Quality Confirmation – Semester 2 Priorities

As part of the ongoing Quality Improvement and Confirmation process during semester 2 we will be reviewing selected Canvas courses, focusing on the four domains from the Online Learning guidelines.

As part of a similar process in semester we identified the need for more training and resources around

  • collaboration tools, so we’ve been running professional development on this and updating the resources on this site.
  • communication with students, so we’ve started showcasing courses here, and developed training resources
  • assessment, so we created a suite of how to guides resources and figured out a way to convert Word documents to Canvas Quizzes 


The focus domains for semester 2 are:

  1. Content
  2. Reading and Resources
  3. Learning Activities
  4. Collaboration and Engagement


1 – Content (lectures of equivalent)


Since you don’t have lectures on campus, you’ll likely be uploading pre-recorded chunked videos, lectures notes and readings into canvas.

Some resources which might help you get started preparing your content:

If you are going to make videos, please ensure you have a transcript or captions available. Automated transcripts are available within Canvas Studio, Microsoft Stream and YouTube.

University Design For Learning principles, suggest include content in multiple formats. Simple changes – like turning on captions – can make a massive difference to students.


2. Readings and Resources


The Leganto Reading list allows you to connect library readings, journals and resources directly into your Canvas course. Making it easier for students to find and use the relevant materials. It also helps you ensure you are complying with copyright law.

Getting started with Leganto is quite simple and there are a range of guides available to help you create your first reading list and a dedicated team in the library who can personally support you navigate any challenges you encounter. If you ask they might even help your find some Open Educational Resources.


3. Learning Activities


It is important for students have the opportunity to use the knowledge and concepts being taught. There is sometimes quite a difference between knowing something and knowing how to do something. Learning activities allows students to confirm form themselves (outside of assessment) they know how to do something. Learning activities can also be a way for you to identify any topics students are struggling on to allow you to pay particular attention to these during synchronous Collaborate Ultra or Teams sessions.

Learning activities should integrate an opportunity for feedback to the students, so if you’ve set up a formative task for students then make sure you’ve also included some tips on where to go for more assistance.


The formula for making sense of your online course content, Beyond the Pivot and synchronous and asynchronous have some great ideas of different activities you can integrate into your Canvas course. As always if you want some personalised help, feel free to contact seh.adg.let@rmit.edu.au


4. Collaboration and Engagement (student to student, student to teacher)


Do you have structed opportunities for students to engage throughout your course?

You might be using teams, teams meetings  or collaborate ultra (tips and tricks) to allow real time communication within your course. There are lots of different approaches you can take to this, but often students respond well to authentic professional activities, which will be useful either for their immediate needs (tutorials, assessments) or in the careers.


As always if you need any assistance don’t hesitate to reach out to the Learning Enhancement Team.