FET Blackboard Module Template 2018/19

[For details of the current, 2017/18, template, please refer to FET Blackboard Module Template 2017/18.]

A review of the template for 2018/19 has been carried out by FET’s Learning and Teaching Student Experience Executive committee.

The FET Blackboard Module Template remains the same for 2018/19 with the exception of some additional content under:

  • Assignments [this now includes a paragraph on the academic advice and support available for students]
  • Learner Support [the information from the Library has been updated]

The new module runs are created six months before the official start date of the module so Module Leaders should usually start to see the new module runs appear in their Blackboard list of courses around April time.

Using the template

For details about each menu item and what content should be included, and also advice on how to organise content in the Learning Materials section of the template, please refer to the About the FET Blackboard Template 2018-19 document. Please see the video below of Theo Spyridopoulos’s (Senior Lecturer in Computer Science and Creative Technologies) Blackboard module site for the template in action.

Further support, including one-to-one help setting up a new module, is available on request from the LIU in FET (room 3Q64). [For general Blackboard guidance and support, contact UWE’s Learning & Research Systems team.]

Copying content between old and new module runs

For guidance on how to set up your new module run by copying over existing content from a previous module run, see: Copying content to a new module run – quick guide.

The purpose of the template

The purpose of the template is to provide a good starting point for module leaders setting up a module site and encourages good practice from the outset. The module template is to be used in conjunction with the following guiding principles, which are critical elements for effective communication with students.

  • Currency and activity: Students respond best to environments which appear ‘live’. They will engage more readily with a learning environment if it is updated regularly, has immediately relevant information and encourages activity.
  • Organisation and clarity: Feedback indicates that students value consistency in the layout of Blackboard sites; if it is the same across their modules they know where to find key information quickly. Information about the module should be easy to find and learning materials should be clearly organised and easy to navigate.
  • Content and guidance: Any Blackboard site must be populated with good quality learning materials, but it is also important that learning materials are clearly labelled and instructions and guidance provided on how students should use the materials. All Blackboard module sites should convey the minimum levels of information described in the Faculty’s existing guidance on writing a module guide, which includes an introduction to the module, learning outcomes, a schedule of the teaching programme, and staff contact details. Any materials used in a Blackboard site must also comply with copyright law.