DESIGN Standards for Blended Courses Level 1

DESIGN Standards for Blended Courses Level 1 These Level 1 standards are intended to guide the design and use of course sites on the Myelearning Course Management System/Virtual Learning Environment (CMS/VLE), at a basic level where the system is being used to support course delivery, but does not include any reduction in face-to-face class time. These design standards complement the Minimum Standards for Use of the E-Learning System approved by the Academic Board in October, 2014 as a component of the Cave Hill Campus Blended Learning Policy. These Level 1 Design Standards address the following areas: 1. Organisation and Appearance of Course Sites - To ensure clear structure and presentation of resources on course sites 2. Consistency and Compliance - To ensure legal and ethical use of the system including compliance with copyright, privacy, and other institutional policies and guidelines 3. Appropriate Use of Tools and Learning Technologies - To ensure purposeful use of tools and responsible management 4. Learner Resources and Supports - To encourage provision of necessary supports and resources. Faculty may use these Level 1 Standards in carrying out self-review of their course sites before making them available to students. Additional standards are required for Level 2 blended courses which involve reduction in faceto-face class time. 1

Standard 1 - Organisation & Appearance 1.1. The course homepage should be clear and welcoming, easy to navigate, and provide students with access to key resources 1.1.1. Design Principles The course homepage should look professional and be welcoming for students. Layout of the sections on the course homepage should be consistent and support easy navigation. The first block/section should be identified as the Course Information Area where links to general resources such as the Welcome and Introduction, Course Outline or Syllabus, Course Guide or Schedule, and Assessment Information are made available. 1.1.2. Tips for Site Development Clearly label the first content block/section as the Course Information Area. If you have imported content from a previous semester, make sure that you have not imported an extra News Forum. If you have, delete it. The News Forum is used to send announcements to the entire class at once. If you prefer, you can change the title to Course Announcements Add a link to a Welcome/Read Me First page or file which welcomes the students to the site and explains how it will be used to support the course The Course Outline or Syllabus is a key document and must be easily accessible at all times. It should be located in the Course Information Area. Avoid having a long list of links in any one Topic/Week section. Six to eight links in any one content section should be sufficient. Use the Folder resource to organise and link to multiple files in a section. Use labels to add headings to organise/categorise the links within sections, eg Required Resources, Recommended Resources, Assignments and Assessments. Make sure that the titles of links to resources and activities are clear, consistent across sections, and self-explanatory, eg, Lecture Note: Week1; Video: Debts and Debtors; Discussion Forum: Debts vs Debtors 2

1.2. The layout of the course site should facilitate easy navigation 1.2.1. Design Principles Navigation refers to how students follow links to access learning resources, information and learning activities. Site design should make it easy for students to find and access information and activities. Navigation is affected by the number of clicks students have to make to get to the information or resource they require. In general, the fewer the number of clicks the better. In no case should the number of clicks to reach a resource be more than three (3). 1.2.2. Tips for Site Development Avoid nesting folders within folders if possible. Set URLs to open in a new browser window. Include a Welcome/Read Me First document (Page or File) giving instructions about how the course site will be used, how often students should log in, guidelines for use of communication tools, and where students can find resources and information. The link to this document should be located in the Course Information Area. At the start of the course provide students with an orientation to your site, including expectations for participation, and how they are to use the tools and resources. 1.3. File type and file size should be considered to support efficient downloads 1.3.1. Design Principles Students should be able to download files efficiently. Student access to files linked online is compromised by large files that take a long time to download. Smaller files allow students easier, quicker downloads with fewer problems (e.g. time outs), especially if they are using mobile devices. 3

Video content should be chunked with a suggested maximum duration of 10 minutes and file size under 100Mb for any one file. Students should be alerted to file sizes so they can choose when and where to download them (see tips below). 1.3.2. Tips for Site Development When adding a link to a file as a resource the option in Moodle should be selected to display the file type and size on the homepage. Some PowerPoint (PP) files can be very large. Before uploading them to the course site remove unnecessary slides, graphics, sounds and animations. Convert PP presentations to PDF in handout format before uploading to the site. This makes it easier and cheaper for students to print. 1.4. Software requirements for using various file types should be specified 1.4.1. Design Principles Files can be of various types (e.g. pdf, flash, ppt, doc) and students should be made aware of the file types before attempting to download them. Links to locations where software plug-ins can be downloaded should be provided. 1.4.2. Tips for Site Development When adding a link to a file using the File resource, select the option to show file size and type, especially if the file is large. It is good practice to choose one format to deliver all audio and/or video in the online learning environment so that students won t need to download additional software or plug-ins to play the files. If you need help in converting audio or video files, contact E- Learning & Media Services, CETL. Standard 2 - Consistency & Compliance: Legal, Ethical & Institutional 2.1. All information on the site should be up to date and current 2.1.1. Design Principles Learning materials and online learning environments that contain outdated information or dead links are frustrating and can be misleading to students. 4

2.1.2. Tips for Site Development If you are re-using content imported from a previous semester on the elearning site it is important that you update the new site before making it available to students. 2.2. Readings and other resources provided are appropriately linked to avoid copyright infringements 2.2.1. Design Principles To avoid copyright infringements, third party content must comply with UWI Copyright procedures and guidelines. 2.2.2. Tips for Site Development Add links to articles in journals for which the Library has purchased licenses rather than downloading the files. Add links to resources on the Internet rather than downloading the files. Follow the Fair Use Guidelines for use of third party content. Check with your Faculty Liaison Librarian for copyright guidelines and procedures. 2.3. Information provided to and about students complies with privacy policies 2.3.1. Design Principles Files that display student names and ID numbers together should not be provided on the course site. Reference to students should be done using student ID numbers only as this maintains some measure/ level of privacy. 2.3.2. Tips for Site Development To release coursework grades use the Gradebook accessible via the Administration block to enter marks. Grades stored in the gradebook can be released to students to allow each student to view only his/her own grade via their My Grades link. By using the Gradebook you will have one secure place to record all your students grades and other relevant information during the semester. These can be exported as a spread sheet. 5

2.4. Learning resources should comply with Digital Content Accessibility Guidelines, University standards and guidelines 2.4.1. Design Principles Digital Content Accessibility Guidelines make content accessible to a wider range of people with disabilities, including blindness and low vision, deafness and hearing loss, learning disabilities, cognitive limitations, limited movement, speech disabilities, photosensitivity and combinations of these. Video and audio files should have a text-based transcript accompanying the file. Content for mobile devices should be provided in an easily accessible file format such as PDF. If ibooks are used a PDF version should be provided to enable students without Apple devices to have access. Avoid using Flash files as they are not accessible on mobile devices. It is preferable to use HTML 5 instead. 2.4.2. Tips for Site Development All images should have an ALT Tag which describes the image, allowing screen reader software to read it aloud so the user is aware of image content. All Flash, video and audio files should have a text-based transcript accompanying the file resource for students with disabilities or for those that may have problems accessing. Obtain a copy of the Digital Content Accessibility Guidelines from the CETL or the elearning Information and Resources Hub on the elearning system. Standard 3 - Appropriate Use of Tools and Learning Technologies 3.1. E-Learning technologies, tools and mobile apps are used with a clear purpose and rationale 3.1.1. Design Principles Every resource or activity added to your course site should have a clear purpose which is clearly communicated to the student. Activities utilising blended learning technologies should be deliberately and carefully planned. Only use technologies and tools that reflect a clear purpose and rationale and make sure that you are able to use them competently and appropriately. 6

Students are confused when links to activities or resources are added but they are not used. Take care not to use the elearning tools in a way that adds extra work for the students and yourself without adjusting the course activities to take account of the online activities. 3.1.2. Tips for Site Development If your site has a tool added to it that you are no longer planning to use, you should delete the tool or hide it from student access. This often happens often when content is imported from one semester to another. When using elearning tools it is easy to create a course and a half by bolting on additional activities, or sharing an excessive amount of reading materials. Avoid this by careful planning of your course using a student workload calculator. Contact the E- Learning and Media Services Unit (EMS)/CETL for assistance in this area. Make clear what materials are for required use and what is optional. 3.2. Students should receive instructions about how e-learning technologies, tools and mobile apps will be used 3.2.1. Design Principles The purpose and use of tools should be communicated to students so they can learn to use them effectively and efficiently. Specific criteria related to communication tools follow (i.e. 3.3 & 3.4). Other tools such as External Links, Assessments (including Quizzes) and Assignments should have clear instructions on how and when they are to be used by students. Provide students with clear and detailed guideline for use of e-learning tools and resources. 3.3. Communication tools should be monitored and netiquette standards reinforced 3.3.1. Design Principles Instructors are responsible for the communications in online learning environments and should provide instructions on appropriate communication (e.g. netiquette rules ). Communications are monitored and breaches of netiquette are dealt with promptly. 7

3.3.2. Tips for Site Development Do not add the discussion forum tool to your site unless you make a commitment to monitor the discussion. 3.4. Expectations about use of communication tools should be clear to students 3.4.1. Design Principles Communication tools made available to students should be used consistently for their intended purposes. Students are confused by communication links being added with no clear instructions about how they are to be used. Expectations regarding communications with the lecturer or tutors should be managed in terms of frequency and purpose. 3.4.2. Tips for Site Development Include guidelines in the Syllabus and/or the Welcome/Read Me First document, on if and how the communication tools will be used in the course. For example, tell students how often and when you will be checking the discussion forums and what role you will play. Provide information on how and when you will respond to emails. Manage Interaction overload (many messages being posted daily or weekly). One strategy for this is to divide the students into small groups for discussion activities and other activities that require interaction. (Groups can be established automatically or manually on the course site. 7-10 students per discussion group is recommended). When adding a forum, also add a description and display the description on the homepage so that students are aware of the purpose of the forum. (Alternatively, add the instructions as a Label or Page). Standard 4 - Learner Resources & Supports 4.1. The relevance of online resources should be clearly presented to students 4.1.1. Design Principles Students are informed of the presence and relevance of resources included on the course site (e.g. links to articles, externally developed resources such as e-books and open education resources). 8

4.1.2. Tips for Site Development Only provide links to resources that have a specified purpose and use in the course. Avoid information overload by linking to lots of supplemental resources that are not associated with specific learning activities. 4.2. Students should be provided with information about what learning supports are available and where to find them. 4.2.1. Design Principles Orientate students to the online learning environment and inform them, either online or in class, of available learning support for students. 4.2.2. Tips for Site Development Inform your students that there is information for students on their Myelearning login page about browser settings and answers to Frequently Asked Questions (FAQs). There is also a Student Corner block on the entry page after login, with links to material, eg, Things to know before and during taking a quiz. These guidelines have been prepared by the Centre for Excellence in Teaching and Learning. We welcome your comments and suggestions. Reference Western Sydney University. Basic Standards for Blended and Fully Online Learning 2016. Shared under Creative Commons Licensing. Retrieved from https://www.uws.edu.au/ data/assets/pdf_file/0005/452075/bl_basic_standards.pdf 9