ELP Pathway students who study intensively at SCU College are required to complete a minimum of 20 course contact hours per week (Department of Education, 2019). While this is very different from the Southern Cross Model, students graduating from English for Academic Purposes (EAP) into undergraduate and postgraduate units will need to become familiar with this model as they study these modules.
This presentation will:
- Provide working examples from the EAP learning site to show how SCU College has adapted the SC Model to the EAP unit to give fellow academics ideas of how they might use similar activities in the construction of materials for their units.
- Provide advice on content construction for those who, like the presenter, are relatively new to H5P content.
- Showcase and exemplify how upgrades to the EAP learning site are familiarising EAP students with the module content they will experience in future units under the Southern Cross Model.
- Explain how these resources adhere to the tenets of Module Design outlined within the Southern Cross Model by:
- Being clearly linked to learning outcomes and curriculum
- Featuring media-rich and diverse activities (Devlin & McKay, 2016)
- Promoting active learning through interactivity (Bolliger & Martin, 2018)
- Providing opportunities for human presence to enhance community and engagement (Roddy et al., 2017).
Bolliger,?D.U.?&?Martin,?F.?(2018). Instructor and student perceptions of online student engagement strategies.?Distance Education, 39(4), 568-583.? https://doi.org/10.1080/01587919.2018.1520041
Department of Education (2019). National standards for ELICOS providers and courses. Retrieved September 29, 2021, from https://www.dese.gov.au/esos-framework/esos-legislative-framework#toc-national-code-of-practice-for-providers-of-education-and-training-to-overseas-students
Devlin, M., & McKay, J. (2016). Teaching students using technology: Facilitating success for students from low socioeconomic status backgrounds in Australian universities.?Australasian Journal of Educational Technology, 32(1), 92–106. https://doi.org/10.14742/ajet.2053
Roddy, C., Amiet, D. L., Chung, J., Holt, C., Shaw, L., McKenzie, S., Garivaldis, F., Lodge, J. M., & Mundy, M. E. (2017). Applying best practice online learning, teaching, and support to intensive online environments: An integrative review.?Frontiers in Education,?2, 1–10.?https://doi.org/10.3389/feduc.2017.00059