Level 1: Effective learning and teaching principles to enable BOLD delivery

The BOLD Standards Framework (PDF, 238kb) is segregated into four levels from broad good teaching practice principles at level 1, through to specific practice models at level 4, all underpinned by a layer of support and practical tools and guidelines provided by CLIPP.

At level 1 are broad effective learning and teaching principles that relate to good teaching practice. The following principles have been taken from the eLearning Vision (PDF, 157KB).

Principle How this could relate to eLearning practice Where to go for more information

1. A learner-centred approach

  • Options of learning modes.
  • Refocus thinking from teacher to student, from content to experience of content.
  • Online content and activities being time and place independent (asynchronous) allowing more flexibility for students.
BOLD teaching practice 

2. Interactive learning

  • Move away from didactic teaching.
  • Interactivity between staff and students.
  • Opportunities for students to test their understanding, ask and answer questions, workshop ideas and think more deeply about concepts.
  • Collaborative or social learning / Peer learning.
  • Online presentation of didactic lecture content freeing up face-to-face time for more interactive learning.
  • Interactivity and peer/social learning online using discussion forums and virtual classrooms.

BOLD teaching practice

Communication and interactive engagement

Virtual classrooms

3. Rich, engaging media

  • Combination of audio, video, web-based resources, graphics and animation and online communications forums to engage and motivate students.
  • Diversity in the manner in which information is presented maximises the opportunity for students to engage in ways appropriate to their learning styles and preferences.
  • Provision of teacher created 'lecture' content as online presentations using audio/visual elements.
  • Use of available open content, such as open education resources, SCORM packages and audio/visual content including podcasts and YouTube videos.

Audio/video lecture style content

Resource development and engaging graphic content

Creating videos and screencasts

4. Supported engagement

  • Support is critical to student success and should be built into the design of courses.
  • Learning activities and formative and summative assessment tasks within courses can include skill building and opportunities for student development.
  • Quizzes and rapid feedback. Self-paced supplementary material can assist students to self-assess and take responsibility for their learning.
  • Carefully designed peer activities.
  • Effective course design that provides opportunities for engagement.

BOLD teaching practice

Assessment

Topic consolidation opportunities

Communication and interactive engagement

5. Personalised learning

  • Students ability to work at own pace, monitoring their own learning.
  • Review of concepts via recorded presentations.
  • Time and place independent
  • Adding content, including additional content, to online course page enabling students to work ahead.
  • Embedding points of reflection/consolidation such as self-marking quizzes to allow students to test knowledge and moderate progress.
Individual learning activities

Topic consolidation opportunities

6. Accessibility

  • Access to higher education for remote and rural students.
  • Usability, appropriate online course structure and scaffold, universal design principles and web compliance.
  • Blended, wholly online and aggregated delivery models to cater for wider range of students in remote and rural locations. Appropriate course design and setup that takes into account usability/accessibility issues and principles of web design.

Delivery models

Moodle design protocols for usability and accessibility

Moodle templates, tools and guidelines

7. Authenticity

  • Situated or 'authentic' learning.
  • Methods and topics that are 'real - world', prepare students for life and work beyond graduation.
  • Capture of authentic tasks and reflections on learning in student's ePortfolio to enable student to keep records of learning and graduate attributes. 

Assessment

ePortfolio

Return to BOLD Standard Framework