BOLD learning and teaching practices

The Blended, On-Line Digital (BOLD) Learning and Teaching Practices provide clear guidelines around standards, practices and expectations for maintaining online learning and teaching practices for different delivery/study modes. First developed in  2018, the current version is third iteration recently built within fdlGrades for ease of access, ongoing quality assurance monitoring and reporting.

Presented as a checklist, they have been developed to provide staff with:

  • Clear guidelines about expectations for evidence-based best practice online learning and teaching practices for different delivery and study modes.
  • The opportunity to self-review and reflect about their current online teaching practices, and address identified needs.
  • Opportunities for collaborative discussions with colleagues and learning and teaching professional staff (ie: learning designers, learning skills advisors, library liaisons) to enhance online teaching practices.
  • Opportunities to engage in individual and teaching team peer review and enhancement practices
  • Enable individual course, year level or program level ‘heat map’ reporting to identified areas for enhancement
  • Support with course and program review and renewal projects

The BOLD learning and teaching practices (BLTP) are relevant to Federation University higher education undergraduate and postgraduate courses offered through all delivery modes and via partnership arrangements.

Checklists

CHECKLIST A | Teacher self-review - completed by the Course Coordinator, prior to course delivery. The checklist may be completed by the independent reviewer (a) in collaboration with the course coordinator or teaching team as part of a collegial and constructive review process, or (b) part of an audit process. Consider the recommended reviewer expertise required for each focus area.

CHECKLIST B | Independent review - completed by a person not teaching in the course to provide an independent review - before, during or after delivery. The checklist may be completed by the independent reviewer (a) in collaboration with the course coordinator or teaching team as part of a collegial and constructive review process, or (b) part of an audit process. Consider the recommended reviewer expertise required for each focus area.

Resources

For full information, support resources and 'how to' information, please access Staff Sharepoint | BOLD Learning and Teaching Practices

  • Background, educational context and departmental responsibilities
  • Mapping to university, sector and legislative standards
  • Focus Areas (01 - Course organisaton | 02 - Course communication | 03 - Learning resources | 04 - Learning activities | 05 - Course assessment)
  • Documenting, monitoring and reporting using fdlGrades

Further information

Contact your Institute Learning Designer for guidance in utilising the BOLD Learning and Teaching Practices to support quality course design, development and facilitation before, during and after course delivery

Moodle (LMS)