Visual Styles

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This is a Direction Box

Directions are used to direct students to take action or do something external to the current content flow inside the LMS.

Use the following direction boxes to markup specific directions for students. These are callouts to complete specific tasks external to the page and flow of the lesson.

This is an Assessment Direction

Use the adx-direction-assessment class to define information on the page about assessment tasks. This would specifically include directions to complete the task itself, or elements of the task.

This is a Discussion Direction

Use the adx-direction-discussion class to alert students to tasks that relate to discussions. This maybe located on another page - but if context information is suitable, i.e. the information in this lesson is the logical point to carry out and contribute to the discussion, then use this direction.

This is an Extra Direction

Use the adx-direction-extra class to alert students to extra tasks. These are not required but could be seen as extensions beyond the content and activities required in this course. This may be useful for "parking" concepts and ideas that students aren't required to complete but may be useful in the longer term.

This is an Interactive Direction

Use the adx-direction-interactive class to alert students to interactive activities and ways to engage with other students. Can be used for synchronous sessions on Zoom or on other tools.

This is an Investigate Direction

Use the adx-direction-investigate class to alert students to tasks that ask them to investigate, search and find information. Useful for research tasks like accessing databases, papers or articles.

This is a Listen Direction

Use the adx-direction-listen class to alert students to audio they need to listen to. This could include a podcast or other audio recording.

This is a Practice Direction

Use the adx-direction-practice class to alert students to activities where they practice skills, tasks and processes.

This is a Reading Direction

Use the adx-direction-reading class to alert students to reading tasks. This could include reading texts, articles and papers.

This is a Reflect Direction

Use the adx-direction-reflect class to alert students to reflection tasks.

This is a Watch Direction

Use the adx-direction-watch class to alert students to videos or presentations they need to watch. This can be used for any video that can't be embedded or if the video is not required viewing, but part of an extension task.

This is a Write Direction

Use the adx-direction-write class to alert students to writing tasks.

This is a University Direction

Use the adx-direction-university class to define information on the page about University services and engagement tasks.

Programme Directions

These are used to highlight activities or information specific to each programme for the shared courses in OUA.

This is an HSM Direction

Use the adx-direction-hsm class to define information on the page about this programme.

This is an IB Direction

Use the adx-direction-ib class to define information on the page about this programme.

Basic Cues

This is a basic cue, with no border. This adx-cue is used as a low-tier hierarchy element and contains extra information inside the flow of the content on the page.

This is a basic cue, with a border on the left. This adx-cue-left is used as a mid-tier hierarchy element inside the flow of content but can stand alone as a key point to draw the eye and interrupt the reading eyeline motion.

This is a basic cue, with a border on the left and a surrounding border. This adx-cue-bordered is used as a top-tier hierarchy element to call extra attention to important information.

Cue Variants

The note cue should be used to call out information on a page without breaking the flow of the readers attention. Using the adx-cue-note cue should be used if there is useful content on the page - items that students should note down or could be marked with an N.B. (Nota Bene).

The case study cue should be used to call out the scaffolding text or context of a case study using the adx-cue-case-study cue should be used if there a case study layout on the page before the case study text content and then followed by a direction box with the appropriate call-to-action task.

An example should use the adx-cue-example cue. This is a visual clue to an example and does not require a heading explaining that to a student, but should be evident in the text itself.

When providing a definition for a specific term or concept you should use the adx-cue-definition cue. This will provide a visual cue to students that something important is being defined in the content.

The adx-cue-phil-toolkit cue is there to call out content that is used to call out specific re-usable concepts in your "philosophical toolkit" used in the Introduction to Health Ethics course

A notification should be used to notify the student of the information contained within the cue box. This might be to nudge students to complete certain tasks or activities, that there is an upcoming assessment or interactive session. The adx-cue-notification cue is a subtle hint to students.

The adx-cue-attention is a non-subtle cue that contains critical information that students must address or is of the utmost importance they take on. This might be useful to flag upcoming events, due dates, important tasks and reminders for students, or key content beyond simply assessment or course-related reasons (legal, safety, etc).

The adx-cue-content-warning is an obvious cue that contains a warning about possibly sensitive content. This might be used to warn students about content that may be upsetting or distressing, or content that may be triggering for students with a history of trauma.

The adx-cue-summary cue is there to call out content that is a summary of prior content or learning. Use it to wrap up a lesson, module or course or to reintroduce content learnt earlier in the course or in a previous course.

The adx-cue-reference cue is for a single or multiple references. These can be contained within a ul or as p. These are not resources for students to access, but rather to provide academic rigour to the content. Do not use this cue for readings or other student tasks.

Albanese, A (Minister for Infrastructure, Transport, Regional Development and Local Government) 2009, Fairer compensation for air travellers, media release, 29 January, Department of Infrastructure, Transport, Regional Development and Local Government, Canberra, viewed 30 January 2009, www.minister.infrastructure.gov.au/releases/2009.

  • Albanese, A (Minister for Infrastructure, Transport, Regional Development and Local Government) 2009, Fairer compensation for air travellers, media release, 29 January, Department of Infrastructure, Transport, Regional Development and Local Government, Canberra, viewed 30 January 2009, www.minister.infrastructure.gov.au/releases/2009.

  • Australian Government Publishing Service 1987, Commonwealth printing and publishing manual, 2nd edn, A.G.P.S., Canberra.

  • Australian Institute of Health and Welfare 2010, Child protection Australia 2008-09, Child welfare series no. 47. Cat. no. CWS 35, Australian Institute of Health and Welfare, Canberra, viewed 06 November 2012, www.aihw.gov.au/reports/child-protection/child-protection-australia-2008-09/contents/table-of-contents.

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Figure 1.1.1: This is one hell of a rocket with its width set to 80%.
Source: http://www.unsplash.com/

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Fancy Ordered List

  1. Gather your ingredients
  2. Pour all the ingreients into a bowl
  3. Stir and mix together
  4. Place into the over to cook
  5. Remove from the oven and eat
  6. Meditation cray snackwave raw denim thundercats banh mi. XOXO pour-over unicorn bushwick YOLO brunch. Flexitarian direct trade hammock cloud bread art party occupy. Slow-carb glossier literally thundercats truffaut, church-key quinoa tousled. Pour-over asymmetrical brooklyn narwhal, hell of waistcoat 8-bit irony.

Step List

  • Gather your ingredients
  • Pour all the ingreients into a bowl
  • Stir and mix together
  • Place into the over to cook
  • Remove from the oven and eat
  • Meditation cray snackwave raw denim thundercats banh mi. XOXO pour-over unicorn bushwick YOLO brunch. Flexitarian direct trade hammock cloud bread art party occupy. Slow-carb glossier literally thundercats truffaut, church-key quinoa tousled. Pour-over asymmetrical brooklyn narwhal, hell of waistcoat 8-bit irony.

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