Here are some key categories we think everyone should consider when developing online courses, followed by examples on how you might achieve each of them.
Each category contains suggestions for how you might extend your use of e-learning tools and provide online activities for your students. Not all of these will be relevant for your context. They are intended to share practice and act as a guide for you to consider implementing, where appropriate.
How these map back to the categories in the E-Learning Framework is included in brackets after each one, where this is not immediately obvious. For the Baseline standard that all taught modules at UCL should adhere to, please refer to UCL E-Learning Baseline: enhancing e-learning provision.
Moodle is used as a communications hub with all online communication delivered via a Moodle course (or an integrated messaging system within Moodle).
Further information on using Moodle as a communication hub. (Communication)
Moodle Groups/Groupings are used to split larger cohorts into smaller groups for tailored communications and activities (where relevant).
Further information on how group settings affect different activities. (Student support)
A meaningful and active student community is sustained (possibly with student owned or moderated forums).
Further information on communication. (Communication)
Students are graded partially on how well they adhere to accessibility guidelines in their assessed work.
Further information on grading students on their ability to produce accessible presentations and media.
Students develop their own learning resources and share these with their peers (e.g. videos, blogs, paper summaries, quiz questions). This may form part of the assessment. The act of creating such work helps students learn the content and high-quality materials can be re-used for future cohorts of students (if permission is gained).
Short filmed summaries (possibly by students) highlight the key concepts for each topic.
Further information on developing videos.
Lecturecast videos - link to the Echo Centre page containing videos of lectures or personal captures for that module/programme for students to review.
Online activities are used to inform face to face activities. E.g. students are asked to research and discuss a topic online in groups, prior to sharing these more widely in a face to face session.
Further information on active participation
Collaborative activities are encouraged, such as asking students to contribute to a wiki of shared knowledge; or share useful resources via a forum.
Further information on scaffolding learning using collaborative activites. (Structure)
Students reflect on their own learning using online tools (such as blogs, wikis, forums).
Students are encouraged to adhere to accessibility guidelines when creating their own work. This may form part of the assessment criteria.
Further information on encouraging students to consider accessibility in their own work.
Students can view their classes in the Moodle calendar (using the Moodle calendar ical feed import).
Further information on using Moodle to display module timetables.
Students can easily undertake all the online activities and discussions from a mobile device.
Further information on creating a mobile friendly course. (Cross platform compatibility)
Student feedback is collected during the module, rather than only at the end,so students have an opportunity to help improve the course design, materials and activities to support their own learning, not just that of future cohorts. Anonymous student feedback can be gathered using the Moodle Questionnaire or the Opinio Survey tool.
Further information on collecting feedback during the module. (Quality Assurance)
Programme and module evaluation includes Moodle statistics, such as number of document views, forum messages, logins - while no indicator of the quality of a course, they contribute to an overall picture and potential difficulties.
Further information on using Moodle statistics. (Quality Assurance)
Just in Time Teaching is possible using Moodle pages, books and lessons to enable materials to be quickly updated with new information.
Further information on using internal and external resources. (Resources)
Students are encouraged to use open source resources (images, sounds, video) in their own work, so this work may then be used to showcase their skills to potential employers without breaking copyright legislation.
Further information on using open source resources.
Students and staff choose their own Creative Commons license to apply to open electronic resources they create for their studies and teaching purposes.
Further information on using creative commons licenses. (Intellectual property)