LMS framework for subject presence
The LMS framework and associated recommendations regarding minimum level of subject presence and levels of access were endorsed by Academic Board in September 2007. It is expected that the minimum presence will be achieved for all undergraduate subjects from 2008, and by 2011 for postgraduate subjects.
The framework describes the various academic purposes an online presence can serve in supporting students’ subject-based learning:
- Provision of administrative and procedural information;
- Provision of information and resources to support students’ independent learning and study;
- Access to features that encourage and facilitate collaborative learning; and
- Provision of interactive tools for assessment and feedback.
Detailed subject information, including information about assessment, readings and resources, are elements relevant to all subjects. It is therefore appropriate that some elements be considered ‘core’ and become essential inclusions for all subject sites. Other more interactive and collaborative elements of subject learning activities are described as ‘additional’ and enhance online subject presentation.
The framework is designed as a practical guide to assist with this aspect of curriculum design and subject site planning. Links from elements in the framework lead to further detail and guides about how to achieve this – we are continuing to develop this site, so there will be changes as we add links and examples to illustrate the suggestions shown in the framework.
Resources
- Creating effective websites (1441KB)
Table 1: LMS framework for subject presence
| Administrative and procedural information | Information to support learning | Interactive and/or collaborative learning | ||
|---|---|---|---|---|
Handbook entry Each subject site will automatically have a link provided to the Handbook entry for that subject. The Handbook entry itself resides outside the LMS and is publicly accessible through the University website. |
Subject information To provide students with an explanation of expectations in the subject, including details of assessment tasks.
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To facilitate collaborative learning through discussion and debate among students, and between students and staff. Which may include: discussion boards; wikis; creative commons; synchronous video conferencing; etc. |
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Subject information To provide students with a complete and current description of subject administrative processes.
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Readings and resources To support students' independent study through ready access to downloadable resources, reading lists, and/or other information sources. Which may include: lists of required readings; links to specific library resources; downloadable materials such as lecture notes and audio recordings; additional readings; other audio-visual material; etc. |
To facilitate collaborative learning through group projects and production. Which may include: group-based document sharing; creative commons; etc. |
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To facilitate assessment administration for students and staff. This involves: the online submission of assignments. |
To facilitate timely, explanatory feedback to students from staff. Which may include: assignment submission with online feedback; etc. |
To provide opportunities for students to self-assess their knowledge and to test ideas through the use of interactive tools. Which may include: simulations; self-assessment tools such as quizzes; interactive tutorials; etc. |
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Feedback - grades and progress To provide students with information regarding their individual progress through a subject. Which may include: satisfactory completion of particular hurdle requirements; record of assessment submission; grades for assessment tasks; etc. |
Feedback - to and from peers To provide structured opportunities for sudents to review and comment on one another's work. Which may include: peer feedback tools such as PRAZE; etc. |
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Reflective practice To develop learning skills and self-awareness through reflection on learning. Which may include: learning portfolios; journals; blogs; etc. |
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Online formal assessment To enhance formal assessment through the use of online technologies, as appropriate. Which may include: simulations, images, etc incorporated into the assessment task; assessment tools such as quizzes; peer feedback tools such as PRAZE; etc. |
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Key
| Essential elements for all subjects |