• Section 1 - Purpose
• Section 2 - Application and Scope
• Section 3 - Subject Delivery Principles
• Section 4 - Digital Subject Design: The Online Learning Environment
• Section 5 - Lecture Recording
• Section 6 - Subject Information
• Section 7 - Subject Outlines
• Section 8 - Subject Outline Checklist and General Advice
• Subject Outline Checklist
• Part A - Subject Information to be included in each subject outline
• Part B - Assessment Information to be included in each subject outline
• General Advice
• Section 9 - Subject Monitoring
• Section 10 - Subject Delivery Constraints
• Consultation and Approval
• Approval Timeframes
• Notice and Impact of Subject Delivery Constraints
• Criteria for Determining Student Selection for Subject Quotas
• Section 11 - Collaborative Delivery
• Section 12 - Principles of Equivalence
• Section 13 - Schedule 1: Online Learning Environment Design Guide
• Digital Uplift Check (DUC) Tool
• Moodle Subject Template
• The Preparing Your Subject for Start of Session Checklist and Guide
• Section 14 - Definitions

Section 1 - Purpose

(1) This Policy sets out specific requirements in relation to the delivery of subjects.

(2) This Policy should be read in conjunction with the following associated policy documents:

1. Teaching and Assessment: Assessment and Feedback Policy;and
2. Teaching and Assessment - Code of Practice - Teaching; and
3. Code of Practice – Casual Academic Teaching.

Section 2 - Application and Scope

(3) This Policy applies to the delivery of all undergraduate and postgraduate coursework subjects at the University of Wollongong that are taught onshore and offshore, including coursework subjects where the primary or only assessment task is a research or creative project or an Honours Project. This Code should be read in conjunction with other, related policies, in particular the Teaching and Assessment: Assessment and Feedback Policy and the Teaching and Assessment - Code of Practice - Teaching.

(4) The Policy does not apply to the University of Wollongong in Dubai.

Section 3 - Subject Delivery Principles

(5) The following principles apply to the delivery of subjects at UOW:

1. Learning, teaching and assessment strategies and activities must support student achievement of subject learning outcomes and, where relevant, to course and major study learning outcomes;
2. Subject learning outcomes must appropriately embed relevant course and major study learning outcomes and, where relevant, support assurance of learning for the course and/or major study;
3. Subjects are to be delivered with regard to the Principles of Equivalence located in the Course Design Procedures;
4. Learning activities and the assessment of student learning must be undertaken as specified in the subject outline.

Section 4 - Digital Subject Design: The Online Learning Environment

(6) Digital subject design and the online learning environment should, where relevant, align with appropriate University strategic plans and curriculum priorities.

(7) Learning, Teaching and Curriculum are responsible for providing guidance and resources to design and deliver digital learning environments, and learning and teaching experiences at the subject level.

(8) Learning, Teaching and Curriculum will maintain these resources via the L&T Hub webpage.

(9) To support students learning online, subject coordinators, or other teaching staff will maintain contact with students throughout the session. That may be via scheduled online learning experiences, online or telephone appointments or communications via email/SOLS or the online learning platform.

(10) A summary of the key considerations when preparing for the delivery of a subject is contained in The Online Learning Environment Design Guide (Schedule 1).

Section 5 - Lecture Recording

(11) The University of Wollongong supports the recording of lectures as a supplemental study tool, to provide students with equity of access, and as a technology-enriched learning strategy to enhance the student experience.

(12) As a standard practice, all lectures must be recorded when timetabled in a venue on a University campus that is equipped for recording lectures.

(13) If there is a compelling reason not to record a lecture(s), as per the Lecture Recording Procedures, this must be communicated to students in the subject outline, in accordance with clause 41 of the Subject Outline Checklist.

(14) Where a decision not to record, or not to publish a recorded lecture(s), is made after the commencement of the session and the release of the subject outline, this must be communicated to students via email, a student system notification e.g. SOLS, or the relevant eLearning platform e.g. Moodle.

(15) The Lecture Recording Procedures provide the guiding principles for lecture recording at UOW including: learning experiences to be recorded; non-recording of lectures; availability and use of recordings; management of recordings; privacy considerations; copyright considerations; and roles and responsibilities.

Section 6 - Subject Information

(16) The University has obligations under the Higher Education Standards Framework (Threshold Standards) 2021 in relation to the provision of publicly available, accurate, relevant and timely information for students to enable informed decision making about educational offerings and experiences.

(17) At a subject level, these obligations involve the provision of information to assist in decisions about subject selection, including prerequisites, assumed knowledge, and when and where subjects are offered.

(18) Faculties must have in place appropriate processes to maintain the accuracy of subject information that is provided to students, via the subject database, subject outlines, subject Moodle sites, and any other subject information resources.

Section 7 - Subject Outlines

(25) Subject outlines may be varied in order to accommodate local differences, for example to lists of prescribed reading or key references, where a subject is taught offshore, consistent with the Principles of Equivalence set out in the Course Design Procedures and the Collaborative Delivery - Subject Quality Assurance Procedures.

(26) Subject outlines must be developed with reference to the Inclusive Language Guidelines.

(27) Schools must have in place a process for approving subject outlines and quality assuring the accuracy of the information included in the subject outline, including confirming that the requirements of Section 8 of this Policy and any further Faculty procedures have been met.

(28) After release of the subject outline to students as per clause 20 and 21, any changes to the subject outline must only be made in exceptional circumstances. The following procedures must be undertaken prior to making the changes:

1. affected teaching staff must be notified of the intended change;
2. all students enrolled in the subject must be notified and have the opportunity to provide feedback; and
3. approval in writing must be obtained jointly from the Head of School and the Associate Dean Education.

Section 8 - Subject Outline Checklist and General Advice

(59) Requirements on student contributions to tutorials and/or seminars and details of criteria for assessing such contributions.

(60) Where marks in a subject are routinely scaled, the method of scaling used consistent with the Scaling Guidelines set out in the Standards for Finalisation of Student Results.

(61) Clearly stated penalties for late submission of assessment tasks.

(62) Whether the subject has been deemed unsuitable for supplementary assessments, in accordance with the Supplementary Assessment Procedure.

(63) The details of the type of referencing system to be used for written work as:

1. the Author-Date (Harvard) referencing system, the University’s default referencing system, which is to be used in the absence of a documented UOW Harvard guide; or
2. a faculty/school preferred referencing style, include details and this link http://uow.libguides.com/refcite/getting-started.

(64) Use of internet resources and any restrictions placed on use of internet sources.

(65) A link to the UOW Grade Descriptors.

(66) A reference to the University’s Academic Integrity Policy. The recommended wording is provided in the UOW subject outline template.

(67) A reference to Review and Appeal of Academic Decisions Policy along with the statement below:

(68) A reference to the retention of graded student work samples for quality assurance activities such as moderation and external peer review of assessment. The recommended wording is provided in the UOW subject outline template.

(69) References to the following assessment submission, return and retention information:

1. method of submitting each assessment task (typically online as per the Digital Learning Thresholds or if another submission method is involved, details of that method);
2. arrangements for acknowledging submission of written work;
3. procedures for the return of assessed work; and
4. procedures for the retention of assessed work.

General Advice

(70) The general advice in this section must be provided to students at least once every session in which the student is studying. The subject outline must direct students to where they can find this advice (such as in a Faculty handbook or guide).

(71) References to the following University policies and relevant faculty procedures must be included with web links:

1. Academic Integrity Policy;
2. Academic Misconduct (Coursework) Procedure;
3. Copyright Policy;
4. Course Progress Policy;
5. Coursework Rules;
6. English Language Policy;
7. Examination Rules and associated Procedures;
8. Inclusive Language Guidelines;
9. IP Intellectual Property Policy;
10. Procedures for the Review of Marks or Grades and other Academic Decisions (Coursework);
11. Review and Appeal of Academic Decisions Policy;
12. Student Academic Consideration Policy;
13. Student Charter;
14. Student Conduct Rules and accompanying procedures;
15. Supplementary Assessment Procedure;
16. Teaching and Assessment: Assessment and Feedback Policy;
17. Teaching and Assessment - Code of Practice - Teaching; and
18. Teaching and Assessment: Subject Delivery Policy.

(72) Where relevant:

1. Code of Practice - Responsible Conduct of Research;
2. Honours Policy;
3. Code Of Practice - Work Integrated Learning (Professional Experience);
4. IP Intellectual Property Policy;
5. Ethical Objection by Students to Use of Animals and Animal Products in Coursework Subjects Policy;
6. Human Research Ethics Guidelines;
7. Workplace Health and Safety Policy; and
8. Animal Research Guidelines.

(73) Reference to where students can access information on student support services and facilities.

(74) Where relevant, guidelines on the use of email to contact teaching staff, mobile phone use in class, or eLearning etiquette.

(75) For subjected regulated the completion of the Honors project of less than 24cp forming part of a Professional Honours degree, the inclusion of:

1. any information specified in Part B of Appendix 2 of the Honours Policy not otherwise included in the subject outline, in lieu of the provision of Part B of the Honours guide; and
2. a link to the Honours Project Grade Descriptors.

Section 9 - Subject Monitoring

(76) To support quality enhancement of subjects, the following provisions apply:

1. Annually, the Subject Coordinator is responsible for considering available subject performance data and other relevant information, as per clause 77, in order to reflect on the subject and identify actions to maintain and enhance the quality of the subject.
2. The Subject Coordinator shall document their reflections and any related actions, and make this information available to relevant teaching staff, to ensure an ongoing cycle of review and improvement.
3. The Subject Coordinator and the following additional staff (as appropriate) shall be responsible for ensuring that recommended actions are undertaken as necessary:
   1. Head of Discipline (where appointed);
   2. Academic Program Director (Course Leader or similar position);
   3. Head of School or Dean of School; and
   4. the Associate Dean Education.

(77) Performance data and other relevant information considered includes:

1. data on student marks and grades (as used for Assessment Committees);
2. Assessment Committee meeting minutes (where relevant);
3. previous reflections on the subject;
4. student subject evaluations, surveys and other relevant student experience data;
5. student performance data, including comparative student performance data;
6. any recommendations from the last completed subject and/or relevant course review; and
7. other feedback from teaching team members and students.

Section 10 - Subject Delivery Constraints

(78) In order to efficiently and effectively manage the University’s learning and teaching resources the following constraints may be imposed in relation to the delivery of a subject:

1. imposition of a subject quota;
2. decision to not offer a subject; and/or
3. decision to cancel a subject instance.

(79) The following provisions are to be considered when imposing a subject delivery constraint, for subjects delivered onshore at the University and subjects comprising the University’s award courses that are offered offshore and are maintained on the UOW Subject Database.

(80) A subject delivery constraint may only be proposed on the basis of acceptable reasons, such as:

1. availability of laboratory facilities is limited and not able to be increased;
2. availability of clinical training facilities is limited and unable to be increased;
3. availability of other teaching facilities is limited and unable to be increased;
4. availability of professional experience opportunities is limited and unable to be increased;
5. availability of supervision is limited and unable to be increased;
6. availability of staff to manage activities is limited and unable to be increased;
7. impact of proposed assessment tasks is significant and requires limits to be imposed on student numbers;
8. alternative modes of delivery are not suitable; and/or
9. availability of teaching resources is scarce and unable to be increased.

Consultation and Approval

(81) A subject delivery constraint must be approved by the relevant Head of School. If the constraint is likely to have an adverse effect on students’ course progress, or on other Schools, the matter should also be referred to the relevant Head of School for comment (including within any other faculties owning courses or Majors in respect of which the subject is a core).

(82) The following factors should be considered when determining whether a subject delivery constraint should be imposed:

1. whether students need to complete the subject to fulfil the requirements of a declared Major and/or core degree requirements; and
2. whether there are other subject enrolment options available to affected students.

Approval Timeframes

(83) A proposal to constrain the delivery of a subject must be approved within a timeframe that allows adequate notice to students. Wherever possible, approval (and subsequent notice) must be given no later than the preceding November for subjects offered in Autumn Session in the following academic year, or at the commencement of Autumn Session for subjects offered in the following Spring Session.

(84) In extraordinary circumstances, the Deputy Vice-Chancellor and Vice-President (Academic and Student Life) may approve the imposition of a subject quota, or a subject instance cancellation, up to 2 weeks before the start of the session in which the subject is being offered.

Notice and Impact of Subject Delivery Constraints

(85) Where a subject delivery constraint is imposed, students must be supported in re-arranging their course plans to fulfil requirements for majors, specialisations, minors, core and/or elective subjects. The subject-owning Faculty is responsible for the following actions in relation to decisions to constrain the delivery of a subject:

1. notification to affected students and faculties, which must be provided in accordance with clause 45 above; and
2. provision of advice and support to affected students in identifying alternative subjects for them to enrol in, including flexibility in relation to subject quotas to accommodate affected students in an alternative subject.

(86) Notification should be by way of:

1. direct notification to all students enrolled in the relevant subject or subject instance, together with appropriate academic advice; and
2. an appropriate entry on the Subject Database or by other appropriate means.

Criteria for Determining Student Selection for Subject Quotas

(87) Where a subject quota is imposed, the Head of School must determine which students should be offered entry to the subject based upon the following criteria:

1. a student’s need to complete the subject to fulfil the requirements of a declared major and/or core requirements;
2. other subject enrolment options available to the student;
3. any special needs relating to a student with a registered disability; and
4. any special requirements arising from the needs of a student who is a member of another Commonwealth Department of Education defined equity category.

(88)  The School may adopt additional criteria in addition to those set out above.

Section 11 - Collaborative Delivery

(89) The Collaborative Delivery of a UOW Course Policy and related procedures govern the quality assurance of all courses delivered in collaboration with a partner institution and include specific requirements in relation to subject delivery.

Section 12 - Principles of Equivalence

(90) Appendix 14 of the Course Design Procedures provides for Principles of Equivalence of learning and teaching activities across all delivery locations and modes and includes specific requirements in relation to the delivery of subjects.

Section 13 - Schedule 1: Online Learning Environment Design Guide

(91) Online learning environments are online sites within which digital learning and teaching information and practices take place for UOW subjects. The University’s online learning environment platform for degree award courses and subjects (at the time of writing) is Moodle. The University’s online learning environment in the context of this guide therefore refers to the Moodle site environment of a subject.

(92) The following resources (including a tool, template, and checklist) and recommendations provide a guide for the design and delivery of quality subject online learning environments.

(93) The Digital Uplift Check (DUC) Tool and Subject Moodle Template were developed as part of the Blended Learning Enhancement Initiative to facilitate quality online learning environment design ­- an enhancement domain of the blended learning curriculum priority in the Course Design Procedures. The design and implementation of these resources has been informed by staff and student feedback (from consultation and pilots) and is aligned to the ASCILITE TELAS (Technology Enhanced Learning Accreditation Standards).

(94) Academic Senate has endorsed the use of these online learning environment tools for implementation in alignment with UOW’s 2020-2025 Strategic Plan’s transformative priority of digitalisation and the curriculum priority of blended learning (established via the Academic endorsed Blended Learning Enhancement Initiative and Course Design Procedures).

Digital Uplift Check (DUC) Tool

(95) The University’s DUC tool outlines subject online learning environment design considerations (applicable to all subject delivery modes). The tool poses a range of questions that prompt reflection on aspects of Moodle site design and assists with identifying opportunities for incremental enhancement and access to relevant resources and support across the following categories:

1. online learning environment design;
2. organisation of online content and activities;
3. communication channels;
4. online assessment and feedback information.

(96) It is recommended that Subject Coordinators regularly utilise the DUC as a planning tool to reflect on the design of the subject Moodle site and access the resources and services available for supporting digital uplift where required.

Moodle Subject Template

(97) The University’s Subject Moodle Template is a customisable resource designed to assist with the development of quality, consistent and user-friendly online learning environments in Moodle. It features pre-populated design elements informed by best practice, standards and staff and student feedback. It can be adopted as is or modified accordingly to meet specific pedagogical or discipline needs.

(98) It is recommended that Subject Coordinators work alongside Academic Program Directors and teaching staff to ensure that all subjects within a program/course utilise:

1. a Moodle template such as the UOW Subject Moodle Template (as is, or modified accordingly to meet pedagogical or discipline needs), or an alternative site design that conforms to equivalent learning environment standards (and learning platform requirements); and
2. a consistent template and design for all subjects in a course to create a unified look and feel that enhances student familiarity and ease of navigation (in response to student feedback received).

The Preparing Your Subject for Start of Session Checklist and Guide

(99) The Preparing your subject for start of session checklist and guide has been developed (collaboratively by LTC, IMTS & the Library, and in consultation with academic staff) to assist academic staff with technical and design platform preparations for subject Moodle sites before each academic session. Information is categorised into getting started, preparing your online learning environment, communications, assessment and technical, as well as answering some frequently asked questions.

(100) It is recommended that Subject Coordinators and teachers of subjects refer to the checklist for information and support services related to requesting and preparing subject Moodle sites and assessing the readiness of sites prior to a teaching session.

Section 14 - Definitions