• Units are broad (level one) categories, which are used to structure module content i.e. weekly, thematically or by module components. You must create a Unit before you can add module content items.  

 

• Content items are learning materials/activities contained within a unit (or sub-unit), these can consist of content files, embedded content, links to (existing) learning activities (i.e. quizzes, assignments, discussions etc).

 

• Sub-units are used to divide learning materials/activities further within a unit (level two/three etc).

VLE Module Standards Framework - Implementation (VLE Standards Policy) 

The following outlines how to implement the VLE Standards within the “My Learning” area of a Brightspace module. The VLE Standards require that, at a minimum, the following Units are included in all academic modules within the "My Learning" area: 

• Welcome
• Assessment Information
• Weekly or topic/thematic structure for learning materials (module coordinators should agree on what structure best suits their own module delivery style or format). 

Details on each unit, including its purpose, is described below, as well as an explanation as to how to ensure the VLE standards are being adhered to.

Welcome Unit 

The purpose of the Welcome unit is to engage the learner with any necessary information prior to undertaking the module. You may also wish to include information around setting out expectations as to how the module will be delivered, and what is to be expected of the student. This serves as a point of orientation and socialisation for the student. The Welcome Unit should include, at a minimum:

• An overview or brief description of the module
• An introduction to faculty and the wider teaching team
• Contact information/hours for the teaching team  

Note: This information could also be presented using the Welcome Widget.

Assessment Information Unit

All modules should provide clear direction as to how the students engage with the module assessment strategy, outlining precisely what is required, by when, and how to submit summative assessments. It should also be made clear how and when feedback on assessments will be made available.  

The Assessment Information unit should include:

• An overview of assessment types in use on the module (referencing the Assessment Strategy for the module)
• Independent links to all credit-based assessment activities (This should include - Quizzes, Assignments, Graded Discussions and any external assessment tools being used, such as Peer Review, etc.)
• Expectations for citation methods within the module
• Whether the use of generative artificial intelligence or other machine learning technology is permitted.
• Feedback approach, e.g, clear expectations as to how, when and where to receive feedback on assessed work, as per academic regulations  

 

Weekly/Topic or Thematic Units

All modules should ensure that the Learning Materials area is presented in a cohesive and clear manner, using ‘units’. The purpose of weekly or topic/thematic units is to present learning materials and associated learning activities to students in a clear, consistent and accessible format. These unit names can be edited by module coordinators to support specific teaching preferences as long as a clear and consistent structure is being adhered to. 

Units should: 

• Adhere to a clear, consistent and easy-to-follow naming convention, which should be implemented throughout the module.
• Units should be clearly labelled by topic/theme and time period, i.e. week/date (e.g. Week 1- Introduction to Ethics, Week 2 - Ethics & Business, Week 3 - Ethics in the  Workplace, etc.).
• Learning activities (e.g. formative assessment opportunities, discussion threads, quizzes, virtual classroom sessions, etc) and learning materials/content (e.g. slides, texts, data, etc.) are best presented logically and sequentially organised within each learning unit. Where possible, keep activities and content that relate to the same theme/topic/week together in a learning unit (e.g Week 1 Lecture Notes, Week 1 Discussion Board, Week 1 Self-Reflection Assignment).
• Ensure that there is a minimum amount of ‘subunits’ in use, i.e., avoid multiple layers where students have to click down into subunits (folders) to access the resource/content. 

General Guidance applicable to all Units 

• Ensure that the accessibility score for all materials in the VLE has been reviewed by using the accessibility checker tool, Ally
• Learning materials can be presented in various formats, such as a video, audio, concise and easy-to-read text, using an existing template or links to relevant external materials
• Consider the University's Academic Integrity policy and ensure that expectations from students are clearly set out within your module
• Use of UCDs originality checker for assignments