Information about the reporting fields [for individual course units]

Section A: Reporting fields 1–3 inclusive
These fields relate to the way in which the Web is used in the teaching of a unit (for example with WebCT).

Section B: Reporting fields 4 and 5
These two fields relate to purpose-designed and developed resources – other than web resources – made available to students for study purposes

Section C: Reporting fields 6–8 inclusive
These fields cover the use of communications technologies for conferencing purposes.

Section D: Reporting fields 9 and 10
These fields cover two other flexible teaching & learning strategies

Item 11 relates to options within a course, rather than an individual unit.

Reporting fields

Explanation

Section A: Online delivery

An online unit component is provided via the web.

1

Web-Supported

The web is used to supplement/support other teaching arrangements (such as face-to-face, distance), by, for example:

• Presentation of/access to information, content (such as lecture summaries, PowerPoint presentations, hyperlinks. It includes lectures delivered through Lectopia or Impatica.)
• Provision of self assessment tools; assignments submission tools
• Provision of communications tools for student-student and/or student-teacher interaction.

Access to the web is not compulsory for students, i.e. all assessable requirements are available through other teaching arrangements.

2

Web-Dependent

The web is an integral, and compulsory, part of the mix of teaching & learning arrangements for the unit. The web is used for:

• Presentation of/ access to course content
  and/or
• Communication with staff and/or other students (e.g. through bulletin/discussion boards, email, chat)
  and/or
• Formal assessment purposes (e.g. through graded tests, submission/posting of assessable work).

3

Fully online unit

• The web is the only formal and compulsory teaching & learning medium (for presentation of/access to content, communications between students and staff; and continuous* assessment).
• Any other teaching or orientation arrangements are non-compulsory, or not on offer.

*However, the end of semester examination may be held and supervised in the normal way (i.e. be off-line).

Section B: Resource-based teaching & learning

Resources are purpose-designed and developed by or on behalf of the teaching staff for independent study (in terms of place and/or time) by students. Note: This section excludes web-based resources (see Section A above); it includes traditional distance education delivery. Examples include:

• Print study guides
• Audiotapes
• Videotapes
• CD-ROM

4

Resource-supported

• Resources are provided to supplement (but not replace) other teaching arrangements (such as face-to-face). For example, the provision of recorded audiotapes, audio CDs, videotapes of lectures, seminars etc. held on campus for those on-campus students unable to attend the session, or for review purposes.

5

Resource-dependent

• Resources are an integral part of the teaching program, complementing other teaching arrangements and replacing some or all face-to-face teaching

Section C: Conferencing technologies

Communications technologies are used for live interaction between teaching staff and students.

6

Videoconferencing

• Live two-way interaction by video link between teaching staff and students at a remote location (e.g. other campus) is an integral part of the teaching program.

7

Audioconferencing

• As part of the formal teaching program, the telephone is used for voice-only links between teaching staff and students.

8

Webconferencing

• The web is used to speak live to students and display images through the computer desktop (but telephone may be used for the audio component).

Section D: Other arrangements

9

Flexible scheduling

Face-to-face classes are held outside normal University teaching times, e.g.:

• Out of hours (i.e. outside 8am to 6pm, Mon - Fri)
• Weekend blocks
• Summer/winter schools
• Starting or completing a course or unit outside standard semester times.

10

Workplace learning

A formal, assessable or compulsory workplace learning component (e.g. workplace project, practicum, placement) is in place.

11

Flexible pathways through studies

Students are provided with opportunities to blend their UTAS studies with studies at other institutions, for example through:

• Flexible entry and exit points with TAFE, other universities or other educational providers
• Integration of offerings with other tertiary institutions