Transforming the curriculum @ UOW

The UOW Curriculum Transformation project is an ambitious program of renewal based on a new Curriculum Model that will be embedded in all UOW degree courses by 2018. It seeks to deliver exciting, authentic learning experiences, in an integrated whole-of-course framework, that will equip all students as adaptable professionals, confident citizens and agile, lifelong learners for an increasingly complex world.

More details can be found online

UOW new curriculum model

The dangerous idea of the “digital native”

Young people today are often referred to as ‘digital natives’.

The label makes intuitive sense because young people have grown up surrounded by digital technology and seem to be constantly engaged with their computers, phones and other devices. Some have argued that technology has fundamentally changed the way young people learn and that revolutionary change is needed across the education sector to meet the needs of these new learners.

These ideas have led to a large body of recent research which, in fact, tells a different story. This research shows that the ways young people use technologies, the things they do with them and their reasons for using them are much more diverse than many once thought.

At the upcoming UOW Big Ideas Festival, Professor Susan Bennett will argue that this complex reality makes the digital native label much more than just a harmless stereotype. It makes it a dangerous idea.


To register for the event and find out more visit

Digital Learning FAQs


The Digital Learning Thresholds (DLT) are a component of the UOW TEL Strategy. They have been developed to enhance the learning experience of students through the incorporation of minimum expectations and good practices in digital learning.  The DLT strategy supports the principle that all students will have access to digital learning and both students and staff have clear expectations about the use of digital learning within the UOW curriculum.  The DLT guide can be used by subject coordinators for self-review, and can also be used by Faculties for administrative purposes.

Following consultation with UOW staff about TEL, DLT and online assessment and feedback, a number of questions have been raised and a set of Frequently Asked Questions has been developed to address some of those questions.  The TEL Frequently Asked Questions is available on the TEL Resource Hub

Swinburne research study – on academic use to technology tools


Mark a Swinburne staff member is researching about the use of technology tools for teaching and learning, I am posting this on his behalf, thank you in advance for your support:

Dear colleague,

I am currently researching the use of technology tools by academics in their teaching practice. This is a short survey that should take around 10 minutes to complete, and has been approved by Swinburne Human Research Ethics Committee (SHREC).
The link below will take you to a completely anonymous online survey with some further explanation about the project.

I would appreciate you taking the time to complete the survey and also circulating this email to your colleagues or contacts.

The survey is currently open and closes on 20 August 2015 before the start of second semester

I am happy to answer any questions from contact details below.

Mark Schier
Senior Lecturer
Faculty of Health, Arts & Design Swinburne University of Technology [email protected]

(03) 9214 8713 

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Snippets from yesterday’s LTC Forum

Yesterday’s annual LTC Forum focused on assessment and feedback at UOW.  If you missed the forum or you want to catch up on some of the highlights, Marcus O’Donnell has put together a neat package in Storify with tweets and images. Thanks Marcus.

Changes to Chrome that may effect your use of Moodle

From September 2015, Google is removing NPAPI support from Chrome which means that the Java plugin will no longer be available for that browser. For additional information, see

Impact for the UOW Learning Platform

The Java plugin is required to use some tools in EQUELLA and Moodle.


  • File Manager
  • In-place Editor


  • TinyMC Editor (Equation Editor) – changing the default editor to Atto will resolve the Java issue for Moodle as Atto is not Java-reliant

Temporary workaround

Between now and September 2015, Chrome can still be used with the following workaround. 

As of Chrome Version 42, an additional configuration step is required to continue using NPAPI plugins (Java):

1.   In your URL bar, enter: chrome://flags/#enable-npapi

2.   Click the Enable link for the Enable NPAPI configuration option

3.    Click the Relaunch button that now appears at the bottom of the configuration page

Long term

After September 2015, a different browser will be required, such as Firefox or Internet Explorer.

Contact UOW IMTS for assistance

Grade student Power Point presentations ‘live’

Turnitin is much more than Plagiarism detection…… Watch this video to see how one Academic uses it to make notes on a student’s presentation, use comments, add rubrics and voice comments for feedback and submission of a final grade.


For more great ideas on using your iPad for live marking check out the Turnitin Videos on Vimeo:

Free Book: Teaching in a Digital Age (Bates: 2015)

Exhausted lecturer

Exhausted lecturer

This text might be of interest (and it is freely available):

Tony Bates (2015) Teaching in a Digital Age: Guidelines for designing teaching and learning for a digital age.

The book examines the underlying principles that guide effective teaching in an age when everyone,and in particular the students we are teaching, are using technology. A framework for making decisions about your teaching is provided, while understanding that every subject is different, and every instructor has something unique and special to bring to their teaching.The book enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age: not so much the IT skills, but the thinking and attitudes to learning that will bring them success.

You can read it online, or download in PDF, epub, or mobi formats (268 page PDF) at

Getting started with the UOW Digital Learning Thresholds (DLT)

What are the DLT’s? Here are a few answers to common questions about the UOW Digital Learning Thresholds (DLT)

Digital Learning Thresholds Examplars

What are they?

The Digital Learning Thresholds are a strategy developed at the University of Wollongong to enhance digital teaching and learning. The DLT strategy was approved by Academic Senate in February 2014, and outlines expectations for digital learning across a range of online learning elements (e.g. Communication and Assessment). To find more about these elements please download the printable DLT definitions document online

Why were they developed?

The Digital Learning Thresholds strategy was developed to enhance the learning experience of students through the incorporation of minimum expectations and good practices in digital learning. The DLT strategy supports that all students will have access to digital learning, and that both students and staff will have clear expectations about digital learning.

What do they mean for me?

The DLT strategy supports and guides staff in improving current practice and developing skills in the digital environment. A subject development tool is available to help you self-review and assess to what degree your online subject/s meet DLT guidelines.

This tool can be accessed at

What do they mean for my students?

The DLT strategy promotes access for all students to digital learning that is underpinned by good practice.

Where can I find out more?

The following list of links will guide you to where you can find out more the DLT strategy:

The DLT Website

All DLT information and resources can be accessed from the DLT website

DLT Definitions

For a more comprehensive understanding of each DLT element, a list of definitions can be accessed at

Training and Support

For training and support contact a member of the Educational Design team. Contact details and information regarding upcoming workshops and training sessions can be found on the DLT website at:

DLT Guide

For an outline of the implementation of DLT phases and reference to ways in which to meet specific DLT guidelines, a guide document can be accessed from:

DLT Exemplars

For examples of the ways in which academics have been able to incorporate each element of the DLT strategy in their online courses visit: (Online video case studies coming soon)

Subject Development Tool

To review your online courses in light of the DLT strategy guidelines, a subject development tool for each of your sites can be accessed at:

Additional Support

If you have additional questions or wish to book a consultation to further discuss any ideas about the DLT or concerns please contact your the Educational Designer attached to your Faculty



National Forum: Curate, Credential and Carry Forward Digital Learning Evidence

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Date: November 13, 2014
Location: Deakin University, Burwood Hwy, Burwood Building BC, Level 2 (200 seats available)

Virtual attendance:

  • Curtin University in Perth
    Building 204 Room 122 (30 seats available)
    Kent Street, Bentley, Perth
  • University of South Australia in Adelaide
    Jeffrey Smart Building JS4-12 A/B (72 seats available)
    217-243 Hindley Street, Adelaide
  • University of Wollongong
    Bld 67 Room 102 (60 seats available)
    Northfields Ave, Wollongong NSW
  • Queensland University of Technology in Brisbane
    QUT Health Clinics, U2.43 (66 seats available)
    44 Musk Avenue, Kelvin Grove campus, Brisbane

This Office for Learning and Teaching national forum will showcase examples from the thought leaders in the field in prior learning, credentialing, open badges practice and research, and offer an employer’s perspective. The forum is a national event at Deakin University Burwood campus with sites for colleagues in New South Wales, Queensland, South Australia and Western Australia. We are utilising Cisco’s WebEx as our streaming to University of Wollongong for our NSW/ACT colleagues through our partnership with Cisco as a project partner.

Mozilla’s Open Badges project has opened up a new way of recognising skills and learning through an open, stackable framework and provided an opportunity to recognise more detailed aspects of learning. For example, whereas achievement of learning may be somewhat invisible in collated marks and grades, open badges enable the warranting of capabilities including those that are difficult to measure (such as team work and intercultural competence). Badging skills, experiences and knowledge can supplement or even replace traditional assessment signals such as marks and grades. Open badges can also enable a more social approach to assessment: badges can be issued or endorsed by designated stakeholders – peers, mentors, industry, associations – both within and outside of an institution and build the learner’s ability to judge their own and others’ performance.


  1. Dan Hickey, Indiana University; Director of the Open Badges Design Principles Documentation Project
  2. Nan Travers, SUNY, Director of the Office of Collegewide Academic Review
  3. David Gibson, Curtin University
  4. Allyn Radford, CEO, DeakinDigital
  5. Michael Evans, Neukom Fellow, Dartmouth College
  6. Joanna Normoyle, Experiential and Digital Media Learning Coordinator; UC Davis
  7. Janet Strivens, Centre for Lifelong Learning Educational Development Division, The University of Liverpool, Senior Associate Director, The CRA
  8. Susi Steigler-Peters, Education Industry Executive, Telstra

For further details and registration, visit