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    Moodle development space

    Creation of a UCLeXtend (Moodle) course space happens automatically once you've completed the UCLeXtend proposal form in the planning section. Once the proposal is reviewed a space will be created for you in UCLeXtend which can be either a blank Moodle course or an import/copy of an existing course from either UCL Moodle or an existing UCLeXtend course - this will be discussed with you. 

    Resource review

    The teaching and learning materials used in the course may be coming from a variety of sources; some could be new / bespoke and others might be re-used from other sources. You'll need to ensure they can be used (see - Materials Licensing). Re-purposing existing materials can save time but can also make things more difficult. Some courses created all new material; but this takes a lot of resource as you'll need to author all that new content. Striking the balance is a skill, don't worry if it seems daunting - you can always reach out to us and we'll look over some sample content and provide feedback. 

    Materials licensing

    You must check to ensure the content you're planning to use is suitable for UCLeXtend. This can be tricky in some areas such as medicine where the latest literature might be held by the ownership of the publisher. UCL's campus agreements do not necessarily apply to UCLeXtend (public-facing) courses.

    Gather your materials

    You will probably already have a load of videos, powerpoints, pdfs, readings and other associated materials for your course. Whatever you have already, collect them up and organise them. You may want to put them in a folder on your computer or a single reference document - it depends on how you organise your content. If there are any gaps think about what might go in.

    Check copyright and licensing of materials

    All course materials must be legally acceptable for UCLeXtend, as it's technically a commercial venture for UCL (even if your course is free) you'll need to ensure they comply with the law. This includes all media used in the course, including images in slides, readings, files distributed, videos made and any other material or files used/distributed within the course.

    You are responsible for ensuring each file/media is copyright free or permission/a license has been obtained for use on UCLeXtend. This is true even if your course is free - all content licensed for UCL teaching is covered by the CLA License (http://he.cla.co.uk/complying-with-your-licence/cla-licence-documents/) but this material is not for use on UCLeXtend without expressed permission obtained from the license holder. UCLeXtend learners are not, generally, members of organisations with an account to access commonly used resources such as books and journals.You should check any reading list to mitigate any issues here. 

    The other legal requirement is to ensure that all created content will be made with the consideration for intellectual property rights (IPR). Before a course can go live, every member of the course team will sign a legal waiver/consent form. We'll cover this later, but it's an important consideration. If skipped over, it can crate problems in the long run.

    (info) If you remain unsure please check with the UCL Library.

    Edit materials and ensure suitability

    The second stage is the materials editorial process; this step is to ensure that the materials used in the course have been past an editor or scrutinizer. The aim of this is to check the materials are fit for purpose, are suitable for the intended audience and work as a package in the context of the course.

    Media creation 

    Getting the right mix of media in your course will help provide rich content to convey the complex nature of your topic and offer something that is more personal to the learning experience. Pages of text are fine, there's strong application of this (books) but when there is an opportunity to have a video demonstration, a narration, moving explanations etc. then they should be used. This can also eat up resources such as time, budget and energy - so go easy. Video, as one example, is a great way to capture an expert for learners to watch - plus it can be comparatively quick to make a video, once your comfortable and/or experienced. 

    Design course structure

    It's recommend you plan out the course and design an overview. We can help talk through the proposal and begin breaking it down into a structure that learners can navigate through.

    This may include:

    • Chunking into sections/weeks/blocks
    • Writing learning outcomes
    • Creating resources, sourcing materials
    • Planning and designing learning activities
    • Accreditation, badges, completion and progress tracking
    • Quiz: Readiness and preparedness

    Learning outcomes / aims

    Your course might be supporting one day CPD; a week-long short course or an open resource which people do in their own time. Either way; defined learning objectives and aims can be a key guide during the design and development of your course. Learning outcomes tend to be useful when articulating exactly what a learner will do during the course; think in terms of verbs (i.e. measure, evaluate, demonstrate, measure, construct or conclude). There are many resources online to help but here's one from Oxford Brookes that keeps it quite simple. Try to avoid 'understand

    Delivery format

    How will your course be delivered? It might be a mostly face to face course and UCLeXtend is supplementing it; or entirely online. In the majority of cases the course is blended, whereby some is delivered face to face and the remainder is online and self-study (or similar). UCLeXtend can support both blended and fully online but your delivery format will affect how things are designed and built. You may want to consider the following questions:

    • How will the online environment support the activities / sessions in the face to face? 
    • What can I do with my learners online that makes the most of interacting with them in their own environment / individual context? 
    • If my learners are spending time online, how will I direct them towards obtaining useful learning outcomes? 
    • Why am I building online content and what value is there for a learner?
    • How can I facilitate connections between learners and how might this help? 
    • How much can I / the course team support learners online? 

    Creating activities

    When designing online learning courses you'll want to think seriously about the activities / interactions offered. An online course which resembles a transmission of content might be better suited as a webpage. Moodle, as the core technology behind UCLeXtend is designed to support the delivery of a course of content and interactions. This is usually underpinned by learning activities which should be, in some form, linked to the learning outcomes. Ideally learners will have full visibility of the learning outcomes but it can be designed into a course in myriad ways. 

    Prototype 

    It's recommended that before you go into the wholesale production of your course that making a sample, a representative example of what the course will look like. This can be useful to measure how much resource will be required to develop the whole thing, and an opportunity for people to provide feedback. Bear in mind that a prototype can be digital, on paper, a whiteboard or entirely theoretical - it's just meant to convey your ideas, it shouldn't be a finished, polished product. 

    Testing

    If your prototype is opened up; a small number of people (colleagues, students, people in your professional network etc) might be able to spare some time to give you feedback on your prototype.

    Next section

    Develop

    • Create samples;
    • Develop materials;
    • Review and pilot;
    • Go-live sign off.
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