VLE Standards and Guidelines
UCD Virtual Learning Environment (VLE) Standards
We support the implementation of pedagogical-driven approaches ensuring the VLE is utilised to provide an active learning environment. It is expected that every academic module in UCD, whether face-to-face, blended or online, should be provided for in Brightspace. It is where students should find all their learning materials, activities, assessments and related feedback.
The institutional VLE Standards Policy comprises of the VLE module standards framework which details at a minimum how modules should be presented to learners to ensure a consistent and accessible learning experience for all. The VLE standards are overseen by the VLE Subgroup with representatives from the University Teaching and Learning Committee, the Educational Technology Advisory Network (ETAN), UCD Teaching and Learning, Students’ Union and IT Services. The updated VLE Standards (approved by University Management Team May 2025) apply to all newly created modules for the 2025–26 academic year and beyond. Please familiarise yourself with the UCD VLE Standards policy and also consider the following design guidelines for presenting learning materials, activities and assessments.
Guidelines for Presenting Learning Materials and Activities in Brightspace
The following are good practice guidelines for presenting learning materials and activities in the VLE.
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Ensure the purpose of learning materials and assessment activities are clearly presented
Provide clear narratives within Brightspace for students, outlining module expectations, making explicit the purpose of learning materials and how learning activities map to the overall assessment of the module. In the case of blended/online scheduled activities, provide clear guidance for students on when to do the activity and how long they require to complete it.
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Check to see that materials and activities are grouped into manageable segments to assist students in navigating and engaging fully with the learning
Provide students with a learning pathway, ensuring that module materials and activities flow in a logical progression and navigation is intuitive while naming conventions that are relevant for students. Ensure students are guided through scaffolded activities, discussions and opportunities for reflection as required. In the case of blended learning delivery, your Brightspace module should provide an efficient sequence which coherently links the face-to-face delivery to the online learning activities and assessments.
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Incorporate learning materials and activities that maximise opportunities for learning through interaction with self and peers and the instructor
Consider activity-led and collaborative opportunities for students to engage with peers as well as with the instructor that supports and scaffolds learning. In addition, consider creating self monitoring learning opportunities within Brightspace which allow students to gauge their own progress and learn through interaction with self and peers.
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Make the module information and learning materials accessible to all students
An agreed universal design standard across a programme should be considered to ensure equitable treatment of all students regardless of ability or disability. All module information, learning materials and assessments should be presented in a consistent manner and in accessible formats across Brightspace modules including on mobile devices that students may use.
These good practice guidelines are adapted from the UCD Teaching and Learning Blended Learning Initiative, informed by the literature and are applicable for designing all modes of learning (i.e. face-to-face, blended and online).