Technology enhanced learning framework

The technology enhanced learning (TEL) framework provides guidelines for the development of the online component of subjects. It is a starting point for thinking about course redesign or approaches in developing a new subject.

Principles inherent in the design of the TEL framework include:

  • Student-centred focus with student learning outcomes as a governing priority
  • Encourages good practice teaching with technology
  • Created for blended and flexible learning contexts, but can be applied to fully online learning
  • Has elements that are ‘highly recommended’ and ideas ‘for consideration’ to allow for choice and adaptation to different learning contexts.
  1. Fundamentals

    Students find the online elements of their subjects include:

    • A welcome to the subject (message, audio or video)
    • A layout that is coherent, consistent and logically sequenced and organised
    • A list of teaching staff, their contact information and availability
    • An overview of how the subject will work with face-to-face or synchronous online events
    • A ‘subject guide’ describing:
      • Learning outcomes
      • Subject description
      • Overview of assessment tasks
      • Schedule of learning events
      • Expectations for subject participation.
  2. Learner support

    Students find the learning support in their subjects includes:

    Highly recommended aspects

    • Clear channels for student queries about subject content, learning activities and assessment
    • Clear channels for student queries regarding the LMS and other learning technologies
    • Links to University student support services such as library and learning support, academic skills, wellbeing and special consideration
    • How the subject has been adapted in response to Subject Experience Survey (SES) feedback.

    Ideal enhancements for improved learning experience

    • A module or page to introduce the students to the subject
    • Specific resources to support the development of digital capabilities.
  3. Learning resources

    Students find the learning resources in their subjects:

    Highly recommended aspects

    • Are organised into logical modules of weeks or topics and are clearly aligned with learning outcomes
    • Make use of the Video Management System (VMS) for media delivery
    • Meet accessibility standards
    • Meet copyright standards
    • Make use of relevant library digital resources.

    Ideal enhancements for improved learning experience

    • Promote opportunities for active learning and collaboration
    • Include a variety of media such as video, audio and images
    • Contain guidance about how students could engage with the resource
    • Make use of the digital capability framework.
  4. Communication and collaboration

    Students find communication and collaboration is facilitated in their subjects via:

    Highly recommended aspects

    • An ‘announcements’ area
    • Opportunities for online discussion for student-to-student and/or student-to-teacher interactions
    • Provide synchronous/asynchronous alternatives to face-to-face and in-class communication.

    Ideal enhancements for improved learning experience/consideration

    • Expectations and scaffolding for student-to-student communication and interaction
    • Expectations for student group work interactions.
  5. Learning activity and assessment tasks

    Students find the activities and assessment tasks in their subjects reflect the following:

    Highly recommended aspects

    • Each assessment item is represented online with weighting, due dates and feedback dates
    • Each assessment item has a clear task brief
    • Assessment activity has clear alignment with the learning outcomes.

    Ideal enhancements for improved learning experience/consideration

    • Supports a clearly articulated learning pathway
    • Represents a developmental and continuous approach to assessment
    • Supports student-centred assessment, including self, peer and group modalities
    • Is authentic to the discipline and possible workplace of the student
    • Includes feedback and results which are captured in the LMS, even if not undertaken within the LMS.