This presentation was given at the Australian Regional Finals of the Learning Impact Awards in Melbourne on the 24th February, 2011.

2. Purpose Click on the image for an example. Each module covers the readings for one week or topic. The student could either use the module as a self assessment / diagnostic activity or the module could act as a precursor that draws the student into an investigation of the readings in order to complete each question.

3. The modules consist of six multiple choice or interactive activities. If a student responds incorrectly to an initial question they will be directed to an alternative activity. The student is then required to respond correctly to this activity in order to return to the initial question. If a student is able to answer all of the initial questions correctly they will complete the module. Click on the image for another example. Game-based

4. The modules are based on Cognitive Load Theory and Blooms Taxonomy. The design could be extended to a constructivist approach to learning. Cognitive Load Theory suggests there is a point where the human brain is unable to process information if it exceeds a certain amount at any one time. Each activity within a module provides the student with a small chunk of content, an assessable activity and instant feedback. Theories Each question is designed to use higher order thinking skills based on Blooms Taxonomy. The modules could be used as a stimulus for constructivism. Students could be organised into small groups and be required to develop questions based on the unit materials. The resulting questions could be used as an assessable item. In this way students are constructing knowledge and contributing to their own assessment.

5. Comparable software. Xerte is open source software that has been developed by the University of Nottingham and was a Platinum Award winner at the IMS Global Learning Consortium for 2010. The Lesson Module in Moodle 2.0. UDUTU. This is a web-based application that allows the user to create up to 50 screens at any one time for free. The modules can be packaged into a zip file and downloaded to your computer. The modules can then be uploaded to a Learning Management System such as Moodle. It is possible to re-edit the module by uploading the zip file back to the UDUTU website. Software

6. The modules have been included in a first year politics unit and a third year qualitative research methods unit for Semester 1, 2011 which will initially impact on 245 students. Student activity will be tracked and analysed in terms of module usage and whether a relationship can be established with results. Qualitative data will be collected through surveys and focus groups and analysed to determine student engagement and learning experience. Results If the data suggests that a majority of students used the modules and found them to be beneficial to their study then subsequent modules for other units will be developed. If student results are positive a design template will be constructed to support academic staff in the development of modules. The modules have been demonstrated to academic staff and considerable interest was generated.

7. Results First semester officially began on the 21 st February. The data displayed is from 2nd February to the 23 rd February and is generated according to files viewed most frequently. This indicates that students most frequently access the topic notes and the self assessment modules as a supplement.

8. Results Individual Student View for one week. This student used the Self Assessment Modules more than any other resource which indicates that this student found that working through the modules was an effective use of their time to gain an understanding of the content for this week. It also demonstrates the level of engagement as the student had repeated attempts at the module and spent approx 30 minutes inside the module.