Before you begin
When first approaching your chapter, there are some key elements that you should consider.
Avoid reinventing the wheel
Consider adapting content you already have. You could reuse your LMS modules, teaching notes, published articles or videos you’ve created and incorporate this into your chapter.
Openly-licensed material such as images or videos from other open practitioners may also be suitable for inclusion. See Embedding interactive and visual learning for important considerations when re-using existing content. If you are unsure about licensing or rights, please contact the eBureau team for advice and support.
Consider looking for openly-licensed materials in sources like Wikimedia, OpenVerse and Pixabay.
Explicitly address common areas of confusion
Consider from your teaching experience: what are the most common misconceptions or frequent errors students make in this area? Explicitly articulate that this is a challenging area and unpack any common sources of confusion.
Example: "Does the thought of having to do some maths make you feel nervous or anxious? If the answer is yes, you are not alone and most likely you are in the majority… So how can we overcome this…" (View in Foundations of Biomedical Science.)
Embed multimedia and interactive elements
We strongly encourage you to include images, media or interactive learning. Insert a copy of your figure template where you want these embedded.
Consider embedding elements such as:
- diagrams for complex concepts or processes
- any media you’ve developed for your teaching
- videos from YouTube, Vimeo, etc. (ideally short ones, e.g. 1-3 minutes)
- interactive activities and knowledge checks (e.g. using H5P technologies).
If you don’t have experience developing these elements but want to use them, contact us and we may be able to work with you to create something.
When you embed figures, media or interactive learning experiences in your chapter, the following key things should be considered.
Don’t assume it’s obvious what this element explains. Explicitly introduce it and say what it explains. Communicate to learners how they should engage with it.
Consider whether it naturally flows from the context around it. Is this the best location within the chapter?.
Example: "This diagram (not to scale) shows Earth’s orbit about the Sun. Recall that…" (View in Introduction to Astronomy.)
Elements reused from other sources should be openly licenced (Creative Commons). However, you can embed YouTube videos. If you created the element, you must hold the copyright or be permitted to re-use it by the copyright holder (e.g. your university). If you’re unsure, contact the eBureau team.
Consider looking for openly-licensed materials in sources like Wikimedia, OpenVerse and Pixabay.
Example: Rather than creating a diagram from scratch, you could reuse or adapt openly licensed media such as this diagram for distinguishing different types of study designs.
Our University Copyright Advisor may review the final manuscript and conduct a check to ensure the whole book is compliant with Australian Copyright Law.
For each element, the eBureau team will create text descriptions (known as 'alt text') to help learners with low vision understand the purpose and meaning of the element.
All audio and video elements require attached text transcripts as outlined in your figure template. If you don’t have one, we may be able to help you generate one.
Use authentic case studies to illustrate practice
Use case studies and anecdotes to show how the practical application of concepts makes a difference. Frame your case studies using balanced perspectives and diverse examples.
Example: Case study on Pediatric Nephrotic Syndrome
Example: Case study of Irene, who is on the autism spectrum, and her health journey
Example: Three interactive scenarios for leading change in healthcare
If you don’t have a fully developed case study, even a simple vignette can help learners connect emotionally or practically with the topic. This can humanise the content and make its application to practice more tangible.
Example: Real-life vignettes on critical thinking in the age of AI
Example: Video interview with a clinical practitioner – using maths in practice
Include authentic voices of people with lived experience.
Example: The patient’s perspective – Beverly’s story
Use narratives to package information and make meaning in practice.
Example: Becoming Jaded
Example: From Italia to Melbourne: A Culinary Journey of Italian Migration
Encourage reflective connection with content
Use phrases like "Imagine yourself as a researcher..." or "Consider a time when you experienced..."
Example: “Imagine that you make a series of simple measurements on a group of people (e.g., patients in your care or subjects in your study)…” (View in Foundations of Biomedical Science.)
Example: Video of playing a video game while discussing games and history
See yourself in the learning materials – student voice is represented.
Example: Biochemistry student (Belle) explains protein function
Example: “This project has been hard to do.” (View in Gender and Sexuality in Ancient Rome.)
Example: A student’s reflections on ethical decisions in writing about Indigenous history
Use concept boxes to highlight content
Draw attention to key messages by distinguishing them in a concept box. You could use this for:
- closer examination of key concepts
- problems or examples
- short stories to illustrate an idea
- brief case studies
- clarifying common misconceptions.
Example: Holistic nursing care scenario
Embed inclusion, diversity, and accessibility
We strongly recommend embedding inclusion, diversity, equity and accessibility (IDEA) into content from the beginning. A few ways you can apply these approaches are:
- Critically explain how seemingly “neutral” facts need to be understood in a culturally responsive way (e.g. demographic factors when applied to First Nations communities).
- Frame your case studies using diverse examples and balanced perspectives.
- Use inclusive language.
- Choose diverse and inclusive imagery.
For more practical guidance in this area, please see Enhancing Inclusion, Diversity, Equity and Accessibility (IDEA) in Open Educational Resources (OER) by Nikki Anderson.