1. Every taught module occurrence has a Blackboard module site
To ensure a consistent student experience, every module occurrence should be supported by a Blackboard module site. Where other online tools are used to support learning activities, they should be integrated with or linked to from the Blackboard site.
2. Sites are easy to navigate and provide access to core information
Consistent approaches to the structure and presentation of module sites across courses help students and staff to engage with sites quickly and effectively. With this in mind:
- Ensure the site’s main structure corresponds to the standard module site template.
- Name learning modules, folders, documents and attached files meaningfully, and organise for easy navigation.
- Upload learning materials such as lecture notes and handouts and make them available to students at least 24 hours before the session to which they relate.
- Populate the Reading List Online for the module, with a link to it on the Blackboard site.
- Keep resources and links up-to-date.
- Store recordings within the module's Panopto folder, not personal folders or accounts.
- Add past feedback from students about the module to the Student Voice folder inside Module Information area.
3. Communication is clear, and sets expectations for engagement
A successful and rewarding student learning experience is underpinned by an understanding of how to engage with the module online, its content and learning activities. Specifically:
- Use a welcome announcement to introduce the module and signpost essential content.
- Articulate how students should engage with the module, and how often in Using this Site in the Module Information area. Throughout the site, make it clear what they are to do with content and how to engage with learning activities.
- Provide the appropriate practical support and guidance needed for students to participate in learning activities, e.g. for specialist online tools.
- Inform students how you will communicate with them, e.g. last minute room changes, instructions for lecture preparation or deadline reminders.
- Include contact and availability details for all staff appropriate to their role on the module in the Module Information area.
4. Assessment information and feedback are provided
- Provide assessment criteria and arrangements for submission at the start of the module, including as a screencast or equivalent accessible medium.
- Articulate how, when and in what format students can expect to receive feedback on their work.
- Ensure submission points are correctly set up in Blackboard for coursework assessments and they match the type and number of assessments in SITS.
- Provide an interactive question and answer facility via a discussion board, a class conversation or similar interactive tool for each assessment.
- Use Gradebook to publish provisional marks to students.
- Provide feedback on each coursework assessment task to students through Blackboard.
5. Materials are accessible
- Follow the SCULPT model to create more accessible materials from the outset.
- Make use of the accessibility checking tools in Microsoft Office to reduce the number of issues as you are creating materials.
- Use the Blackboard Ally accessibility checker to find and correct issues.
- Upload files in their native file format, i.e. don’t convert to PDF before uploading.
- Ensure video and audio recordings have a transcript or subtitles available (Panopto will automatically do this).
