Teaching online guidebook

Set out a module for online learning

Content (resources, activities, instructional text and learning supports) in FLO modules should be arranged in a consistent way within your topic and across topics within a course. The FLO starter site provides some prompts, however, there is no one right way to structure your teaching modules and therefore flexibility is built-in.

Here is one suggested outline to structure each module of your topic.

Module introduction
  • Write a brief introduction (1-2 sentences) that describes the module – this could include: 
    • key ideas for the module 
    • key questions  
    • associated activities 
    • learning outcomes  
    • relationship between the module and topic curriculum 
  • Use language that speaks to the student (ie 'you' instead of 'the student'). Consider how you want to introduce the module. For example, do you want this to be factual, controversial, a conundrum (etc)?  
  • Include activities that need to be started and/or completed in this module 
  • Provide an instructional narrative that describes what action the student needs to take and how this aligns with the learning outcomes 
  • Design activities from a student’s point of view, with active learning in mind (eg watch, listen, read, write, share, discuss)
  • Include the estimated time for completion, if appropriate 
  • Where activities are complex or dependent on technologies, provide practice or low-stakes opportunities   
  • Provide opportunities for students to ask questions, make choices where appropriate, and check their understanding  
Resources and supports for learning  
  • Provide the learning resources associated with the module activities  
  • Direct students to find readings using the Readings link, rather than replicating information already in Leganto  
  • Provide guidance on how long to spend on readings, videos etc, if appropriate  
  • Refer students to appropriate learning supports (eg Studiosity)
  • If activities are tied to assessment and topic completion, make this very clear  
  • Refer students back to assessment details rather than repeating information ('one source of truth') 
  • Call assignments the exact name as stated in the Statement of Assessment Methods (bearing in mind this will also flow through to Gradebook, try to avoid long assignment names)
  • Clarify any assessment or assignment dependencies (what needs to be completed before attempting the assignment)