BOLD Learning and Teaching Practices

The Blended, On-Line and Digital (BOLD) initiative was a strategy devised in 2015 to support the move towards a more innovative and progressive delivery of learning and teaching practices in an emerging digital context. The BOLD Learning and Teaching Practices were developed in 2018 to provide clear guidelines about recommended BOLD teaching practices for different delivery/study modes. They are presented as a checklist to afford staff the opportunity to inform, evaluate and reflect on their current teaching practices and address identified needs. This checklist can be used in multiple ways, such as:

  • a guideline for staff when planning their course
  • an evaluation tool of existing courses before teaching periods to identify potential challenges and issues
  • an evaluation tool for existing courses after teaching periods to identify potential enhancements and progression

This reflection can form a basis for collaborative discussion with colleagues and learning designers.  As such, the use of these BOLD Learning and Teaching Practices is a recommended component of Federation University’s Strategic Plan 2018-2022 for ongoing teaching and learning development.


Download BOLD L&T Practices

There are two versions of the BOLD Learning and Teaching Practices available; a flat version to read, and an editable version with  interactive checklist and comments section.


Focus Areas

The BOLD Learning and Teaching Practices contain recommended learning and teaching criteria under five focus areas:

> Focus Area 01 - Course Information & learner support

Good organisation and presentation of course information and learner support resources helps orient students to the delivery/study mode and their course of study, and helps achieve a consistent student experience across Moodle course sites. Teachers also benefit as they are familiar with the location of items and can update them quickly and efficiently.

> Focus Area 02 - Teacher presence and communication, facilitation and interaction

While the level will vary depending on the delivery/study mode, teachers should establish an online presence and outline how they will, and students are expected to communicate in a Moodle course. Students need to know where in the course to ask questions and when they can expect a response. By frequently and actively participating in the online learning community teachers facilitate ongoing interactions and connectedness, which is critical to student retention and success.

> Focus Area 03 - Learning activities

Different types of learning activities that help students engage with learning resources and collaborate and interact with their peers and the teacher are crucial for active and dynamic learning. Individual activities help students acquire and consolidate their knowledge and assess and reflect on their learning. Group activities provide opportunities to ask and answer questions, workshop ideas and be exposed to others’ perspectives. A range of activities that assists student comprehension and the development of critical thinking and analysis skills is key to a successful online student experience.

> Focus Area 04 - Learning resources

Selecting a diverse range of high quality learning resources an d carefully planning how they are organised and presented will motivate students by maximising their opportunities to engage in ways appropriate to their learning preferences. Learning resources should support knowledge building activities, be informed by learning outcomes and focused on enabling students to achieve them. Learning resources should also be monitored for currency and relevance, for compliance with copyright legislation and license agreements, and for their accessibility by all students.

> Focus Area 05 - Student progress, assessment and feedback

Assessments should be aligned to learning outcomes and designed to enable students to demonstrate they have met them. Formative assessments (i.e. self-tests and self-paced lessons) allow students to work at their own pace, reviewing concepts, consolidating their learning and receiving feedback about their progress. They may be worth zero marks or contain a summative element e.g. ‘completion of all online quizzes comprises 5% of your total mark for this course’. Summative assessments are therefore a tool for measuring what students have learned.


Need resources, strategies or assistance?                                              

Contact your School’s CLIPP Learning Designer, or member of your School Service Model  for support in utilising the BOLD Learning and Teaching Practices to ensure quality in your course.