Developing Educational Leadership Skills

I stepped in to assist with the development of some of the learning content of Melbourne Online's Developing Educational Leadership Skills subject.

Using University of Melbourne's Spark AI, I reworked lecture material, unsuitable for online publication, into detailed and well-designed online learning content. I configured the AI model to respond as a developmental editor with textual content in the UoM Tone of Voice, communicating conceptual sophistication with pragmatic communication.

Your work on this helped greatly. You have a wonderful skillset and your abilities in content development, pedagogy and design are remarkable... it is in great shape.

Developing Educational Leadership Skills Subject Coordinator
April 30 2025

I’d like to acknowledge the wonderful work
of Samantha, Homa, Gareth and Leigh, led
by Anitra for ‘Developing Educational Leadership Skills’. The team have worked with a particularly tricky Subject Coordinator who today provided some wonderful feedback in an email to the team. The team have really impressed our Subject Coordinator. They got him on side from the beginning, kept him engaged throughout the development period and wowed him with ‘impressive work’ SC words. Thank you for your collective efforts.

MO Head of Learning Design
April 30 2025

Great work team

Developing Educational Leadership Skills Academic Product Manager
April 30 2025

Wow, what great feedback! well done

MO CEO
May 2 2025

DCD assessment redesign

I have engaged in assessment design processes for all 151 DCD assessment items to improve upon the minimal 2024 design and ensure that all assessments have descriptors, instructions, rubrics

By getting collaborative engagement with the DCD academic team to document current assessment processes, I was able to refine and create assessment descriptors, instructions, and rubrics to enhance clarity and alignment.

• 151 DCD assessment items
• 232 Canvas assessment pages
• 82 hurdle tasks

Your engagement with the DCD team in refining all 151 assessment items is another impressive milestone.

By documenting processes, organising materials, and enhancing assessment descriptors, instructions, and rubrics, you have significantly elevated the alignment of assessments.

This is no small feat and reflects your ability to manage complex tasks with precision and purpose.

MDS Redesign Manager
10 December 2024

2024 DCD assessment design

2025 DCD assessment re-design

Canvas content reproduced with permission from Melbourne Dental School

DCD Periodontics Specialisation

In the absence of Periodontics specialisation academics, I collaborated closely with the Senior Learning & Teaching Team to develop the Canvas offerring for the Periodontics specialisation for the Melbourne Dental School's Doctor of Clinical Dentistry (DCD) program.

• 3 Periodontics subjects;
• First year (DENT90099)
• Second year (DENT90100)
• Third year (DENT90101)


• 19 Assessments of various types, including: 
• Essay on assigned topic in journal article format
• Clinical competency exams:
  • Scaling & root planing
  • Periodontal surgery
  • Implant placement
• Written exams, 
• Case-based examination of an unseen patient
• Oral examinations
• Clinical Demonstrator Feedback

Innovations

Assessment type analysis: In the absence of a Periodontics academic SME to consult through 2024, I adopted an approach to assessment development that drew heavily on my experience elsewhere in DCD assessment.

I adapted similar assessment types from other DCD subjects to fit the required assessment types in Periodontics.

The approach also resulted in the additional enefit of greater consistency between the assessment expectations in unrelated DCD disciplines.

AMAZING!!! Thank you [for suplying assessment rubric for Periodontics essay developed for 2025 for use in 2024 emergency marking]

MDS Director of Students and Education
14 November 2024

Canvas content reproduced with permission from Melbourne Dental School

DCD Special Needs Dentistry specialisation

I collaborated closely with Special Needs Dentistry specialisation academics and the Senior Learning & Teaching Team to develop the Canvas offerring for the Special Needs Dentistry specialisation for the Melbourne Dental School's Doctor of Clinical Dentistry (DCD) program.

• 1 Special Needs Dentistry subject;
• First year (DENT90105)


• 15 Assessments of various types, including: 
• Essay assignments
• Written exams, 
• Oral examinations (Viva voces)
• Portfolio

You are doing great work Leigh getting engagement with the DCD team – we know how incredibly hard this can be.

MDS Academic Lead for Assessment and Evaluation
19 September 2024

Innovations

Programmatic assessment - This specialisation proposed a new assessment type which consolidated several former assessments into one new Portfolio assessment. I worked with the academic on developing the best portfolio format sourcing examples from across the dental school.

I developed a detailed assessment rubric for how the programmatic assessment should be marked.

I'll have a look through these [Portfolio] suggestions. Thanks for sharing them. Thanks again for your help.

Senior Lecturer, Special Needs Dentistry
18 November 2024

These assignment look great. I think these are probably where they need to be.

Senior Lecturer, Special Needs Dentistry
29 October 2024

Canvas content reproduced with permission from Melbourne Dental School

DCD Endodontics Specialisation

I collaborated closely with Endodontics specialisation academics and the Senior Learning & Teaching Team to develop the Canvas offerring for the Endodontics specialisation for the Melbourne Dental School's Doctor of Clinical Dentistry (DCD) program.

• 3 Endodontics dentistry subjects;
• First year (DENT90087)
• Second year (DENT90088)
• Third year (DENT90089)


• 24 Assessments of various types, including: 
• Viva voce exams
• Logbok of patient cases
• Written exams, 
• Seminar participation
• Clinical Demonstrator Feedback
• Clinic and seminar attendance requirements
• Emergency service provision

Innovations

School staffing meant that for several DCD specialisations, no academic SME was available to collaborate on developing the assessment components of Canvas subjects.

To make the task easier for incoming and backfilling SMEs, I developed assessments using generative AI tools. By inputting assessment details and learning outcomes from the university handbook, I was able to guide the AI to produce step by step instructions advising students how to complete each assessment.

In a similar way, I developed marking rubrics which align each assessment criteria to the learning outcomes to ensure compliance with university procedures.

A big shout out to Leigh. I just got your approach officially endorsed by leadership. They were thankful for the effort, follow up, and documentation (evidence trail).
This is 100% supported and endorsed. Go for it!

MDS Redesign Manager
28 October 2024

your use of ChatGPT for drafting assessment designs, accompanied by thorough documentation and an evidence trail, highlights your ability to work with ambiguous material and push through when not supplied with what is required to get the job done.

MDS Redesign Manager
10 December 2024

Canvas content reproduced with permission from Melbourne Dental School

DCD Oral Medicine Specialisation

I collaborated closely with Oral Medicine specialisation academics and the Senior Learning & Teaching Team to develop the Canvas offerring for the Oral Medicine specialisation for the Melbourne Dental School's Doctor of Clinical Dentistry (DCD) program.

• 3 Oral Medicine subjects;
• First year (DENT90087)
• Second year (DENT90088)
• Third year (DENT90089)


• 15 Assessments of various types, including: 
• Essays
• Written exams, 
• Oral examinations
• Exam on case presentations
• Oral exams
• Attendance

This [Academic Skills resource about Writing a Paper for Publication] looks like an excellent resource. Thank you for pointing it out and it would be excellent to provide this guidance to the students.

Professor, Oral Medicine 22/08
22 August 2024

Innovations

Exam instructions: I introduced DCD to the Exam-instructions page approach. Inspired by exam and quiz aproaches I have encountered elsewhere, the approach, invoves publishing visible instructions and an restricted quiz containing exam questions.

The exam instructions assessment page contains all the ILOs, marking guides and exam format instructions students will need to understand the requirements and is available throughout the semester.

The Canvas quiz containing the actual exam questions is assigned to particular exam dates, and is available to students only during the exam window.

Thank you for all your work, the subjects look fantastic. I have gone over the material and think it is excellent and have now published these three subjects.

Professor, Oral Medicine 22/08
January 22 2025

Canvas content reproduced with permission from Melbourne Dental School

Graduate Diploma of Psychology units redesign

I led the design and development of units for Monash on-campus delivery for the Graduate Diploma of Psychology. 

Students had been struggling with the learning design of the on-campus Moodle offering, and so the Monash Online team at OES was offered the chance to revamp the course. 

The GDP Design workshop had been a valuable collaboration between GDP stakeholders and contributed greatly to the ultimate design of the GDP units.

The two units, PSY4111 and PSY4122 and a template to build more which my team delivered were designed to stretch the design and capbilities of Monash Moodle.

Awesome work with all the Shell design, Leigh Canny ⭐ I wouldn't even know where to start to get Moodle to look like that!! So cool seeing it in a different way.

OES Learning Designer
July 2023

[What helped was] All Leigh's Moodle/coding experience to bring together the design of the shell for PSY4111 and the critical thinking workbooks.

OES Learning Designer
August 2023

Watch the following video in which Leigh conducts a tour through many of the innovative design and navigation elements introduced into the GDP unitd to improve the student learning experience.

DATA

The unit obtained an overall student satisfaction score of 4.65/5.00, which is the highest rating the unit has received.

Thank you once again for all your efforts in putting together such a fabulous unit design and interactive module content! The quantitative student evaluations have been released and they are overwhelmingly positive.

Monash University
Assistant Coordinator, Graduate Diploma in Psychology
21 November 2023

Assessment scaffolding for ITO5205 Data in society

I led the learning design team in converting Monash's capstone ITO5205 from an on-campus delivery to online delivery for Monash Online.

The unit requires students to undertake assessments which are atypical in ITO units so, just as in the on-campus delivery, a lot of scaffolding was required to help students make the academic adjustment.

I developed the Grade Booster structure throughout the unit. Each Assessment Booster was a weekly deep dive into the assessment requirements for that week, giving students guided detail on the week's assessment requirements, including an analysis of the grading criteria.

ITO5205 was a good example of tying authentic assessment to the learning materials and a co-design approach with Monash academics and teaching staff to develop authentic assessment approaches.

it is looking good - many thanks for everyone's hard work.

Monash univeristy - Academic Unit Designer
December 2022

The following image captures the Assessment Booster page dedicated Assessment 2: Privacy impact assessment.

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Another assessment scaffolding structure I developed for this unit was the Research Resource block. Blocks appeared throughout the unit's learning materials. Each block highlighted a resource which students may opt to use for their final Ethical design report assessment

 

Pass-rate data indicated that the scaffolding structures in place in the unit were effective in allowing students to successfully tackle the unfamiliar assessment types.

DATA

Pass rate TP1-23: Pass rate = 100%

Moodle pages presented with permission from OES and Monash Online.

The following image captures the Research Resource block on the 'Scenario 1: The company want my data' page in the Digital Health case study.

Assessed discussion boards (LAW5812 The global professional)

I developed innovative rubric marking for assessed discussion boards in Monash Online's LAW5812 The global professional. This assessment refresh was an innovative assessment reform designed to entice students to actively participate in the unit.

Good work Leigh Canny. I am sure the OUC will enjoy this time saving approach

OES Program Co-ordinator
September 2022

HLTAAP002 Confirm physical health status and HLTAAP003 Analyse and respond to client health information

For these two clustered VET Nursing units, I was tasked to implement and innovative approach that allowed Canvas to deliver two units, HLTAAP002 Confirm physical health status and HLTAAP003 Analyse and respond to client health information via a single Canvas unit. This required combining content in new ways that did not overlap, or repeat.

I also innovated by using the Canvas 'Matching' quiz question type on assessment activities that required students to label human anatomy, a departure from the previously used Multiple Choice format.

The following image captures one of the Matching style Canvas quiz questions, requireing students to label the parts of the human eye.

Hi Leigh I can see the changes in P002/P003 it looks amazing the exam questions are fantastic!

VLA/Program Coordinator - VET Nursing Academic
7 December 2021

Select the following image to see the assessment design innovation. These units include case-study quiz assignments which include de-identified information obtained from real people. The Canvas LMS quiz provides the data they need to make the clinical assessments upon which they will be examined.

FEIT Health, Safety & Wellbeing student induction module

I worked with FEIT's Health, Safety & Wellbeing Manager to design and implement the Health, Safety and Wellbeing student induction Module for the Faculty of Engineering and Information Technology (FEIT). All Students studying within FEIT were required to complete this module before gaining access to FEIT laboratory areas.

The module posed particular challenges in Canvas when streaming students into one of three pathways through the materials (CBE, EMI and CIS streams) and then to undertake the correct one of the three corresponding assessments.

Hi Leigh, Thanks for your expert assistance in design and launch of Student HSW Induction module. Your technical knowledge, ability to adapt and respond to changing needs/questions was incredibly helpful." Thank you,

FEIT Health, Safety & Wellbeing Manager
2021

Canvas pages reproduced with permission of Melbourne University Faculty of Engineering and IT

Teaching & Learning Innovations in Engineering & IT

I worked in partnership with a multi-disciplinary team of Engineering academics to develop Teaching & Learning Innovations in Engineering & IT.

The SharePoint site shares stories of teaching innovations from across Melbourne School of Engineering & IT. The site launched during 2020's COVID19 lock-down and so the focus became sharing innovations in remote and online teaching and learning. Regular focus topics included digital assessment, synchronous and asynchronous learning activities, remote management of groupwork and alternatives to specialist learning activities like laboratory classes.

The site enabled teachers to learn from colleagues successes and encouraged isolated teachers to attempt new innovations in their subjects.

Melbourne University Sharepoint allows external visitors with Microsoft accounts (ie hotmail, outlook, etc)
Teaching & Learning Innovations in Engineering & IT

Thank you for setting up the ground work for a new TLU. The SharePoint site and the materials you continue to churn out, are of excellent standard. Well done

Operations Manager of Electrical, Mechanical and Infrastructure Engineering (EMI)
2020

Sharepoint pages reproduced with permission from Melbourne University Faculty of Engineering and Information Technology

Musical theatre: Skills and performance - Rehearsal Documentation Blog

I developed an assessment tool for a Rehearsal Documentation Blog assignment for a Musical Theetre: Skills & Performance teaching unit. I used Moodle's Database activity to develop a tool where students' submitted responses are fashioned into a formatted Moodle page.

Rehearsal Documentation Blog

Moodle pages reproduced with permission from Monash University Faculty of Arts

Using data to understand family violence

I developed 2 assessment tools for assignments for a Using data to understand family violence teaching unit. I used Moodle's Database activity to develop a tool where students' submitted responses are fashioned into a formatted moodle page.

Assignment 1: Injury Prevention Matrix

Assignment 3: Data Quality Framework

Moodle pages reproduced with permission from Monash University Faculty of Arts

Proficient French H5P & Moodle

In 2018 I began collaboration with an academic in the school of Lanuages, Literacy, Communication & Literature to develop of the H5P Grammar component of Proficient French. The online, interactive approach was intended to alleviate the problem of students of Proficient French being unprepared for their class-time seminar. The H5P interactives guide the student user through various French grammar topics using Interactive Video, Question Sets, and Fill the Blanks exercises. The allocation of graded marks and the carefully constructed interactive sequences using Moodle's restricted access functionality, helped motivate students to prepare for their face to face lessons.

Proficient French Moodle site

The 2019 redevelopment of the Proficient French units saw further refinement of the H5P interactives based on student feedback about their learning experience.

Moodle pages reproduced with permission from Monash University Faculty of Arts

Writing a Critical Analysis

I was tasked to upgrade an academic's presentation to more clearly articulate his message to students about the Critical Analysis assessment for their Internship program.

I developed a concept and showed the client an animatic and worked iteratively from feedback to develop the animated graphics.

Hi Leigh, Many thanks on your work on this final edit of the Critical Analysis video. It makes a really meaningful contribution to this unit and I appreciate your care with it. Please do let me know if I can assist with any projects down the track. Kind regards, Felix

Monash University Faculty of Arts
Work Integrated Learning Coordinator
2017

Reproduced with permission from Monash Univeristy Faculty of Arts

School of Music: Reflective Practice: 5 & 6

I worked with Faculty of Arts Educational Designers to develop scripts and storyboards for this video series, to enable students and staff to understand the requirements of new reflective writing assessment items in the Sir Zelman Cowen School of Music.

Reproduced with permission from Monash Univeristy Faculty of Arts

School of Music: Reflective Practice: 3 & 4

I worked with Faculty of Arts Educational Designers to develop scripts and storyboards for this video series, to enable students and staff to understand the requirements of new reflective writing assessment items in the Sir Zelman Cowen School of Music.

Reproduced with permission from Monash Univeristy Faculty of Arts

School of Music: Reflective Practice: 1 & 2

I worked with Faculty of Arts Educational Designers to develop scripts and storyboards for this video series, to enable students and staff to understand the requirements of new reflective writing assessment items in the Sir Zelman Cowen School of Music.

Reproduced with permission from Monash Univeristy Faculty of Arts

Podcasting Videos

I worked with Faculty of Arts Educational Designers to develop scripts and storyboards for these two videos, to enable instructors to design podcast and vodcast assessment options for students

Reproduced with permission from Monash Univeristy Faculty of Arts