The learning design implemented in this exemplar focuses on extending opportunities for peer interaction amongst students via the provision of a subject/unit web site that provides access to synchronous and asynchronous discussion tools.

The Learning Design Sequence is illustrated as follows.

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WHAT THE STUDENTS DO
Students are required to complete three tasks which are assessed. The tasks are described as follows.

Task 1: (Due Week 8)
Students are to research a contemporary or historical Australian artist. They are to complete a biography, describe the art form, techniques and stylistic tradition associated with that artist, do an analysis of one of their artworks and then respond to this work by creating their own artistic adaption or variation based on the original.

The class art works produced are exhibited online. The purpose of putting the students’ work online is to encourage students to be able to reflect upon their own and their peers' artworks in a semi-professional art forum.

Task 2: (Due Week 13)
Students are to produce a 1500 word essay that outlines some key issues that challenge the classroom teacher in teaching music in an integrated curriculum.

In addition, students are to complete the Music Theory Level 1 course book or show evidence of past mastery of musicianship.

Task 3: (Ongoing task throughout the subject)
Each student must produce evidence that they have made at least five significant contributions over the semester to the online discussions. The purposes of online discussions are:

• To help students deal with the issues they face in conducting the assessable tasks (through peer and teacher support).
• To provide a space for students to communicate with each other and with the lecturers about general concerns.
• To promote class debate of current issues and topics that are relevant to music and visual arts education. The leadership of these debates or discussions is primarily the responsibility of the lecturers.

SIGNIFICANCE OF ORDER
The main assessment tasks are sequenced so students can submit their work at a mid-point and at the conclusion to the 14 weeks of study.

The visual arts assignment is completed prior to the residential school (held in week 8) because this allows the unit coordinator time to process the artworks and reproduce them for the online gallery well before the conclusion of the semester. The rationale for this is that it allows students an opportunity to review the artworks from Weeks 8 through 14.

CRITICAL ACTIVITIES
The following are critical activities underpinning the design:

• Attendance at the 3 day residential school.
• The making and appraising of artworks and music.
• Independent research and study.
• Contribution to the on line forums .
• Personal reflection on the value and purpose of teaching music and the visual arts to primary aged children.

Students do not have to exhibit their artworks and if they have demonstrated competence in music theory they are not required to complete a Musicianship Level One course.

ACCESSIBLE RESOURCES
Resources available to students are:

1. A unit outline booklet that introduces students to the unit and clarifies the rules, expectations, dates and assignment tasks. In 2002 a written instruction guide for using WebCt was included in this booklet.
2. During a 3 day compulsory residential school in the last week of September students are involved in music/art workshops and lectures, and art museum tours/activities. In addition they are given a tutorial on conducting library catalogue searches online and they practise the use of WebCT (students are now expected to have used this already prior to attending the school). There is also a group project that involves library research and a written/verbal review of some music and visual arts teaching resources available through the UNE Curriculum Library.
3. A 300 page Resource Book is produced for each of the students and the reading material (extracted from various contemporary music, art, and education texts) is sequenced to follow the organisation of the course content.
4. Students are also expected to find their own resources - that is go beyond the resources provided to them in the resource book. A list of recommended books, journals, CD ROMS and web site addresses are provided in the unit outline booklet.

RESOURCES IN CONTEXT
Each item in the resource set provided to students is complementary to each other and this supports students in both individual and group tasks.

VARYING THE RESOURCE SET
UNE has a policy of providing all teaching materials and reading resources in print form to each external mode student regardless of whether it is an on line learning design. As this is a first year undergraduate unit is also recommended that there be a compulsory residential school. Therefore, none of these resources can be optional or excluded.

The online component of the unit however, is not compulsory if students have no access to either computers or the internet.

SUPPORTS SUPPLIED
The main support mechanisms provided to students are:

Four discussion forums that each serves different social and educational functions. There is a music forum and a visual arts forum each supervised by different instructors. Apart from this there is a general discussion forum that is more focused on discussing issues as they relate more generally to the role of the arts in education. A coffee shop forum allows students to discuss more personal matters informally and without the involvement of instructors. Students are able to send private emails directly to other individuals via the home page of the learning design web site.

The instructors play an important support role throughout the course. Students receive a page of written feedback as well as a grading in relation to each submitted assignment from their instructors.

The same instructors direct workshops and lectures throughout the residential school period.
Students are also encouraged to contact their instructors if they wish to discuss any aspect of the course via the web, private email, telephone, or fax.

The Teaching and Learning Center (TLC) at UNE provides a general style guide to students for assisting in academic writing in various formats. The Education Faculty at UNE also produces a student booklet on academic literacies and this provides students with a template for essay writing.
Reading material in the unit resource book outlines methods for researching and writing about artists and artworks (as required for assignment one).

There are guidelines written in the unit outline about how to approach creating the required artwork. Art skills and techniques are also demonstrated at the residential school.

A lecture, tutorial and notes on the topic of "issues facing music teachers in primary schools" (assignment two) is provided to students during the residential school.

A music theory book has structured sequential music exercises that students must follow. An interactive music computer program is recommended (and is on all UNE School of Education computers) if students need assistance with the level one music theory in the exercise book.

SIGNIFICANCE OF SUPPORT STRATEGIES
The significance of the learning design is that it breaks down the isolation of the distance learner and creates an environment where students can interact and collaborate. The WebCT software is relatively easy to use and students haven't experienced much difficulty accessing and using it. There has been a good match between outcomes and assessment tasks.

SUPPORT STRATEGY ADAPTATION
It would be optimal if there was a greater reference through online discussions to the printed reading materials provided to students. More modelling of how to discuss issues and supervision of the web site by instructors would enhance the quality of learning. Possibly more conceptual and practical links could be formed between the learning tasks, the residential school work, and the resource materials to make the knowledge clearer and more meaningful to students.