Learn checklist
This checklist is designed to provide guidance and assistance on setting up your Learn course by following good practice and University policy.
Having an institution-wide approach to basic course structure, and course terminology, will help to alleviate needless confusion caused by basic inconsistencies. It will also mean that there is still the required flexibility to structure good teaching within courses. This checklist is not intended to be prescriptive, it is designed to be used as both a prompt and guide for developing your course.
*denotes information provided through automation i.e. drawn and populated automatically from other systems such as EUCLID
If you require instruction in how to complete any of the tasks outlined below we suggest you first access the inline help available in Learn.
The stepped approach outlines the potential development of a course. Get Started outlines the initial requirements Get Going builds on these and Get Inspired provides ideas for further improvements.
Get started
- All placeholder text has been removed.
- Course is copyright compliant.
Get started
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Introduction/welcome message posted.
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Learning outcomes displayed.*
Get going
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Add tutors “talking head” video introductions.
Get inspired
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Information updated to reflect priorities throughout the academic year.
Get started
- Course outline included.*
- Timetables available and accurate.*
Get going
- If still used, programme and/or course handbook present.
- Statement outlining course requirements and expectations added e.g., what:
- technology will be used and how,
- interaction students should expect.
Get started
- Important news added such as key dates and events.
- Communication expectations met, as stated in Accessibility and Inclusivity policy.
Get going
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Ongoing communication of high importance details, such as assignment reminders and lecture changes.
Get started
- Link to Lecture Recordings made available or hidden (as appropriate).
- Materials available in a meaningful, clear and sequenced structure.
- Items and folders are named appropriately.
- Content is accessible for all students.
- Links to all files and websites work.
- Advise if a link opens in a new window
- Materials available at least 24 hours in advance. If you don’t think it appropriate to make materials available, the rationale should be made clear to students.
- Content is up to date and any historic documents have been removed.
Get going
- Learning Design Process implemented.
- Most recent resources should be clearly labelled or near the top to avoid scrolling.
- Content delivery strategy clearly explained: where students will find what they need, and how.
- Compress files to minimise file size and aid students viewing on mobile devices.
- File size and type displayed alongside the filename.
- Display length of any video/audio clips
- Videos, links, images and text display well on mobile devices.
- Use open educational resources.
Get inspired
- Where appropriate, students guided through course by timed release of content through use of adaptive release.
- Use of various media (e.g., videos, podcasts, models, simulations).
- Use of groups to differentiate content.
Get started
- Link to the course Resource List visible/hidden as appropriate.
- Subject guide present.
Get going
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Place for students to share (links to) library resources they have found useful
Get started
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Introduction/welcome message posted.
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Learning outcomes displayed.*
Get going
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Add tutors “talking head” video introductions.
Get inspired
-
Information updated to reflect priorities throughout the academic year.
Get started
-
Introduction/welcome message posted.
-
Learning outcomes displayed.*
Get going
-
Add tutors “talking head” video introductions.
Get inspired
-
Information updated to reflect priorities throughout the academic year.
Get started
- Graphics have alternative text.
- Navigation is consistent.
- Fonts are large enough to read.
- If used, coloured text has high contrast and shouldn't be the only indication of meaning.
- Web links, file names and folder names are descriptive.
Get going
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Link to SensusAccess to request alternative versions of materials.
Get going
- Monitor students using the Course Reports and Performance Dashboard.
- Use the Retention Centre to track student engagement and identify those at risk.
Get inspired
- Use of blogs/wikis/discussion boards for discussion and reflection.
- Use of surveys or an anonymous discussion forum to obtain snapshots of student opinion.
Policies and additional guidance:
Accessible and Inclusive learning policy
Guidance for good academic practice and referencing
IAD Course and Programme Design Advice
Good practice in use of Turnitin
Click on the link below to download the checklist.
For further information contact the ISHelpline