VLE benchmarks​

Benchmark: Minimum Requirements

(from September 2024)

Benchmark: Good Practice

(by September 2026)

Benchmark: Aspirational

(examples only)

Module is to be setup and populated with content in advance of the start date of the module.

Test the module content to ensure that all links, resources, assessments, and communication tools are functioning correctly and are up to date. (This is essential if you are directly copying content from a previous module instance).

Session information detailing if that session is in person or online is to be provided in advance of the module start date.

When copying content from a previous instance, after the content is imported remove any unnecessary files or resources that are no longer required.

Benchmark: Minimum Requirements

(from September 2024)

Benchmark: Good Practice

(by September 2026)

Benchmark: Aspirational

(examples only)

Staff must ensure that all KLE content is accessible to students with disabilities, in accordance with the Universities DSI guidance.

Use Blackboard Ally to check all content to ensure it meets the accessibility requirements.

All Video/Audio files should be uploaded and stored in the Universities Playback system.
https://keeleacuk.sharepoint.com/sites/Digital-Keele/SitePages/Playback-by-Panopto.aspx

Share documents in accessible formats, ensuring documents are created with text rather than scanned images. Make sure these documents are screen-reader friendly.

Provide alternative formats for course materials, such as alt. text descriptions for images and transcripts for audio or video content, e.g., auto-generated transcripts created by Panopto.

All Asynchronous content should have descriptions, transcriptions etc. Checked for accuracy and amendments made where necessary.

Provide alternative formats for course materials, as text descriptions for images and transcripts for audio or video content, amending any auto-generated transcripts or descriptions to provide additional clarity for Synchronous and Asynchronous content.

Ensure that hyperlinks have descriptive text that conveys the link's purpose. Avoid using generic phrases like "click here."

Design the VLE (Virtual Learning Environment) module with user-friendly navigation and clear labels for easy access to resources.

Design quizzes and assessments that can be navigated and completed with screen readers. Ensure compatibility with keyboard navigation.

Benchmark: Minimum Requirements​

(from September 2024)​

Benchmark: Good Practice​

(by September 2026)​

Benchmark: Aspirational​

(examples only)​

VLE Templates are now automatically applied across all modules to provide a consistent experience for students and staff. When designing the module avoiding changing this template or adding too many additional sections as it could cause confusion. ​

Provide external examiners with clear instructions on how they can access the KLE and how to begin the marking process, ensure that all external examiners have been setup with any required accounts to access the Keele systems.​

More information on KLE (Keele Learning Environment) Templates:​

https://keeleacuk.sharepoint.com/sites/KIITE-EdTech/SitePages/KLE-Templates.aspx​

Structure and organise additional course materials logically. Use clear headings and descriptions where appropriate.​

Provide an introduction explaining how to navigate the module, including how to access course materials and submit assignments.​

Benchmark: Minimum Requirements​

(from September 2024)​

Benchmark: Good Practice​

(by September 2026)​

Benchmark: Aspirational​

(examples only)​

Module team to introduce themselves and provide a welcome message to students at the start of the course.​

Clearly outline course expectations, including participation requirements, assignment deadlines, and assessment criteria.​

Provide information on the Module Lead and let students know how to contact them for questions and concerns.​

​

Use the VLE's announcement feature to post important updates and reminders regularly.​

Provide additional information on the module Teaching Team and their contact information.​

Offer recommendations for effective participation in discussion forums to create constructive interactions.​

Provide weekly updates to students (e.g., using the announcement feature) to remind students what will be taking place that week.​

Contact students to remind them about upcoming Assessment submission dates.​

Regularly get feedback (e.g. using Teams or Microsoft Forms) from students regarding their learning experience and use this feedback to make changes or improvements where necessary.​

Create opportunities for students to connect and collaborate with peers, fostering a sense of community within the VLE.​

Use various communication channels, such as videos, podcasts, and written announcements to provide information and feedback to students.​

Benchmark: Minimum Requirements​

(from September 2024)​

Benchmark: Good Practice​

(by September 2026)​

Benchmark: Aspirational​

(examples only)​

The Module Information section should include key information for students at the module/course level, with links to School and programme level information where applicable.​

For example, Module Information sections typically include Module Handbooks, Assessment Schedules, Key Contacts etc.​

Place content in chronological order (newly added items will appear at the bottom by default) and include key information about the content being added. E.g., does it align specifically with a lecture, is it additional, does it require action, who delivered it, keywords etc.​

Resources that students need in advance of a session should be made available before that session takes place, recommended to be at least 1 week prior to the session.​

Presentation slides, hand-outs and additional resources should be added to the VLE within 1 week of the session taking place.​

Where possible provide Captured Content of a session for students to revisit later.​

Incorporate a variety of resources, including text, multimedia, quizzes, and interactive assignments.​

Regularly update and maintain course content to reflect current knowledge and developments where appropriate.​

Use collaborative tools, enabling group projects and submissions.​

Benchmark: Minimum Requirements​

(from September 2024)​

Benchmark: Good Practice​

(by September 2026)​

Benchmark: Aspirational​

(examples only)​

Provide links to support materials in the event of a problem submitting work. ​

Assignment submission drop boxes for each assessment should be provided within an Assessment area and should include clear instructions, details of the marking criteria, word counts, coversheets etc. where appropriate.​

Where necessary, additional resubmission boxes should be created and clearly labelled as such.​

The Grade Centre should be used to record all final marks for the students to access through their My Grades link.​

Use online VLE Tests or similar systems for formative and summative assessments.​

Use formative assessments at various intervals during the module, to help students gauge their progress.​

Resubmission boxes should only be made available to students who require them to avoid confusion (e.g., using adaptive release to restrict access to those taking the resubmission).​

Use appropriate online systems (e.g., TII GradeMark) to provide rubrics to help students understand assessment expectations and grading criteria.​

Implement peer-review assignments to encourage collaboration.​