These were posters of projects completed within the Faculty of Health at UC, demonstrating the range and depth of work completed during SAFFIRE. Staff engaged with many new technologies, considered differing ways of presenting information, engaged with an in-depth rethink of their teaching and assessment practices, moved courses and units online, and others were presented using blended learning. All within the FIT framework developed in support of their efforts.

1. The FIT Model for Online Pedagogy
The Core Elements of Foundational Online Delivery in Moodle
The full Prezi can be viewed at http://prezi.com/1symmhdixltz/core-elements-of-foundational-online-in-moodle/
The 3 modes of online pedagogy (Foundational, Interactive and Transformational) described above create a quality structure for the e-learning
environment, which supports any type of delivery, F2F, online, blended, intensive, or flexible. The FIT Model for Online Pedagogy was developed for
use with Moodle and adopted by the Faculty of Health in October 2014 as the measure of quality online learning in all its Moodle units.

2. Project 1: Research – Faculty-wide consolidation and
online/intensive delivery of all research training units
into the Graduate Certificate of Health Research
Development for online delivery of 4
units
• 6486 - Research Planning PG - 3 cp,
Level P
• 9583 - Qualitative Research Practice in
Health PG - 3 cp, Level P
• 9585 - Quantitative Research Practice in
Health PG - 3 cp, Level P
• 9594 - Epidemiology and Principles of
Research PG - 3 cp, Level P
Unit Design
All units have been designed using the
Health FIT model for Online Pedagogy
All units have a common touch for student
ease of progress
All units have no more than 2 layers to get to
learning content
All learning is supported by videos, worked
examples and online discussion boards
Learning
Students like specific instructions for
working through the unit on time (74 views)
Students like worked examples (46 views)
Students like a welcome video (39 views)
Students like Assessment instruction
podcasts (25 views) Want to know more? Find out more
about the Grad Cert of Health
Research at this QR code
Articulation
The Graduate Certificate articulates into a
Postgraduate Diploma in Health Research
The units are offered cross faculty –
students can enroll in individual or all units
as part of the following Health HDR
programs:
771AA Master of Nutrition
772AA Master of Nutrition and Dietetics
132JA Master of Occupational Therapy
768AA Master of Physiotherapy
134JA Postgraduate Diploma in Health
Research
253JA Professional Doctorate in Nurse
Practitioner (Research)
Benefits
Increasing student enrolments
Fully online
Interdisciplinary
Students develop generic health research
skills but work with discipline specific
mentors

3. Project 2: Psychology– Provide online/flexible pathways
through the Bachelor of Science in Psychology and
Graduate Diploma in Psychological Science
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Numberofresponsesas%
Questions
Sem 1, 2014 Mid Semester Feedback (%) - Psychology
SA
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Seeking Student Feedback
During weeks 7 & 8 of Semester 1 feedback was sought
from students to check progress and reception of the
restructured units. Specific questions sought
information about the instructional strategies, content,
communication and assessment practices as per the
Health FIT model. As well students were asked two
open ended questions.
Questions
1. The unit clearly addresses the Unit's learning
outcomes
2. The criteria for each piece of assessment has been
clearly identified
3. The unit is well organized
4. The unit materials have been presented in a way
that helped me understand the unit content and
learnings
5. The Unit's activities help me to better understand
the unit content
6. There has been an opportunity for interaction with
teaching staff
7. Peer interaction is possible in this unit and actively
encouraged
8. I have been given useful feedback on my progress
9. The unit is stimulating my interest in the subject
area
10. I am gaining a good understanding of the subject
matter
Want to know more?
Psychology@UC
Develop all core units for flexible/ online
delivery
• Used a Moodle template that provides
consistency across all units using the
Health FIT Model for Online Pedagogy
• Used online tools in Moodle – quizzes,
discussion boards, workshops
• Used videos to support and enhance
learning – worked examples, lectures, unit
introductions and instructions
• Used BBC to run online tutes
Project involved the entire UG Psychology Team
11. What were the best aspects of this unit? Please
Comment
12. What aspects of this unit are in need of improvement?
Please comment
Outcomes
Best aspects were -
• Clearly address the Unit Outcomes and Assessment
criteria easily identified (Q1: 93%; Q2: 90% Agree &
Strongly Agree)
• The organisation of units (Q3: 89% A&SA)
Worst aspects were –
• Giving feedback (Q8: 48% A&SA, 39% Neutral)
Student comments on the units -
• The lecturers and lectures “thoroughly enjoyed all the
lecturers” and “The lectures are fantastic!”
• The unit content delivery – “I love how not only are the
lectures on line but the step by step tutorials are
brilliant for revision” and “The tutorial screencasts are
really great”
• The organisation of the units “The structure - each
area being broken down into a module made the
course work seem doable!!” and “Definitely the
organisation is amazing. If there was an option above
strongly agree I would have chosen that.”
• The online tutes “The online tutorial stuff is amazing.
Keep that up please.”
Learnings
All electives will be re-developed for online/flexible
delivery
Use of broad range of new software – including Camtasia
Students like a consistent approach throughout their
course
Need to develop early feedback strategies and embed
them into the units

4. Project 3: Sport – Facebook, Blackboard Collaborate and
Flipping: Examples of innovative teaching practices in the
Discipline of Sport and Exercise Science
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enrolling in one of our
courses? Sport@UC
Introduction
There have been significant moves towards online
and blended delivery – Moodle, Mahara, Blackboard
Collaborate – across all units in the sports discipline
We have progressed far enough now to experience
effects/results, and even begin to share reflections.
Examples given here include
•The use of Facebook in group-work (and to drive
learning)
•The use of Blackboard Collaborate to facilitate
group-work
•The flipped classroom and ‘teaching in public’
Facebook (performed through Moodle too)
1) Was used as a ‘forum’ for setting up or reviewing
work done in Tutorials.
•Challenges – groupthink (!), superficial engagement
•Outcomes – mixed so far, looking for ways to extract
more
2) Was also be used as a class joint project, where
each small group took a turn at ‘curating’ the site
and running activities/events through the page.
•Challenges – logistics, huge variation in levels of
engagement
•Outcomes – “the more you engage, the more you get
out of it”
Blackboard Collaborate
BBC was used as the platform for live presentation of
lectures/tutes to both a physical classroom and an
online classroom at the same time. BBC also offers
option of ‘breakout rooms’ where students can
discuss ideas and return with products/feedback.
From there it was a small step to leave the main
session open 24/7, so that those working on group
assignments could work together online any time,
without needing to physically meet.
•Challenges – largely unused so far given the class
size
•Outcomes – those who use it are very positive, the
rest…
Flipping the classroom
One unit (7224) asked students to present ideas from
Day 1 – both in live face-to-face tutorials and through
online (public) blogs.
Another unit (8913) ‘eased’ students into the ‘flipped’
situation by offering 3 staff-led ‘labs’, then slowly
and deliberately transitioning to a student-led,
flipped format.
Which would you think worked better?
•Challenges: Logistics, attendance, valuing the
opportunity, estrangement?
•Outcomes: Engagers benefit hugely, non-engagers
appear to perform about the same (both achievement
and feedback).
Reflections so far…
There are no guarantees, but we must roll the dice –
continuing to do what we’ve always done will (at best)
continue to generate the same outcomes.
Those who fully engage really do get a lot out of it –
step improvements in grades
But there remains a hard-core of ‘empty cuppers’
(e.g., “You tell me, I tell you back, I get a degree,
yes?”) – the source of much current anguish
Some students seem to* react to innovations such as
flipping as though it has broken some sort of social
contract of expectation, so there may be value in
proactively marketing/selling our approach to
teaching before students even arrive/apply – it can
be our USP..!
(* = the words of a true psychologist….)
The Discipline of Sport and Exercise Science had 3 project on the go:
• Online/intensive delivery for all units in these programs; particularly targeted to meet the needs
of elite athletes.
• Flexible pathways and articulation into Bachelor of Coaching & Exercise Science/Bachelor of
Sports Management;
• Develop an online Masters of High Performance Sport
As part of these exciting new projects, the sports teaching team focused on using social media, e-
portfolios, flipped learning and the use of Blackboard Collaborate for online tutorials.
Adapted from a presentation for Health Showcase by
Richard Keegan

5. Project 4: Implementation of flexible options for all PG
Nursing and Midwifery Programs & UG MidThreads –
Using SBLi (Scenario Based Learning Interactive)
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Strategies
Scenario based learning interactive – linked to
competency work e.g Transport of the patients and
simulated ventilator set up.
SmartSparrow – Adaptive learning to consolidate
knowledge
Quizlets – assessing foundational concepts from
readings.
Worksheets – directed to target learning relevant
to clinical practice and clinical workbook.
Online glossaries
Camtasia Videos
Blackboard Collaborate
Skills videos
Assessments
Clinical competency – linked to SBLi and worksheets
Peer to peer assessments
Communication based assessment
Reflection and appraisal of critical clinical events – online
forum
Student Feedback
• “ My students were surprised to find how convenient it
was to be able to both engage in class room learning
with interstate expert speakers, whilst also managing
their family and work roles.”
• “Several of my students are new mothers and found
this form of engagement helpful to their studies, as did
students on night shifts or extra shifts. “
• “Being able to replay the sessions was also helpful!".
• “I really like it!”
Challenges
The technologies
Cultural change
Where to next?
Integration of some features into the Undergraduate
program (Osmosis)
SBLi as online tutorials and exam preparation
Collaborate as an online tutorial review of concepts
Nursing–PG
Midwifery–PGCourses,UGMidthreads
Provide fully online/distance pathways in PG
nursing courses (Professional doctorate; masters,
diploma)
Student Feedback
“As my first semester of studying after a very long
time. I have really enjoyed it”
“[Best Aspect] That it is do-able while being a shift
worker”
PG Midwifery@UC: Develop a fully
online PG midwifery course using best
practice and drawing on the
contributions of global experts
Strategy:
Using a consistent template for Midwifery PG, creating a
sense of belonging for the students, use new and
innovative ways of teaching, including the use of external
blogs and SME’s to promote excellent practice.
http://physiologicalbirth.wordpress.com/
UG MidThreads:
To integrate a series of on-line modules to emphasise
wellness and normality in pregnancy, labour, birth and
the early parenting time across the undergraduate
curriculum of the Bachelor of Midwifery. The rationale is
to further fostering the integration of ‘normal’ across the
curriculum will strengthen the wellness-focused model of
care we are already mandated to teach in midwifery,
which in turn will enhance the health and wellbeing of
women and their babies and families in our care.
Strategy:
Using SBLi – promote students understanding
through the use of scenarios that whilsts midwives
must know how to undertake emergency
treatments and how to consult and refer
appropriately, midwifery’s focus must remain on
what is an essentially social process that most
women can undertake healthily
Daisy M: Detailed, Accurate, Innovative,
Smartabase for You in Midwifery
The benefits of DAISY M for the students are use of
a fast, efficient technology, a decrease in repetition
of documentation and increased opportunities for
learning.
Scenarios from Midwifery and Nursing

6. Toni Green from Physiotherapy put in a bid
for some money to Offer Health Professional
Practice 2 PG 6454 as an online unit,
incorporating Adobe Captivate to replace
lectures and make them more interactive.
As part of her unit redesign she included,
besides the Captivate content, other videos,
quizzes, and as an assessment task
required students to complete an online
presentation, shared via links to YouTube or
Capturing Snapshots of Practice: Pharmacy, Physiotherapy, Public Health and
Nutrition – Developing a Culture of Innovation and Engagement
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one of our
courses?
Health@UC
Collegial Competition in Pharmacy
It began with a coffee lounge in EBM1, a place for
students to meet – “to get to know each
other, discuss unit topics, and share their
experiences” an important aspect of establishing
an online community.
The inclusion of this student communication space
was part of the broader discussion of how best to
meet the needs of students studying online.
Captivating PhysiotherapyClicking on the
HELP button sends
students to this site
This interactive module created in
Captivate takes students step by step
through their assessment task
Example of student’s
completed e-poster created in
Prezi
Camtasia in Public Health
Public Health put in a bid to take their major online.
Innovations included recording in Camtasia, recording
public and guest lectures, creating quizzes and
crosswords, and developing some innovative assessment
tasks using wikis, both assessable and non-assessable
discussion forums and the workshop module for poster
presentations using peer assessment in Moodle.
is the serious work of developing quality content
and changing many aspects of the pharmacy units,
so that students experience a similar look and feel
in each of their units, using grids (so no more
scrolling), using books and pages (so not too many
layers to get to information), deciding what
activities to embed, the best learning strategies,
quizzes, wikis, varying the assessment tasks and
student communication.
Initially the image was of a cup of coffee, but soon
this was transformed to a beautiful lounge. But
where one had a lounge in the chat room, the next
lecturer had a more modern lounge and decided to
use Blackboard Collaborate , 9401 has a log fire at
the lodge, whilst 6441 a coffee shop in a hedge.
The competition was on!
But of course behind all this light-hearted competition
Prezi in a discussion forum, and then peer assessed
using an extensive rubric and the Moodle rating system.
Other physiotherapy staff have also introduced flipping,
videos and incorporated the use of captivate lectures.
Joan worked hard with Robbie Jones to put all the lectures online,
using Camtasia to record her introductions to the unit from her
property outside of Canberra, yet sharing though an unlisted YouTube
Channel. Camtasia allowed her to record her lectures here in the
beautiful bush surrounds, and yet include all the content, such as
screen shots of the course site, and photos of up and coming guest
lecturers.
Whilst the assessment structure encourages the students to
participate in progressive analytical commentary and real world
engagement with authentic tasks.
Collaboration in International NutritionIn Nutrition & dietetics Gabrielle O’Kane got the ball rolling and applied for
a small grant to develop or adapt two units in Nutrition studies for multi-
mode delivery. These two units would potentially become the model for
other units in the Discipline. The units make extensive use of pages,
assessable and non-assessable discussion forums and Blackboard
Collaborate (BBC) as an online tutorial tool.
However, there was a snag, which no-one had foreseen. The BBC was
used for the 6 PG students, a number of whom were international
students. The result was an often difficult session for the lecturer, as she
sought to encourage the students to participate online in this new form.
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But collaboration was not a problem in the discussion forums, where
students engaged extensively with the content and each other. Over the
time of the semester students made a total of 439 comments, but viewed
the discussion boards 17,150 times.
How the BBC will be included in Nutrition units is yet under discussion,
but discussion forums will be continued as students have demonstrated
their willingness to collaborate with each other in this asynchronous
manner.
Introduction Screencast by
Joan Corbett