Saturday, 20 August 2022, 3:13 AM
Site: Flinders Learning Online
Topic: FLO Staff Support (FLO_Staff_Support)
Glossary: How-to glossary
George Filipov

eLearning equipment booking store

The eLearning store is an online booking system for all Flinders staff.

1. Bookings  |  2. Equipment ||  Support 

The eLearning store is an online booking system for all Flinders staff where they can book equipment for short loan periods (from one hour to a few weeks)

1. Bookings

The eLearning store is available at 
It is available for all Flinders staff (academic or professional) and uses Okta to authenticate.

2. Equipment

Items that can be booked include:

  • COWS (Computer on Wheels - trolley containing 12 or 14 PC or Mac laptops)
  • CALF (smaller COW - trolley containing 6 PC laptops)
  • Laptops (PC)
  • Voice recorders
  • iPads
  • Microphones
  • Video cameras
  • Tripods
  • Web cam/USB headset kits
  • Catchboxes
  • Wireless presenters
  • Video projectors
  • PA amp
  • Portable green screens

Video chat kits are also available for booking. These include:

  • 2 web chat kits (consisting of a webcam and USB headset)
  • 1 web group chat kit (consisting of a webcam and a Bluetooth microphone / speaker)
The following equipment is also available:
  • 2 USB microphones
  • Wireless Go Compact Microphone System
  • 3 Lapel mic kits

These kits are available for loan to academic staff for use in desktop video conferencing, virtual classroom sessions (eg Collaborate) or recording short videos for FLO.

You can book the kits via the online store.

  Training and support



Contact you local eLearning support team

No known issues with this tool

Grette Wilkinson

eAssessment - recommendations from ACODE

At the ACODE (Australasian Council for Open and Distance Education) business meeting on Friday 13 March 2020, discussion focused on e-exams and alternate assessments. Members have distilled and articulated some key points from the discussions. The following are a first draft of some recommendations for institutions for consideration for any teaching that is moving online.

  • Run alternate assessment meeting the same learning outcomes, of smaller multiple stakes assessments, to meet the same ends. For example, where they might be a 60% exam these could become 3 assessments of 20% each run over successive weeks.

  • Randomise and tightly time questions in the LMS quiz tool (in FLO), limiting the opportunity for students to refer to other students or to resources. One would need to be realistic in the timings and warn students beforehand.

  • The use of proctoring tools is problematic at scale for both the service itself and for the University. We recommend caution. As many universities will be moving to this option over the next few weeks, it would be unlikely that proctoring solutions will be able to meet demand globally.

  • Alternate assessments for work integrated learning (WIL) could consider freely available simulation labs that can be downloaded and run from their own sites or through the LMS (FLO). Asking students to reflect on the activities in these simulations could provide an adequate approach in the short term.

  • Another approach to this could be to ask students to reflect on the situation they (we) now find themselves in, that is, having to work remotely. For example, if a student was to do a work placement in an accountancy firm, they could reflect on how they might, as an accountant, have to work remotely and provide potential solutions to this scenario.

  • All students have mobile devices, where they may not all have laptops with cameras in them. A possible solution to this is to use the audio capability of their mobile devices, in relation to assessment. For example, students could be asked to respond to long-form answers via an audio or video recording that could then be submitted through the institution's LMS (FLO).

  • With many professional bodies relaxing their strict requirements for proctored exams, take-home or open-book exams could be considered. If this is the case, it would be suggested that instead of providing just one scenario, multiple scenarios could be deployed.

  • Where nothing can transfer, then we need to consider the possible deferment of assessment; however, this should only be necessary in a minority of cases. This will most likely be planned, invigilated paper-based exams where alternatives are unrealistic.

  • Practical assessments or practicums could be bundled into a supplementary unit which can be offered in the following semester.

  • Instead of in-person exams, or employing expensive proctoring software solutions you could use the quiz tool in the LMS (FLO) in conjunction with Collaborate, so tutors/teachers can at least watch the faces of students undertaking these quizzes. Realistically, this could be done with classes of up to 16, or if multiple staff were watching, up to 30 at one time. Please be aware that not all students will have webcams, so this will need to be considered.

  • ACODE will establish, over the next week, discipline-focused CoPs for more nuanced discussion that will provide more discipline-based examples of alternate assessment practice.

  • Ideally where changes to assessment like the above are proposed to be used, it would be suggested to gain some institutional agreement across the faculties or academic groups.

Topic administration - technical checklist for online teaching

The topic administration section describes how you administer your topic in FLO.

1. How sites are created  |   2. Topic settings   |  3. Editing your topic   | 4. User management   |  5. Reports   ||  Support  

Good practice guides and tip sheets

Good practice guides and tip sheets have been developed to support quality in both curriculum design and teaching practice. Good practice guides provide a pedagogical overview and tip sheets provide you with practical strategies and ideas for implementation. Links to assignment-related resources are provided below. 

Accessibility and inclusivity in FLO | Accessibility and Inclusivity in the Classroom |  Culturally responsive digital learning | Teaching first year | Supporting students to successfully engage with the topic |  Teaching offshore students online | Using technology in your teaching

Slow internet could be a realistic scenario for students studying online, so the following checklist is designed to help you optimise your FLO site and enhance the student experience.

What to check: Embedded video

For every embedded video on the page, there is significant data downloaded every time the topic page loads. The only video that should be embedded on the homepage is the welcome video.

How to check:
  • Scroll down your topic page and count the number of embedded videos you have.
  • If your topic is using grid layout, turn editing on before you start your count. Although a student only sees one module at a time, all of the content in the modules loads in the background every time the topic is loaded.
How to fix:

What to check: Images

Images can have large file sizes if they haven’t been saved for viewing online. All images should be resized and optimised before inserting into FLO.

The image dimensions and quality and file type all contribute to file size. JPG or PNG file formats are ideal:

  •  JPG will allow better quality with smaller file size, particularly for photographs or images with many colours.
  • PNG is a good file type for icons or illustrations with limited colour palettes.
How to check:
  • Review the file size of all images used in your FLO site.
    • If you are using the Firefox browser: right-click the image and select ‘View Image Info’ from the pop-up menu. This will provide file size, pixel dimensions and the file type.
    • If you are using the Chrome browser: right click the image and select ‘Open image in new tab’ from the pop-up menu. The tab title will provide the filename (type) and pixel dimension (hover the mouse pointer over the tab to see full image details). Right-click the image and select ‘Save as’ to determine the file size.
How to fix: 
  • Right-click the image and save it to your computer. 
  • Open the image using graphic editing software – all Flinders staff can download SnagIt from the IDS Support Portal | Install Software.
  • Resize the image using SnagIt.
  • Edit the FLO site and replace the image with your new version.

What to check: Images used for headings or titles

Images use up more data than text. Additionally, any text in an image can not be read by screen readers, which may be used by some students with vision impairments.

How to check:
  • Can you highlight letters and words with your cursor? If yes, then it is text. 
  • Can you click on the heading and start to drag it? If yes, then it is an image.
  • If you right-click the item does the pop-up menu have image related options? If yes, then it is an image.
How to fix:

What to check: File sizes

Be mindful of the file size of files such as PDF, Microsoft PowerPoint, Microsoft Word, etc. The larger the file the slower it will download. Ensure the file size is displayed to students. Aim for 5-10 MB, the smaller the better, whilst retaining the file readability.

How to check: 
  • All uploaded files display the file type and size after the link name. 
How to fix:

What to check: Progress bars

There are indications that progress bars can have an impact on load times. If your students are reporting problems loading your site, you may need to consider removing progress bars.

How to fix: 
  • Discuss with your eLearning team if your students complain of slow page load times

What to check: Video content

If your students are reporting extremely slow internet and problems accessing video on your site, you may need to consider offering a text-based or audio-only alternative for video resources.

How to fix:
  • For videos in Kaltura - create a transcript (turn on auto-captioning and download transcript). Add the transcript to your FLO site as a page or a file.
  • For other videos – source an article or another resource that addresses the same content