Page Comparison

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How these map back to the categories in the E-Learning FrameworkBaseline 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 Archived: UCL E-Learning Framework: supporting students online (under review)Baseline 2016.

Moodle as a community hub

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• Detailed assignment feedback and grades are communicated to students electronically - within 4 weeks, using Moodle Assignments or Turnitin GradeMark.
• Assessment rubrics or marking guides / grading sheets are communicated to students in advance of them producing assessed work to communicate the
  Further information on using rubrics and marking guides. Turnitin v2 supports this, as do Moodle Assignments.
• Formative Moodle quizzes allow students to test their understanding of core concepts and provide detailed feedback to enable them to work on areas they are uncertain about. This may also include certainty based marking where students also indicate their confidence that their answer is correct.
• Assessments should map to the module's Intended Learning Outcomes (ILOs) and these should be communicated to students.
  Further information on assessment criteria and formative assessment.
• Staff assign weighted grades for online and offline assessments and can then export these to excel via the Moodle Gradebook.
• Cover sheets ask students to indicate the type of feedback they would like to receive and outline how they have acted upon prior feedback (from drafts or other assessments) to improve their work.
• Peer feedback and/or grading forms part of the assessment process. This may be compulsory or optional.
• Further information on providing electronic feedback.

• 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.

Enhancing resources

Students as ChangeMakers

• 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).

Videos

• Filmed introductions from the course tutor welcome students to the course and explaining its structure, communication methods and assessments.
  Further information on developing videos. (Orientation)

• 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.

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• 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.

• Students are guided through a series of tasks (using branches and optionally questions) using the Moodle Lesson activity, or similar.

• Further information on scaffolding learning using collaborative activites. (Structure)

• Students reflect on their own learning using online tools (such as blogs, wikis, forums).

• Students complete set tasks and lead the topic discussions. This may count as their attendance (for distance learning courses) and/or form part of their assessment.
• Online communication tools are predominantly used to question, clarify and debate the taught concepts, rather than answer administrative queries, although a space for these is provided.

Students as ChangeMakers

• 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).

Accessibility

• 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.

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