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.

General

Get started

All placeholder text has been removed.
Course is copyright compliant.

Welcome Page

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.

Course Information

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.

Announcements

Get started

Important news added such as key dates and events.
Communication expectations met, as stated in Accessibility and Inclusivity policy.

Get going

Ongoing communication of high importance details, such as assignment reminders and lecture changes.

Course Materials

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.

Library Resources

Get started

Link to the course Resource List visible/hidden as appropriate.
Subject guide present.

Get going

Place for students to share (links to) library resources they have found useful

Assessment

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.

Have Your Say

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.

Accessibility

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

Link to SensusAccess to request alternative versions of materials.

Student Participation and Engagement

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.