subjects or
activities, as a set of topics, or simply as a folder
where all activities can be accessed in one place.
This should contain links to relevant content items
as well as tools – e.g. discussions, quizzes and
assignments in context with the learning materials.
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Learning with others
This area is all about opportunities for student
interaction, collaboration and communication. It
would identify the nominated tools, provide
instruction and contain links to the relevant tools
using the Unit Tool Link option. Tools not being
used should be hidden from student view.
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Resources
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Academic Study Skills support

Relevant links, external websites in context to
the unit of study
Relevant Learnline Community sites
Relevant Legislation
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This area provides help and support services to the
student and includes links to relevant support
services offered by CDU. At a minimum it should
Template Working Group – Summary of key findings 2012
Links to communication and
collaboration tools
o Blogs
o Wikis
o Journals
o Online Classroom
o Groups
o Discussion Board
Any activity that enables student to
student interaction
Unit Tools link
Hide Tools not being used in the unit
Groups all resources that relevant to units
(student My Learning)
CDU Library

eReserve information and links

eReadings (Journals, articles etc...)

Referencing and citations
o
Useful resources contain information that is
additional to the material in the ‘Learning
Materials’ area can be added here e.g. Library, web
links, glossary, reference documents.
Help & Support
Contains links via Unit navigation to
tasks, activities and materials.
Structure is to be determined by
theme / school and coordinator.
Possible options include: Weeks /
Subjects / Activities / Modules /
Folders / Topics
Learning materials contain links to
relevant tools activities and resources
in context with the content item. (E.G.
Link directly to the Discussion Board to
post a related post to the content
item)
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Student focused and related support
services at CDU
Learnline Support resources and guides
24 HR Student Support information
Page 14
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include Learnline support and CDU IT support
options.
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Student counselling options and
information
CDU Student Services
ITMS Student Services
Relevant Policies and Procedures
Proposed Template Unit Navigation Structure (for VET)
Table 7 - Proposed navigation structure VET
Unit Menu Item
Landing Page (Unit Home Page)
About this unit
Related Content

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Announcement Page
Unit Dashboard (What’s New, What’s due)
Staff Contacts
Unit Outline (Attach Printable format in approved
format)

Under Unit outline the following can also be
displayed as items in the order provided
(Optional as all are to be in attached printable
format and items present an opportunity to
emphasise what is important):
o RPL information for students
o Elements of the unit (Learning
Outcomes)
o Employability Skills incorporated in this
unit (optional at this stage)
o Delivery Plan in a table format with
columns titled with the following:
 Session date and time
 Learning Activity
 Resources required by
students
 Assessment Tasks (Schedule)
o Assessment
 (which links to Assessment
Outline subheading in
Assessment section)
OH & S
Copyright, Privacy and CDU Disclaimer
Template Working Group – Summary of key findings 2012
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Unit Tour
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Assessment
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Learning materials
Template Working Group – Summary of key findings 2012
How to navigate
o Brief statement, video or slide
presentation outlining the unit
 E.G When you log into this unit
your home page will be XXXXX.
To navigate back to the home
page at any time click the
home icon in the unit menu.
Overview of the unit structure
o This unit is delivered by sessions or
otherwise
o Narrative of unit layout and what is
expected of the student, in terms
 Where to find Help & Support
Link in the unit menu
 Student autonomy
 Timeline and submission
benchmarks
 When to contact lecturer and
links / guidance to lecturer
contact details
Assessment Overview in a table format with
columns titled with the following:
 Assessment Task
 Instructions
 Resources required by students
Due Date
Assessment submission process
Using Safe Assign: Submission Instructions (If
appropriate)
 Safe Assign Submission Instructions
(no Draft)
Cover sheet link and instructions
(If appropriate)
Plagiarism
Breach of Academic Integrity
Relevant CDU Governance links

Minimum standard is to present learning
materials in sessions. The structure of
which should provide the following:
 Topic of the session
 Overview of the activities to be done in
Page 16
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Learning with others
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Resources
Template Working Group – Summary of key findings 2012
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the session (set expectations)
Outline of what elements will be
covered in the session
Content
o The rest will vary depending
on the design of the unit.
Typically they will contain
information content, graphics,
links via unit navigation to
tasks, activities and/or
materials. Structure is to be
determined by team leader,
EPM and TPWG chair.
o Learning materials contain
links to relevant tools activities
and resources in context with
the content item. (E.G. Links
directly to the Discussion
Board to post a related post to
the content item)
o Third party SCORM packages
are imported to here.
Links to communication and collaboration
tools
o Blogs
o Wikis
o Journals
o Online Classroom
o Groups
o Discussion Board
Any activity that enables student to
student interaction
Unit Tools link
Hide Tools not being used in the unit
Groups all resources that relevant to units
(student My Learning)
o Legislation
o Relevant links, external websites in
context to the unit of study
o Relevant Community sites
o eReserve Information and links
(If appropriate)
o eReadings and text books
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o
o
o

Help & Support
(Journals, articles etc..)
(If appropriate)
Academic Study Skills support
(If appropriate)
Referencing and citations
(If appropriate)
Instructions on how to write a CV
and a cover letter
Student focused and related support
services at CDU
o Learnline Support resources and
guides
o 24 HR Student Support
information
o Student counselling options and
information
o CDU Student Services (Enrolment
Help and Equity)
o ITMS Student Services
o Library contact details
o Relevant Policies and Procedures
Summary of actions
Table 8 - Summary of follow-up actions
Action
Timeframe
Who
1. Re-convene TWG
May – Sept
OLT
2. Development of 2 templates
“proof of concept” VET and HE
May – June
VET Ed Development Team
HE Ed Development Team
LL Development & Training Team
3. Template Working Group to
review and refine provide
feedback
May - June
TWG
4. Review modify & edit reusable
items and agree on suite of
objects
June
VET Ed Development Team
HE Ed Development Team
LL Development & Training Team
5. Review & consultation with
faculties and schools
May– August
TWG
6.Fine tune templates to
August – Sept
VET Ed Development Team
Template Working Group – Summary of key findings 2012
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incorporate feedback
HE Ed Development Team
LL Development & Training Team
7. Develop companion
guidelines, including mobile best
practice.
June– Sept
VET Ed Development Team
HE Ed Development Team
LL Development & Training Team
8. Present template options to
academic community through
forums
Sept
VET Ed Development Team
HE Ed Development Team
LL Development & Training Team
9. Review and assess templates
against approved readiness
assessment criteria
May - Sept
VET Ed Development Team
HE Ed Development Team
LL Development & Training Team
10.Pilot approved templates
Summer Semester 2013
Nov – Feb 2014
VET Ed Development Team
HE Ed Development Team
LL Development & Training Team
Template Working Group – Summary of key findings 2012
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Sample Template Unit Navigation Structure
Unit Home
Top level Navigation
Divider
Sub navigation grouped by
common items
Template Working Group – Summary of key findings 2012
Page 20
References:
Blackboard (2013) The Official Blackboard Help Site - Blackboard Learn 9.1 SP10 Course Options, Using
Course Structures
Charles Darwin University (2012) CDU Student Experience of Learning and Teaching (SELT) Semester 1,
2012.
Hill, R., Fresen, J & Geng, F. (2012) ‘Derivation of electronic course templates for use in higher
education’, Research in Learning Technology, The Journal of the Association for Learning Technology
(ALT) Volume 20
McAlpine, I. & Allen, B. (2007). ‘Designing for active learning online with learning design templates’. In
ICT: Providing choices for learners and learning. Proceedings ascilite Singapore 2007
The University of Queensland (2010) The University of Queensland, Blackboard Course template
available online at: (http://www.elearning.uq.edu.au/node/307)
Webber, C. (2012) Using Templates to Improve Course Design, presented at Blackboard World
Conference 2012, New Orleans.
Template Working Group – Summary of key findings 2012
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