Designing & Structuring LMS Modules: Supporting Universal Design for Learning

Module Essentials

Create a section in your module that provides key module information for students. This could include:

• Module Welcome & Overview (example screenshot): create a short welcome message (text, video, or audio) which could include a brief module overview, summary of expectations and other key introductory information.
  
  
• Module descriptor and learning outcomes: upload or link directly to relevant document(s) on your School's website - for example, a programme or School handbook (example screenshot).
  
  
• Communication statement: describe how you will communicate with students and how you expect students to communicate with you. Include your availability, response time, “virtual office hours”, contact information and netiquette i.e. acceptable standards for communication and participation.
  
  
• Meet the Module Team page: include names, photos and additional contact information as needed (example screenshot). 
  
  
• Module Assessment Overview: provide an assessment overview or “map” which  includes submission details, deadlines and related assessment resources (example screenshot).

Content and Structure

To make your module as easy to navigate as possible, organise your content and activities clearly and consistently.

• Minimise cognitive load from the outset: avoid overloading the module homepage by placing module content off the main page in themes/topics/topics/weeks/units.  (example screenshot). Give each section a clear name and a brief description.
  
  
• Chunk your content within sections into smaller units such as 'pre-class, in-class and post-class activities, notes and resources' (example screenshot).
  
  
• Add descriptions to sections, folders and files to give a clear indication of what each contains (example screenshot). Adjust the Display Names of uploaded files so that titles are easy to read (example screenshot).
  
  
• Use the Accessibility Checker feature in PowerPoint and Word before uploading content to the LMS. Use Blackboard Ally to monitor your module's accessibility rating (available via the Details & Actions panel, then Books & Tools).
  
  
• Consider using the Trinity Identity templates where possible to support accessibility and consistency.
  
  
• Add a banner image to the module and add images to learning topics (example screenshot). Use the Unsplash (stock images) feature to search for an appropriate image if you cannot easily source your own images.

Preparing for Live Classes and Pre-recorded Videos

• Class schedule: prepare and share a schedule of classes in advance. Include dates, times and information on how to join online classes. Ensure that lectures do not overrun their scheduled time and for classes longer than two hours, build in a short break.
  
  
• Recordings: if recording live classes or creating pre-recorded content, add links to the recordings within your module and notify students when they are available. Host any videos you create in your Blackboard module's Panopto folder where possible – avoid uploading video files directly to Blackboard.
  
  
• Orient students at the outset: consider allocating time at the start of your first live class to orienting students (particularly first years) to the new environment e.g. include time for icebreakers, key orientation information, initial troubleshooting etc. You can use the Student Preview option to demonstrate your Blackboard module to students without revealing hidden content to them.

Communication

• Communicate regularly and clarify expectations: this is important particularly at the outset of a module. Tell students how to contact you and how you plan to communicate with them.
  
  
• Use the Announcements tool to communicate updates regularly (e.g. weekly). Avoid overload however: communicating too often, and via multiple channels, can lead to student disengagement. Advise students to check their notification settings in Blackboard so they can set their preferences for alerts.
  
  
• Consider hosting a regular “office hour” (e.g. via the virtual classroom).
  
  
• Facilitate peer communication: use communication tools (such as discussion boards) to give students an opportunity to ask questions which may be answered by classmates and/or staff. In addition to nurturing a sense of community, this can also reduce the time you spend dealing with common queries (example screenshot).

Assessment and Feedback

• Module Assessment Overview: provide an assessment overview or “map” which  includes submission details, deadlines and related assessment resources.
  
  
• Clearly link to assessment submission areas: enable students to locate submission links easily and consider providing access via one submissions area (example screenshot).
  
  
• Consider timing and balance: consider the timing of assessment submissions across the programme of which your module is a part. Avoid clashes and overload for students.
  
  
• Provide guidance on academic integrity: for example, link to the Library's guides and resources for students.
  
  
• Ensure that students know how to submit their assessments and receive feedback online. Clarify any technical requirements for submissions.
  
  
• Make use of the feedback and annotation features available in Blackboard and Turnitin assignments where possible to provide richer feedback for students.

Resources

• Provide a reading/resource list with links to core and optional texts and online content. For example, consider adding MyReadingList (available via the Library) to your module (example screenshot).
  
  
• Avoid overload: clearly identify and label “Core Reading” and “Supplementary Reading”. Consider the time that it will take students to read/engage with each resource and plan workloads and reading lists accordingly.