☐ 1.4 Use a Faculty or Departmental template to provide a consistent layout and experience for students and staff. These provide a starting point to help staff meet this baseline, but may be modified to suit the course being delivered.

☐ 1.5 Guide students as to which task to complete next. This may include appropriate use of conditional release, so tasks are hidden until prerequisite tasks are completed, or until a certain date.

Go beyond the baseline...

☐ 2.6 Provide an overview of the course within the 'Course Summary' in the Moodle course settings. This should define who students contact to request access to the course.  

☐ 2.7 Students are sent a welcome message before the start of the module. Using the Moodle News forum ensures all students get an email. Include:

• A short overview of the course;
  
• A summary of expectations for online engagement.
• How they can gain access to their course.
• Explain the introductory activities to be completed and by when (e.g. posting to an introductions forum).
• Link to the 'UCL online learning orientation' Moodle course (for wholly online courses).

The inclusion of audio or video is encouraged.

☐ 2.8 Outline the Intended Learning Outcomes for every activity and resource in the description and provide a clear overview of what the student is expected to do.

Further information on inducting and supporting students.

Go beyond the baseline...

☐ 3.5 Include a Q&A forum for tutors and or students to pose questions and receive answers, which students can choose to unsubscribe from (if automatic subscription is selected).

☐ 3.6 Use learning forum(s) for moderated discussions related to specific course activities. These might be discrete forums or topics within a forum. Automatic subscription then allows students to choose which forums or topics they wish to unsubscribe from.

☐ 3.7 Track student participation and send reminders to those who have yet to contribute to activities or submit assessments.

Further information on communication.

Go beyond the baseline...

☐ 4.1 Provide an assessment outline with a clear description of the module assessment, including schedule, criteria and submission details. This must align with the data stored in Portico and published on the Module Catalogue. Moodle should be used to amplify and support that information, perhaps to include sources of advice, etc.

☐ 4.2 Provide tools and information for avoiding plagiarism - Link to the Plagiarism and Academic Writing course, where students can check their work for plagiarism independent of assessment submission points.

Further information on assessment.

☐ 4.3 Provide online assignment submission points - Students submit electronic documents online (Moodle / Turnitin Assignment) and provide clear guidance, e.g. by linking to either the 'Turnitin Assignment Guide' or 'Moodle Assignment Guide' as appropriate, so students understand how to submit and receive feedback on their work.

Further information on electronic submissions.

Go beyond the baseline...

☐ 5.1 Use descriptive titles for all items and consider displaying the item's description on the course homepage, as this helps students understand the purpose of the activity or resource.

☐ 5.2 Provide learning resources - Provide presentation slides, notes or handouts. See which file format to use when. UCL policy is to provide lecture materials 48 hours in advance. 

☐ 5.3 Provide reading list(s) – Provide a list of course readings, preferably using the UCL online reading list service, outlining which are compulsory and which are optional.

☐ 5.4 Check resources - Regularly fix or remove broken hyperlinks (URLs) and check that all resources are up-to-date before releasing these to students.

Further information on providing electronic resources.

☐ 5.5 Link to external online resources - (e.g. case studies, image libraries, multimedia, articles). See Cross-platform compatibility & accessibility section below.

☐ 5.6 Embed videos and other media  (such as animations, audio, virtual labs) from Lecturecast, Box of Broadcasts, YouTube, Vimeo, Khan Academy and other sources.

☐ 5.7 Include dynamic content from the wider web, so students can better contextualise their learning and relate it to world events (if appropriate to the course), e.g. Twitter feeds, RSS news feeds.

Further information on incorporating Twitter and RSS feeds to provide context to students.

Go beyond the baseline...

☐ 6.1 Consider file formats - PDF versions are provided wherever possible, as they can be accessed on a variety of devices. Word documents are used only for electronically-editable documents such as templates, worksheets or cover sheets. Avoid niche proprietary technologies such as Flash (swf files, iSpring etc.) as these do not load on all devices.

Further information on which file types to use when.

☐ 6.2 Compress files to minimise the file size and aid those students viewing them on mobile devices. The file size and type is displayed alongside the filename. E.g. Chemistry Lab Induction (34MB video).

Further information on compressing images.

Go beyond the baseline...

☐ 7.1 Provide accessible learning resources* by ensuring:

• Layout is clear, with good spacing, including text that isn’t cramped or dense.
• Navigation is consistent (e.g., use departmental template).
• Fonts are sans serif and large enough to read (minimum 11pt).
• Coloured text has high contrast against backgrounds. Avoid red, green and pink text.
• Links are descriptive (avoiding 'click here') and open in the same window. 

• Where there is heavy dependence on images, there is also a text description of the key learning points, for screen-reader users (e.g., alongside the image, as a caption, or as ‘alternative text’).

• Resources provided 48 hours in advance of lectures are in accessible formats.

*UCL is currently updating its policies on creating accessible teaching materials, and more detailed guidance on requirements for making images and videos accessible will be available soon.

☐ 7.2. Provide a brief, course-level accessibility statement containing any additional guidance and indicating who to contact (e.g., module leader, administrator) to request an alternative format for any resource.

☐ 7.3 Use tools to check content for usability and accessibility where available (e.g., MS Office Accessibility Checker).

For further information and guidance see www.ucl.ac.uk/digital-accessibility.

The Accessibility baseline applies across all UCL modules.

Go beyond the baseline...

☐ 8.5 Students learn about copyright and can differentiate between what they are allowed to submit for their own private studies; what they can publish publicly in portfolios; and what can be used for personal or business use.

Further information on copyright.

Go beyond the baseline...

☐ 9.1 Students can share learning resources either individually or collaboratively using online tools (such as wikis, glossaries, databases and discussion forums).

☐ 9.2 Students are required to interact with online activities, such as online self-assessments, contributing to discussions and completing interactive scenarios, in order to maintain student motivation and engage them actively in the learning process.

Go beyond the baseline...

☐ 10.3 Students can submit their module evaluations online, e.g. via Moodle questionnaire or Opinio.

☐ 10.4 The module evaluation covers all aspects relevant to the use of technology for teaching and learning in the module, including quality of all course components (e.g. activities, resources, administration, library provision), the e-learning experience (e.g. workload, involvement, restrictions), and the role of tutors and administrators (e.g. engagement, feedback, support).

Further information on how to evaluate course components.

Go beyond the baseline...