Module checklist
This list can be used to support you, as a general guide when building a new module or checking through an existing module.
Always use the ‘Student Preview’ on desktop and mobile to check the student’s point of view of the module.
Getting Started
Include a Module Information folder which should include | □ |
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Use the calendar tool to highlight class schedule, course tasks and assessment preparation timeframes to students | □ |
Use concise and meaningful titles for folders, learning modules, learning materials and coursework e.g. “Week 1 Introduction to HTML” | □ |
Consider creating 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 | □ |
Make students aware of Blackboard Ultra student orientation course and provide a link to Student Blackboard support | □ |
Course Structure and Learning Content
Use weekly or thematic folders/learning modules with concise and meaningful names to organise your learning materials | □ |
Ensure learning materials reflect the desired module learning objectives | □ |
Use a range of multimedia, you can embed video from Panopto and Youtube or link directly to external websites | □ |
Review your web links, they need to be current, relevant and available | □ |
Ensure that content adheres to copyright guidance (http://www.ulster.ac.uk/copyright.html ) | □ |
Content should adhere to usability and accessibility guidelines, consider breaking long passages of text into shorter paragraphs or pages. Consider the format, colour, contrast and screen readability of your text. | □ |
Materials should be presented in accessible formats, Ally prompts will help with this. | □ |
Assessment and Feedback
Assessment schedule, submission details, rubrics, tests and submission dropboxes should be added to the dedicated ‘Assessment and feedback’ folder | □ |
Consult the Assessment and Feedback code of practice before setting up assessments | □ |
Match the assessment type to the learning outcome | □ |
Assessment should be inclusive, set up accommodations for RARs and consult Code of Practice’s accessibility and special arrangements for assessment | □ |
The module handbook should clearly state how student performance is assessed, including guidelines on use of AI | □ |
Use concise and meaningful titles for your assignment dropboxes e.g. Coursework 1: Irish Civil War essay (50%) | □ |
Provide academic integrity student declaration 25/26: “I declare that this is all my own work. Any material I have referred to has been accurately referenced and any contribution of Artificial Intelligence technology has been fully acknowledged. I understand the importance of academic integrity and have read and understood the University’s General Regulation: Student Academic Integrity and the Academic Misconduct Procedure. I understand that I must not upload my work before, during or after submission to any unapproved plagiarism detectors or answer sharing platforms, or equivalent, and that only University-approved platforms should be used.” Latest STudent declaration is available in Module template and see Adding Student Declaration from Learning Object Repository | □ |
Provide separate pages with an overview of the assessment method, acceptable use of AI and associated marking criteria and include marker disclaimer: “Marks provided on Blackboard Ultra are subject to ratification by the Board of Examiners and may be subject to change. Please note that as these marks are provisional, they do not necessarily include any penalties applied for academic misconduct.” | □ |
Gradebook should be used to manage assessment of students and deliver digital feedback according to code of practice feedback guidelines | □ |
Collaboration and communication
Consider alternative modes of learning and adding collaborative or interactive elements to your courses. | □ |
Students should have the opportunity to interact with a variety of resources and multi-media including Panopto and Class collaborate video | □ |
Transcripts and captions should be provided for audio / video format, Panopto automatically adds captions. | □ |
Include a variety of tasks; consider using journals or discussion boards to engage students with topics | □ |
Try the AI conversation tool that allows students to participate in discussions with an AI persona | □ |
Consider different forms of communication with your students such as announcements, messages, discussions or Class collaborate) | □ |
Related articles
Centre for Digital Learning Enhancement
ulster.ac.uk/learningengancement/cdle