University of Canberra/Flexibly-enabled learning resources checklist
Completion status: this resource is ~50% complete. |
OvervieweditHigh quality, flexible (University of Canberra, 2013) adult learner experiences can be facilitated by a combination of:
Also of use are Knowles' seven adult learner principles:
In additional to such general principles of learning, courses and units should recognise the diversity of learners' complex and individual life circumstances by being designed for flexibility (University of Canberra, 2013). In this context, flexible delivery means enabling dual modes (on-campus and online engagement), with the learner able to choose a fluid combination that suits their needs and circumstances. Flexible-enablement, in line with adult learning principles, can be achieved by educational design which incorporates Foundational, Interactive and Transformational (FIT) educational opportunities (Oerlemans, 2013). In this approach, all units should be at least Foundational, with some units Interactive and some Transformational. For example, introductory units could be Foundational, mid-course units Interactive, and final/capstone units Transformational, but this is not the only way. Some units may include aspects of other levels, but should only be described as achieving a level if they satisfy all requirements. The UC curriculum review (University of Canberra, 2017a,b) requires courses to move beyond traditional content-delivery or Foundational units to include more Interactive and Transformational units to develop learners' professional practice and engage in work-integrated learning and co-operative education. Thus, the FIT model dovetails with UC's educational vision. The FIT level requirements can be conceptualised in terms of four core elements:
The following sections suggest a unit-level checklist to help guide flexibly-enabled design and moderation using the three FIT levels. Other areas for possible consistency of units within a course/degree are described in a final section. |
FoundationaleditObjective: A foundational flexibly-enabled unit enables a self-directed learner to successfully meet all the unit's learning outcomes via either on- or off-campus engagement. This involves static delivery of learning content, with self-directed, active engagement with learning activities. Contentedit
Communicationedit
InteractivityeditInteractivity is important for engaging learners and creating a productive and positive learning environment with an ability to self-assess and gaining a sense of making progress. For example:
Assessmentedit
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InteractiveeditObjective: An interactive flexibly-enabled unit facilitates dynamic engagement with the learning content, instructional activities, and peers. In addition to the foundational requirements for a flexibly-enabled unit, an interactive unit is characterised by:
ContenteditInteractive learning content can include and be characterised:
Communicationedit
Interactivityedit
Assessmentedit
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TransformationaleditObjective: Learning is delivered in alternative, innovative ways, often co-designed by the unit convenor and/or learners. The artificial separation between teachers and students who transcended into collaboration between co-learners, with students empowered as collaborators who are emerging scholars. Contentedit
Communicationedit
Interactivityedit
Assessmentedit
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Areas to consider for potential consistency across units within a courseeditUniversity and faculty policies and procedures help to ensure consistencies across courses and units (e.g., late penalties). However, there remain several potential inconsistencies between units within a course that are unnecessary and confusing for learners (i.e., caused by a lack of coherence in design rather than good andragogical practice). Such variations could be dealt with at a course design level in order to promote a coherent course-level learner experience. For example:
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Referencesedit
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