This list can be used to support you, as a general guide when building a new module or checking through an existing module.
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Getting Started
Include a module welcome page, a welcome video is also recommended, module handbook, and contact information in the Module Information folder | □ |
Ensure module handbook is available and accessible to students | □ |
Ensure that contact information and office hours / availability for consultations are available to students | □ |
Clearly state learning outcomes, specific learning objectives and expectations for students | □ |
Schedules and timeframes should be available for the module, course tasks and assessments, using the calendar tool* | □ |
An overview of assessment methods and associated guidelines should be available | □ |
Online communication guidelines and instructions should be clear. Consider using an online discussion for introductions to foster belonging and create a sense of community. | □ |
The Announcements Tool should be used to communication information of high importance | □ |
Students should be made aware of the student orientation for Blackboard Ultra | □ |
Ensure that your module reading lists are integrated with the library catalogue (arranged via your subject librarian) | □ |
Use the ‘Student Preview’ feature regularly to see the actual student view and make sure its up to date | □ |
Provide a link to Student Blackboard support | □ |
Course Structure and Learning Content
Course should be organised into logical sections so that it is easy to navigate | □ |
Ensure learning materials match the desired module learning objectives | □ |
Content should include primary information sources, multimedia, external experts and additional contextualised resources, where possible | □ |
Web links should be current, relevant and available | □ |
Ensure that content adheres to copyright guidance (http://www.ulster.ac.uk/copyright.html ) | □ |
Content should be accessible in accordance with web usability guidelines in terms of text format, colour, contrast and screen readability. Ally prompts will help with this. | □ |
Materials should be presented in accessible formats. Ally prompts will help with this. | □ |
Interactivity and Collaboration
Make sure that there is a balance of interactivity to include student - content interaction, student - tutor interaction and student - student interaction | □ |
Students should have the opportunity to interact with a variety of resources and media within the course content | □ |
Include a variety of tasks to keep students engaged | □ |
Transcripts and captions should be provided for audio / video format, Panopto automatically adds captions. | □ |
Clear expectations should be outlined to the students in terms of course requirements | □ |
Academics should be clear on when they will feedback to students | □ |
Several communication tools can be used for interaction (announcements, discussion boards, email, wiki, group projects, chat sessions, voice boards/ messages etc.) | □ |
Assessment and Feedback
Assessment schedule, tasks, submission details, guidelines and submission point should be made available in a dedicated ‘Assessment and feedback’ folder | □ | |
The module should clearly state how student performance is assessed | □ | |
Gradebook should be used to manage assessment of students and deliver digital feedback | □ | |
Feedback should align with Ulster guidance: https://web.archive.org/web/20170701012146/http:/ee.ulster.ac.uk/assessment_and_feedback/ | □ | |
Assessment and Feedback at Ulster https://www.ulster.ac.uk/learningenhancement/resources/assessment-and-feedback | □ | |
A range of inclusive online assessment opportunities for formative and summative assessment should be included throughout the module | □ |
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