Table 1
Criteria for Evaluation.
| Theory related criteria |
| Knowledge authority |
| Authentic learning |
| Collaborative, communicative action |
| Community of Practice |
| Universal Design Principles (and accredited requirements for online readiness) |
Table 2
Optional open-ended questions for Student Evaluations.
| 1. What were the best aspects of this unit and its teaching staff? |
| 2. Can you elaborate on any of your more critical responses above (or any other areas where you think this unit needs to improve)? |
| 3. Please comment on any part of your learning experience; how we talked about the cultures we participate in, the ways we contribute to our future learning and work, how we interact with other humans via the platforms we learn and work on (e.g., discussion board, feed forward, tutorial sessions, flexibility, learning environment, report writing, working in pairs/teams). |
Table 3
Criteria and results for Evaluation and Content Analysis of unit materials.
| THEORY RELATED CRITERIA | DATA ITEM IDENTIFIED IN EVALUATION | ISSUE | OUTCOME | FUTURE ACTIONS |
|---|---|---|---|---|
| Knowledge authority | Yolŋu lecturers’ videos | Need more framing and centring | Scaffolded more; tied into lectures | Need to reinforce links to student experience |
| Authentic learning | Mental health | Generally, an issue these days | discuss consent, triggering content, trauma informed | Weekly polling, word clouds, interactive |
| Collaboration, communicative action, COP | Student experience and expectations | Want 1: 1 feedback, resistant to critical reflection | Welcome video for navigating, critical thinking, co-creation, and agency increased systematically | Needs links to disciplines, assessment and study help, open text, Discussion Board engagement protocols |
| COP, Authentic learning | My View results | Students want more staff | Change assessments to quizzes an option but this is disposable learning | More Rubric-based self and peer evaluation |
| Authentic learning, COP | Digital Literacy | LMS is not social media, info-seeking digital skills | JISC digital, needs online cultural awareness, digital learning skills | Publishing work openly on platforms, Open texts |
| Authentic learning, COP | Information Literacy | Scope of sources and ‘info-demic’ | We need 4 moves applied to current issues, case study on digital criticality | https://webliteracy.pressbooks.com/chapter/four-strategies/ |
| Collaboration, communicative action | Content presentation | Needs more scaffolding | For low bandwidth options, mobile phones, time, data poverty | Review with this again Cali College criteria UCT Online Course Design |
| communicative action, COP | pedagogical practices | Inconsistent uptake of practices distinct from content | Language use, connectedness, situated, intercultural, participatory | Framework needs re-potting for students to use |
| Authentic learning, COP | a/synch/hyflex delivery | Students have isolated experience | Welcome video and set up pre- week 1 | Discussion Board engagement protocols |
| Universal Design Principles | Communication clarity | Confusion/info overload | Need to keep editing questions/assignment guidelines Instructional text with each link | Streamline assessment and materials (ongoing) |
Table 4
Student Ratings of Pedagogy.
Table 5
Commonly Used Words in Student Feedback.
| 10 learning | 9 discussion | 6 board | 5 environment | 5 online |
| 5 student | 5 students | 5 way | 4 helpful | 4 readings |
| 4 really | 4 tutorial | 4 unit | 4 well | 3 academic |
| 3 best | 3 content | 3 create | 3 culture | 3 even |
| 3 external | 3 feel | 3 group | 3 knowledge | 3 lectures |
Figure 1
Word Cloud of Commonly Used words.