The Learning and Teaching Resources Catalogue

To support the future planning of delivery options using technology, the LTO (on behalf of the LTC) developed an evidence-based paper defining the terms for Technology Enhanced Learning at Notre Dame. Consideration was given to the underpinning ethos of the University, as well as the current and most likely future direction of its technology infrastructure. The paper was reviewed and endorsed by the relevant University learning and teaching focused committees and approved by the Vice Chancellor. The table provides the terms adopted by Notre Dame for a common understanding.

TermReferred to asDefinition/Notes
Blended learning
  • Blended delivery (TEQSA 2019)
  • Hybrid learning
  • Mixed-mode learning
  • Flexible learning (Smith & Hill, 2019, p.390)
  • Blended pedagogies
  • Blended teaching (Oliver & Trigwell, 2005, p. 21)
  • No commonly accepted definition (Smith & Hill, 2019)
  • Broad definition: the "thoughtful fusion of face-to-face and online learning experiences” (Garrison & Vaughan, 2008, p. 5)
  • A pedagogical approach that combines synchronous and asynchronous delivery modes to increase levels of interaction between educators and students (Medina, 2018, p.42)
  • See TEL
Emergency remote teaching
  • Flipped learning, flipped classroom
  • Pedagogical approach in which students encounter course content on their own before participating in educator facilitated active learning activities with their peers (Bergmann & Sams, 2007)
Flipped model
  • Flipped learning, flipped classroom
  • Pedagogical approach in which students encounter course content on their own before participating in educator facilitated active learning activities with their peers (Bergmann & Sams, 2007)
Online learning  
  • Fully online learning programs "do not require participants to be on campus for course-related purposes, except by choice to use extra-curricular resources. In these programs, individuals engage in learning activities in a shared “digital space” using a mix of synchronous and asynchronous affordances."
    (Blayone, vanOostveen, Barber, DiGiuseppe & Childs, 2017, p.1)
Hybrid flexible approach
  • HyFlex
  • Hybrid-Flexible (Beatty, 2019)
  • Blended synchronous learning (Bower, Dalgarno, Kennedy, Lee & Kennedy, 2014)
  • An approach that has been tried with little success as it requires sophisticated equipment and clearly delineated learning paths that students nominate before course commencement, i.e. it requires excellence in delivery of all three delivery options during a teaching period 1) online, 2) face-to-face
    and 3) blended-learning.
  • "multi-modal courses which combine online and on ground (classroom-based) students" (Beatty, 2019, p.2)
  • Learning and teaching where remote students participate in face-to-face classes by means of rich-media synchronous technologies such as video conferencing, web conferencing, or vir
Hybrid learning  
  • See Blended learning
  • See Blended learning
Social media  
  • "a variety of networked tools or technologies that emphasise the social aspects of the internet as a channel for communication, collaboration and creative expression” (Dabbagh & Kitsantas, 2011, p. 1)
  • Includes Facebook & Twitter, but also 13 different subtypes including blogging networking, forums, photo sharing, collaboration service and product reviews, research networks, video sharing, virtual worlds (Aichner & Jacob, 2015).
  • Key characteristics is the ability to produce and consume content in a networking environment (Willems, Adachi, Bussey, Doherty & Huijser, 2018)
Social networking  
  • “The use of dedicated websites and applications to interact with other users, or to find people with similar interests to one's own” (Oxford Online Dictionary)
TEL (Technology Enhanced Learning)
  • e-Learningn (TEQSA 2019)
  • "any learning that occurs through the application of electronic communications and computer-based educational technology, combined with pedagogical principles and practices that are applicable to and tailored for this purpose. This might range from augmenting face-to-face teaching with TEL in a limited
    way, through ‘blended delivery’ (with a more equal mix of the two) to fully ‘online’ delivery.” (TEQSA, 2019, p.1)
Face-to-face learning and teaching  
  • The educator and learners are in the same geographical location at the same time. When the educator and learners are together at the same time through a technological interface, they are in the virtual world. This latter scenario is defined as online synchronous learning.

Learning and Teaching Resources Catalogue

The all-inclusive Learning and Teaching Resources Catalogue is organised by subject and contains links to the following:

  • Practice guides – short evidence and research based guides demonstrating good pedagogy in practice;
  • LTO webinar recordings addressing a variety of topics and concepts that the Notre Dame academic champions from each of the Schools identified as urgent and important;
  • Videos demonstrating how to use a wide variety of learning technologies and tools;
  • Guides – short illustrated step by step instructions on the use of tools and aspects of learning technologies supported by Notre Dame;
  • Extended guides – materials containing both digital pedagogy and how-to instructions;
  • Open book exam protocols – examples of instructions for both students and staff;
  • Spotlights – researched and evidence based guides illustrating digital pedagogy in action;
  • Links to new Learning and Teaching policies, procedures and guidelines; and
  • Links to Web portals containing topical collections of materials addressing various aspects of learning and teaching practice.

We hope that you will find the L&T Resources Catalogue useful. Please contact the LTO with any feedback and suggestions.