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The guidance found here is intended for editing users of several Baseline compliant templates designed for the following Departments and/or Programmes:

  • The Bartlett Real Estate Institute
  • The Bartlett School of Architecture
  • Department of Physics and Astronomy
  • UCL School of Medicine 

The Bartlett Real Estate Institute

Bartlett Real Estate Institute MSc LE & HF Template

Department of Physics and Astronomy

Points to note:

  1. Rather than create multiple templates that are all the same except for the image at the top, There are some alternative banners (in their own labels), in this section that you use instead of the one shown in Overview. If you move on of the banners here to Overview, or create your own, then delete the original label with a banner using the adjacent Edit drop-down menu.
  2. Given that your students will be taught remotely before and after the intensive face-to-face week, I’ve activated Completion Tracking. This feature, as you may already know, provides students with a way of ‘taking ownership’ of their courses and learning through the addition of check boxes that they can tick, or that will automatically be ticked, when they have viewed or completed the associated resource or activity. The ‘Keeping track’ label in the ‘Staying in touch’ section explains this feature to students. The advantage of this tool to tutors is that they can see whether students are engaging with items on the course and potentially spot disengaged students before it’s too late. Tutors can click on the View course report in the Course completion status block on the right and see a report like the one attached. Student can click on More details and see a list of what they’ve done and when and what’s left to do.
  3. I’ve added a ‘Communication Expectations’ Page with an example of what students can reasonably expect from staff when they communicate with them and what staff expect from students in this regard. This information is repeated in a block of the same name on the right. However, this Page may need to be updated in due course with the ‘Module Accessibility Statement’. The precise form this  statement should take is still being considered, so it cannot be added to your template yet. However, in the CE I have instructed students to contact ‘staff’ directly if they have any accessibility concerns. The word ‘staff’ in this statement should be replaced with the name of a person responsible for the course in some capacity.
  4. I’ve added a note, Advice to Tutors:… on using ice-breakers to help students feel confident and safe in their new learning environment. This note is hidden from students but staff can delete it from their course.
  5. Staff should delete or hide any headings or sub-headings from the template that they are not using to organise the content they add.
  6. In rooms that aren’t fitted with Lecturecast recording kit, staff can use Lecturecast’s Personal Capture (PCAP) tool to record their lectures as they deliver them, using their own laptops and a suitable mic connected to their laptop. I’ve hidden the headings and section intended for Lecturecast content as tutors may not have any to share.
  7. The Module Overview section has a link to the UCL Module Catalogue, which should be the single point of truth for every module taught in 2019-20. Your new modules are listed and each course could have link to its own record in the Module Catalogue. Any handy module information not in the catalogue, (e.g. the module syllabus) can be added on Pages or via Files in this section.
  8. I recommend the use of ReadingLists@ucl as it allows tutors to add links to readings as individual items on a course. Students may then tick it off their course checklist once they’ve read it and tutors can have some idea of what students are looking at.
  9. The template is structurally Baseline compliant and accessible. However, for a course with this template, to be Baseline compliant the content added to it needs to be as accessible as possible or to have accessible alternatives available. So colleagues should follow guidelines on making their PowerPoint slideshows and Word documents accessible for instance, and provide descriptions and/or ALT text for images. 
  10. However, we don’t want to see “the baby thrown out with bath water” so please do  go ahead and provide useful educational material and activities on your Moodle courses even if you can’t be certain of its ‘accessibility credentials’. (I’ll forward an email from Fiona Strawbridge on the subject to reassure you).
  11. For more information and guidance on Activity completion / Completion tracking please see: M34 - Activity completion.
  12. Please read and edit as appropriate the text in the ‘Welcome’ message at the top of the course, ‘Meet your tutor(s)’, ‘Providing feedback on…’ and ‘Turnaround time’ and Student Evaluation Questionnaire at the end.

Last modified: Sunday, 18 August 2019, 1:50 AM

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