Designing an inclusive and engaging learning journey

Setting the stage for effective learning and teaching is not just about developing quality content and having a passionate facilitator. Designing learning activities that engage and motivate students and provide opportunities for students to connect, not only to the content but to fellow students and teachers, lead to a better learning experience and outcomes. The approach to designing learning depends on the intended learning outcomes, and exploring the best way to achieve that.

The following web pages include information, approaches and strategies to support you in designing an inclusive and engaging learning journey for your students, supported by local and sector standards and frameworks, and constructively aligning learning activities to enable students to successfully participate in learning.

The following information can assist you with implementing the above, and support your ongoing professional development and learning needs:

Considerations for quality teaching practices

Quality teaching practices includes comprehensive planning and designing of an inclusive and engaging learning journey.  Do you know the answer to the following?

Designing for learning

  • Are designing for a learner-centred experience?

Principles of program design

  • Does your course design support the overall program design?

Principles of course design

  • Do your learning activities align with the course intended learning outcomes and assessment tasks?

Standards and frameworks

  • Does your learning activities, assessment and course learning activities meet the approved AQF standard?

Internationalisation of curriculum

  • Do you have a global approach to learning and teaching in your course design?
  • How do you accommodate the needs of international students in your course design?

Quality design practices

  • Do the ‘levels of learning’ in your course intended learning outcomes match the ‘level of learning’ you intend on teaching and assessing?

Transformation, not duplication

  • Are your online learning activities transformed to suit the delivery environment?

Designing for interaction with content

  • How do you embed cognitive presence throughout the learning journey?

Designing for interaction with peers

  • How do you embed social presence throughout the learning journey?

Designing for interaction with teachers

  • How do embed teacher presence throughout the learning journey?

Technologies for enhancing learning

  • Are you using the right technology to support student success in learning?

Achieving the BOLD learning and teaching practices

The BOLD Learning and Teaching Practices provide clear guidelines to support teaching practices for different delivery/study modes, opportunities for self-assessment and reflection on current teaching practices, and opportunities for collaborative discussion with peers and learning designers to enhance online teaching practices. The minimum course expectations for designing a quality learning journey to support student success are outlined in Focus Area 03. View the BOLD Learning and Teaching Practices.

Focus Area 03 | Learning activities

3.1 Learning activities clearly align with the course learning outcomes/standards.

3.2 The distinction between learning activities taking place in-class and online is clearly stated.

3.3 The distinction between required and optional online learning activities is clearly stated.

3.4 Learning activities promote learner collaboration and interactivity

(ie: peer-peer, learner-teacher, teacher-learner, learner-content)

3.5 Instructions for learner collaboration and interaction to complete learning activities is clearly stated.

3.6 Leaners are provided with opportunities to learn collaboratively and/or independently.

3.7 The time required to complete each section/topic/module is clearly stated.

3.8 Leaners are provided with opportunities to consolidate (digest, reflect, review) their learning at the end of

each topic/module and the course.

Professional development opportunities

CLIPP offers the following professional development opportunities to support teaching staff with designing an inclusive and engaging learning journey:

  • BOLD PD Offerings | Resources – View other online resources that supports design.
  • BOLD PD Offerings | Central – View the online webinars on offer this quarter.
  • BOLD PD Offerings | School – View the School specific PD ‘menu’ available.  Contact your Associate Dean of Teaching Quality or School CLIPP Learning Designer to see what has been, or can be, organised for delivery in your School or Discipline.
  • BOLD Short Course 1: Learning in a BOLD environment – A 10 hour online, facilitated short course offered in February and June to support planning for the upcoming semester. View more details about this course.
  • Graduate Certificate in Education (Tertiary Education) – This postgraduate award course is designed to support tertiary teachers deliver quality, contemporary teaching practices in the higher education setting. Modules on student learning include the likes of: Dynamics of learning, Students as partners, Student diversity and equity.  View what else the GCETE has to offer.