Monash University, Indonesia, Learning and Teaching Operations Team presents DLCD in Practice at Monash Learning & Teaching Conference 2025
From left to right: Haniyo Sakyamuni, Rinda Kurnia, and Anddy Steven representing Monash University, Indonesia at Monash Learning & Teaching Conference 2025
Melbourne, Australia – Monash University, Indonesia proudly participated in the Monash Learning & Teaching Conference 2025, hosted at Monash College, Melbourne on 30 September 2025. The annual conference gathered Monash educators, students, and colleagues from universities across Victoria to explore the theme of building connections in higher education.
The 2025 Monash Learning & Teaching Conference was held over two days at Monash College in Melbourne, exploring the theme: "Building Connections." This theme invited educators to reflect on how we foster connection through shared challenges, pedagogical innovation, and the shaping of inclusive, resilient, and future-focused learning environments.
Across the two days, the program featured a rich mix of keynote, plenary panels, poster presentations, lightning talks, and parallel sessions, showcasing both practical innovation and theoretical reflection. Attended by members of the Learning and Teaching Operation team, Anddy Steven (LTO Senior Manager), Rinda Kurnia (Senior Education Governance Officer), and Haniyo Sakyamuni (Digital Learning Content Developer), contributed to the conference's rich discussion.
DLCD in Practice: What We Learned from Reimagining Pre-Class Materials.
Representing Monash University, Indonesia, Haniyo Sakyamuni from the Learning & Teaching Operations (LTO) team presented a poster titled "DLCD in Practice: What We Learned from Reimagining Pre-Class Materials." The poster highlighted key milestones and insights from the ongoing Digital Learning Content Development (DLCD) initiative.
Acting on Student Evaluation of Teaching and Units (SETU) results and the spirit of continuous improvement, the LTO team launched the DLCD initiative in 2024. DLCD set out to improve the quality of asynchronous learning by co-creating digital content with Monash academics.
The initiative has developed and iterated throughout the implementation, we started by revamping Unit Introduction Videos into more structured, concise, and visually appealing videos. Making sure that the students' first touchpoint in their learning journey is both easy to understand and appealing to watch.
Moreover, we stepped up the game to co-create pre-class materials with academics. We explored various tools to develop engaging pre-class materials, and we piloted the use of H5P interactive books. This new pre-class media format allows us to present materials with an easy-to-follow structure, reducing the students’ cognitive load in their online learning journey (Mayer, 2009). This was appreciated by students during an FGD we held in Indonesia; students particularly enjoyed the easy-to-follow structure.
Lately, we’ve also piloted the development of Simulation-Based Learning H5P for a Public Health Unit. We’ve created an H5P Course Presentation to act as the main medium of a
Global Pandemic Simulation Case. This was done to allow smooth execution of the in-class simulation to increase the authenticity (Corves et al, 2024), allowing the academic to focus more on facilitating instead of the technical aspects.
Through positive feedback and continuous improvement, we highlighted 4 main insights for the poster.
- Students value structure
Students understood and engaged more easily when materials followed a consistent weekly structure. Clear labels and predictable formats helped reduce confusion. - Small design decision matters
Chunked videos, readable fonts, and visual clarity—small choices made a big difference. Students especially appreciated quizzes, infographics, and clean layouts. - Weekly guidance shapes learning
Students value videos that introduce the big picture of each week's content. These overviews help them understand the purpose, focus their effort, and navigate more confidently through readings and activities. - Improvement starts small
We didn’t begin with large-scale changes. Instead, we piloted focused improvements, refined them based on feedback, and grew momentum gradually.
Haniyo Sakyamuni presenting a poster presentation on DLCD Practice
The poster generated strong interest from Monash educators attending the event, sparking discussions about practical strategies for enhancing asynchronous learning across disciplines.
With the recent launch of Microstudio at Monash University, Indonesia, the DLCD program is now expanding to support more self-produced academic content. The team will continue to provide design support, training, and strategic input to help academics create high-quality media aligned with learning outcomes.
Monash University, Indonesia, is proud to contribute to Monash’' broader learning and teaching ecosystem, and to share our growing body of practice with the global Monash community and universities across Victoria.
This work would not have been possible without the valuable collaboration between our academic staff and the LTO team. Their openness to co-create, experiment, and explore new approaches has been essential in driving the success of the DLCD initiative.