Creating Effective Websites for University Teaching

Transcription

1 Creating Effective Websites fr University Teaching An educatinal framewrk Kerri-Lee Harris and Debrah Jnes

2 This guide was develped fr the University f Melburne by Dr Kerri-Lee Harris f the Centre fr the Study f Higher Educatin and Debrah Jnes f Learning Envirnments, Infrmatin Services. The LMS Framewrk and assciated principles were adpted by the Academic Bard in September Permissin is granted fr cpying, distributin and use by ther institutins, with apprpriate acknwledgement. Available in electrnic frm frm Further queries regarding permissins and availability: Centre fr the Study f Higher Educatin The University f Melburne The particular terminlgy used t describe academic prgrams differs between universities. Fr the purpses f this dcument, the fllwing definitins are used: Subject = individual unit f study (eg Chemistry 101) Curse = cmplete prgram f study fr a particular award (eg Bachelr f Science) 2

3 Cntents Melburne s LMS Framewrk...4 A depictin f the cnceptual framewrk that frms the basis f this dcument, the LMS Framewrk was develped fr, and adpted by, the University f Melburne in The framewrk prvides an verview f the varius purpses that a subject website can serve, and includes examples f the type f infrmatin that might be included, and sme f the tls that might be used. Summary list f key questins 5 Part 1: Intrductin..6 The emergence f subject websites as an imprtant cmpnent f university teaching in Australia is described, presenting the cntext fr develpment f the LMS Framewrk and this guide, Creating Effective Websites fr University Teaching. The underpinning principles are described, as are the ptential uses fr the guide. Part 2: Guide fr planning individual subjects This sectin prvides a cmprehensive guide fr use when planning the nline presence fr a subject. Each f the purpses depicted in the LMS Framewrk are addressed in turn. Administrative and prcedural infrmatin Handbk entry Subject infrmatin Assignment submissin Grades and student prgress.. 16 Infrmatin t supprt learning Subject infrmatin Readings and resurces Feedback frm staff Online, frmal assessment Interactive and/r cllabrative learning Discussin Cllabrative prductin Self-assessment Feedback t and frm peers Reflective practice Fr each purpse, additinal explanatin is prvided, and a series f specific questins are presented fr cnsideratin. These questins are intended as a practical guide fr subject crdinatrs. Part 3: Institutin-level decisins...36 There are tw additinal dimensins t planning subject websites, and bth invlve decisins at the level f the rganisatin: the identificatin f cre elements, and the questin f wh has access t varius parts f subject websites. These issues are discussed and illustrated, using examples based n the apprach adpted by the University f Melburne (as f February 2008). Appendix: Infrmatin systems that can cntribute t subject websites

4 LMS framewrk fr subject presence Administrative and prcedural infrmatin Infrmatin t supprt learning Interactive and/r cllabrative learning Handbk entry T avid duplicatin f cre subject infrmatin, and t assist with alignment between the handbk descriptin and subject design and delivery. Link t handbk entry (autmatically created) Subject infrmatin T prvide students with a cmplete and current descriptin f subject administrative prcesses. Names & cntact details f teaching staff Schedule f tpics and activities List f assessment tasks & due dates Explanatin f hw the LMS will be used in the subject Reprt f respnses t student feedback frm the previus student chrt Assignment submissin T facilitate assessment administratin fr students and staff. This invlves: the nline submissin f assignments. Grades and student prgress T recrd assessment results fr prviding students with infrmatin regarding their individual prgress, and fr determing subject grades. Including: satisfactry cmpletin f particular hurdle requirements; recrd f assessment submissin; results fr assessment tasks; verall grades; etc. Subject infrmatin T prvide students with an explanatin f expectatins in the subject, including details f assessment tasks. Subject requirements and expectatins, including learning bjectives. Explanatin f the purpse f assessment tasks in terms f the learning bjectives fr the subject. Details f assessment criteria, and standards (as apprpriate). Readings and resurces T supprt students independent study thrugh ready access t dwnladable resurces, reading lists, and/r ther infrmatin surces. Which may include: lists f required readings; links t specific library resurces; dwnladable materials such as lecture ntes and audi-recrdings; additinal readings; ther audi-visual material; etc. Feedback - frm staff T facilitate timely, explanatry feedback t students frm staff. Which may include: assignment submissin with nline feedback; etc. Discussin T facilitate cllabrative learning thrugh discussin and debate amng students, and between students and staff. Which may include: discussin bards; wikis; creative cmmns; synchrnus vide cnferencing; etc. Cllabrative prductin T facilitate cllabrative learning thrugh grup prjects and prductin. Which may include: grup-based dcument sharing; creative cmmns; etc. Self-assessment T prvide pprtunities fr students t self-assess their knwledge and t test ideas thrugh the use f interactive tls. Which may include: simulatins; self-assessment tls such as quizzes; interactive tutrials; etc. Feedback - t and frm peers T prvide structured pprtunities fr students t review and cmment n ne anther s wrk. Which may include: peer feedback tls such as PRAZE; etc. Reflective practice T develp learning skills and self-awareness thrugh reflectin n learning. Which may include: learning prtflis; jurnals; blgs; etc. Versin date: 10 April 2008 Online, frmal assessment T enhance frmal assessment thrugh the use f nline technlgies, as apprpriate. Which may include: simulatins, images etc incrprated int the assessment task; assessment tls such as quizzes; peerfeedback tls such as PRAZE; etc.

5 Summary list f key questins Hw might a subject website be used t supprt university teaching and students' learning? The LMS Framewrk (p.4) prvides a map f the varius purpses fr which a subject website might be used. The fllwing list f key questins are based n the framewrk and may serve as a checklist fr subject crdinatrs. Each questin is further elabrated in Part 2. Administrative and prcedural infrmatin Handbk descriptin Hw is it ensured that the frmally apprved subject descriptin given in the University Handbk is cnsistent with the additinal infrmatin presented n the subject website? Subject infrmatin Hw cmplete and current is the descriptin f administrative prcesses regarding the subject? Assignment submissin Hw is the subject website used t manage assignment submissin fr the benefits f staff and students? Grades and student prgress Hw is the subject website used t recrd assessment results fr prviding students with infrmatin regarding their prgress, and fr determining subject grades? Infrmatin t supprt learning Subject Infrmatin What is explained t students regarding assessment and ther expectatins? Readings and resurces Hw are students directed tward cre and ther relevant learning resurces fr the subject? Feedback frm staff Hw might the subject website be used by staff t prvide students with effective feedback n their learning? Online, frmal assessment Hw might nline tls be used t prvide enhanced frms f frmal assessment? Interactive and/r cllabrative learning Discussin Is there benefit t enabling and encuraging nline discussin, and hw might it be used? Cllabrative prductin If students are required t cllabrate in rder t prduce a piece f wrk, are there pssibilities t supprt this thrugh the subject website? Self-assessment Are there interactive tls that students can use t test their knwledge and ideas? Feedback t and frm peers Hw can the technlgies be used t encurage and supprt peer review? Reflective practice Hw can the technlgies be used t encurage and supprt reflective practice? 5

6 Part 1: Intrductin Online technlgies make a pwerful cntributin t university teaching and learning. The widespread adptin f learning management systems in higher educatin and the prevalence f subject-based websites reflect this. It is nt nly distance educatin students wh benefit frm the ptential f nline supprt fr university subjects and the varius develpments captured under the banner f e-learning. Campus-based students als benefit frm ready access t infrmatin and pprtunities fr nline cmmunicatin and interactin. Frm the advent f the internet, universities have been explring the ways in which an nline presence fr subjects can be used t supprt teaching and learning. In respnse, varius sftware systems have evlved specifically t supprt the creatin and management f subject websites. The trend has been tward cmbinatin f website design tls and sftware int integrated packages, and these have cme t be knwn as learning management systems. The intent behind the design f such systems has been t prvide ease f use fr staff, including in mst cases the facility t link t ther university infrmatin systems. The term LMS is nw widely used t refer, generally, t any suite f systems that supprts subject websites, and as a result subject websites are ften referred t as LMS sites. With the rapid expansin f available nline technlgies, university teaching staff are presented with bth pprtunities and challenges. There are pprtunities t include nvel learning activities, t create and access infrmatin in new ways, and t extend interactin between staff and students beynd time in class. There is supprt fr staff in the administratin f subjects and the crdinatin f teaching teams. With these pprtunities cme challenges, including the need t reassess pririties particularly with regard t the intended learning utcmes, and the time and resurces available. Subject websites are used fr a variety f purpses in higher educatin. They are a cnvenient and effective means f prviding administrative and prcedural infrmatin abut the subject. They are als extensively used t prvide infrmatin that supprts students learning in the subject. This includes descriptins f particular learning tasks, infrmatin such as readings and links t web-based infrmatin and dwnladable resurces, and explanatins f what is expected f students particularly regarding assessment. In additin, subject websites prvide a variety f mechanisms t supprt the prvisin f feedback t students, and t facilitate interactin and cllabratin. The nline envirnment f subjects is an integral cmpnent f curriculum planning. One f the tasks faced by subject crdinatrs, therefre, is the need t make decisins abut hw a subject website can be incrprated int the verall teaching f a subject and in such a way that it prmtes the learning intended. The University f Melburne s LMS Framewrk The University f Melburne recgnises the imprtance f infrmatin technlgy t teaching and learning. While a campus-based University, mst subjects are supprted and enhanced thrugh an nline presence. Students have ready access t infrmatin t supprt their learning and t technlgies that enable nline cllabratin and interactin. The Nine Principles Guiding Teaching and Learning frms the basis f teaching and learning plicy at the University f Melburne. In describing the rle f technlgy, the Nine Principles dcument includes the fllwing statement: The ways e-learning strategies and their accmpanying resurces are deplyed within the curriculum shuld reflect the educative principles f the present dcument. The effectiveness f technlgies fr teaching and learning can be measured therefre by the extent t which they enhance the excitement f learning, facilitate cmmunicatin and discussin between students and staff and prvide students with greater pprtunities fr practice and feedback fr, as Laurillard (1993) argues, multimedia and educatinal technlgies in the hands f expert university educatrs greatly 6

7 expand the pprtunities fr students t rehearse and articulate their knwledge (p14) Surce: The University f Melburne s LMS Framewrk (p.4) was develped in 2007 in respnse t an identified need t prmte and supprt a sund educatinal basis fr the use f varius technlgies in teaching and learning. The first stage f develpment invlved extensive cnsultatin with staff frm acrss the University, including the Teaching and Learning Develpment Cmmittee and the LMS Gvernance Bard. Cntributins frm Peter Treglan and Alan Arnld, members f the wrking grup respnsible fr initiatin f the prject, are specially acknwledged. The LMS Framewrk and assciated principles were endrsed by the University s Academic Bard in September Principles behind the LMS Framewrk The University f Melburne s LMS Framewrk is based n fur fundamental principles: 1. Subject websites serve multiple purpses An nline subject presence can be used fr a variety f academic purpses. These purpses range in cmplexity frm the simple yet imprtant prvisin f administrative infrmatin and learning resurces, t the inclusin f elabrate systems fr student cllabratin and interactive feedback. Subject websites als prvide supprt t teaching staff in terms f administratin and crdinatin. 2. Planning shuld be based n identified academic purpses Academic purpse, rather than the technlgy, shuld underpin the design f a subject s nline presence. While awareness f new and emerging technlgies is imprtant, the ptential fr their use shuld be assessed n the basis f identified academic purpse, nt availability. 3. Diversity between subjects is apprpriate University subjects are diverse and it is apprpriate that this diversity be reflected in the design f their nline presence. Many subjects make extensive use f nline assessment, interactin and cllabratin, and t very gd effect. Fr ther subjects, the mst effective and apprpriate subject website design is relatively simple, including n mre than carefully cnsidered subject infrmatin and resurces. Differences in the learning bjectives f particular subjects and curses will influence the pririties given t particular purpses. Similarly, differences between disciplines and year levels will have an influence, as will the needs f particular student chrts. 4. Students will benefit if particular elements are cnsidered cre fr all subjects Detailed subject infrmatin, including infrmatin abut assessment, readings and resurces, are elements relevant t all subjects. It is therefre apprpriate that sme elements be cnsidered cre likely, if nt essential, elements f all subject websites. Students benefit frm ready access t this level f infrmatin and supprt fr all their subjects. 7

8 The guide Creating Effective Websites fr University Teaching Creating Effective Websites fr University Teaching presents a cnceptual framewrk fr making decisins based n purpse, rather than technlgy. It is a practical tl that presents the ptins and cnsideratins in a questin-based apprach. The fcus is n individual subjects. The diversity f subjects and disciplines is recgnised this dcument presents pssibilities, nt a prescriptin. A guide fr planning, based n identified purpses The LMS Framewrk (p.4) presents the varius academic purpses an nline presence can serve in supprting students subject-based learning. These purpses, represented as individual elements (ie, bxes), are gruped under three brad headings: Administrative and prcedural infrmatin; Infrmatin t supprt learning; and Interactive and/r cllabrative learning. The first challenge crdinatrs face in the planning r review f subject websites is t identify the particular elements f an nline presence mst apprpriate t their particular subject. Creating Effective Websites fr University Teaching is designed as a practical guide t assist with this aspect f curriculum design and subject website planning. Each f the individual elements f the LMS Framewrk is explained, in turn, and accmpanied by a series f trigger questins fr cnsideratin (Sectin 2). Creating Effective Websites fr University Teaching is purpsefully cmprehensive. Fr this reasn, sme f the infrmatin will be self-evident, and nt all f the pssibilities presented will be relevant t every subject r discipline. While develped principally fr subjects with a face-t-face cmpnent, this dcument can als be used fr planning fully nline subjects. This is nt a technical manual The dcument des nt address the technical details f wrking with sftware t create subject websites. There are numerus learning management system (LMS) manuals and resurces available which describe, fr example, hw t create and manage LMS-based subject websites, and hw t incrprate tls such as discussin bards and quizzes. Nr is this guide abut learning management systems per se. Althugh an nline subject presence usually riginates within a university-supprted LMS (e.g. Blackbard), sme subjects may invlve mre than ne such system and mst will include links t ther websites, resurces and even nline tls external t university infrmatin systems. Fr example, Appendix 1 illustrates the systems relatinships fr subject websites at the University f Melburne. Fr cmprehensive review f subject assessment Assessment is an imprtant feature f this guide. Using this dcument t review the assessment pssibilities created by an nline envirnment is therefre likely t prmpt review f assessment mre generally. Users f this guide are, hwever, encuraged t refer t additinal resurces when the principal fcus is assessment review. The Guide fr Reviewing Assessment is a CSHE resurce based n recgnised principles f effective university assessment. It is a dcument cmplementary t the Creating Effective Websites fr University Teaching. The Guide fr Reviewing Assessment is available frm 8

9 Wh might use this guide? Subject crdinatrs The fcus f this guide is n individual subjects. Fr this reasn, the dcument is designed primarily fr subject crdinatrs. It is intended t assist in planning the nline subject presence fr particular subjects. Curse crdinatrs The dcument may als play a rle in curse planning in terms f mapping nline activities acrss a curse f study. Academic supprt staff In additin, the LMS Framewrk and the guide may prve useful fr planning and presenting academic supprt prgrams fr staff. It prvides a reference pint, based n purpse, within which the use f particular tls and teaching and learning appraches can be discussed. Institutinal plicy makers Similarly, the guide can be used t facilitate discussins arund institutinal plicy and pririties in areas such as: institutinal expectatins fr nline subject presence; prvisin f particular infrastructure, systems and tls; and allcatin f resurces fr academic and technical supprt in identified areas. 9

10 Part 2 : Guide fr planning individual subjects Handbk descriptin: aviding duplicatin f cre subject infrmatin, and assisting with alignment between the handbk descriptin and subject design and delivery. The University Handbk typically cntains the infrmatin necessary t gain frmal subject apprval frm the relevant University cmmittees. The Handbk descriptin fr each subject includes such infrmatin as: a brief subject descriptin; a list f learning bjectives and generic skills; staff names; and details f prerequisite study. The Handbk descriptin is: imprtant as it defines the fficial parameters fr the subject including sme aspects f assessment; ften minimalist, particularly with regard t assessment task details, criteria and expectatins; usually prepared well in advance, and is therefre deliberately general t allw flexibility in curriculum details and specific appraches t teaching and learning; and unable t reflect subsequent changes t teaching staff. A link frm the subject website t the Handbk descriptin serves tw purpses: The need t replicate infrmatin such as subject prerequisites and lists f learning bjectives is avided; and Students and staff are encuraged t review this infrmatin during semester, as apprpriate. 10

11 Hw is it ensured that the frmally apprved subject descriptin given in the University Handbk is cnsistent with the additinal infrmatin presented n the subject website? Is the Handbk entry available nline? If s, des the subject website include a link t this nline entry? What is the prcess fr requesting changes t the Handbk entry, and wh has respnsibility fr this? What infrmatin regarding assessment requirements is listed in the Handbk entry? Is it permitted t make changes t assessment in the subject withut first making changes t the Handbk? If s, what is the prcess? 11

12 Subject infrmatin: prviding students with a cmplete and current descriptin f subject administrative prcesses. Much f the infrmatin that was traditinally distributed thrugh paper-based handuts in Week 1 r psted n departmental ntice bards is nw mre effectively made available nline. Prviding this infrmatin via the subject website ffers several advantages: The infrmatin can be updated as required, ensuring that students always have access t the mst current infrmatin. All relevant infrmatin is available in ne place. Students can access the infrmatin anytime and frm any cmputer with internet access. There are significant resurce savings in terms f paper and printing, particularly in large subjects. Links t ther websites r resurces can be used t enhance the infrmatin prvided, t avid duplicatin f effrt, and t streamline the management f this infrmatin. Crdinatin and cmmunicatin fr teams f teaching and supprt staff is facilitated. 12

13 Hw cmplete and current is the descriptin f administrative prcesses regarding the subject? Names and cntact details f teaching staff Are students able t identify which individuals t cntact fr particular purpses? What cntact details are prvided (e.g. ffice lcatin; ; cnsultatin times)? Is the infrmatin kept current? Wh takes respnsibility fr this? Is there benefit in prviding additinal infrmatin, such as details f staff members research thrugh links t individual hmepages? Schedule f tpics and activities Are students prvided with an verview f the sequence f subject tpics t be addressed in classes r thrugh structured activities (e.g. list f lecture and tutrial tpics, with sufficient detail t enable students t prepare in advance)? If there are changes t the schedule f tpics, wh ensures that the infrmatin n the subject website is updated? Can the schedule be used as a basis fr linking t related readings and resurces, and/r ther cmpnents f the subject website? Is there benefit in including a suggested schedule fr ut-f-class learning activities, such as assignment preparatin? Culd the schedule be structured t represent a subject map which illustrates the relatinships between learning bjectives, classes, independent learning activities, assessment, and resurces? List f assessment tasks and due dates Is a cmplete list f assessment tasks prvided, including the relative weightings and due dates fr each? Is infrmatin regarding assignment submissin prcesses prvided (e.g. hw t btain cver sheets; where and/r hw t ldge assignments, including a link t nline submissin if apprpriate)? Explanatin f hw the subject website will be used What rientatin is prvided fr students regarding the structure f the subject website? Hw are the purpses f varius elements explained t students? Are expectatins f hw students will use the subject website made explicit? Fr example, if students are expected t check the site regularly and t participate in nline cllabratin, is this stated and explained? Respnse t feedback frm previus student chrts Are students infrmed f the respnse t feedback frm previus student evaluatins f the subject? Fr example, feedback frm students might have led t changes in the explanatin f assessment tasks, r the inclusin f additinal resurces. Is it a requirement that summary results frm previus student evaluatins be made available t students? If s, is this infrmatin psted n the subject website? 13

14 Assignment submissin: facilitating assessment administratin fr students and staff. Carefully designed facilities fr nline assignment submissin can greatly benefit teaching staff, administrative supprt staff, and students. The greatest ptential beneficiaries f nline assignment submissin are the staff respnsible fr cllecting, cllating and redistributing assignments fr large student chrts. In sme departments this is a majr lgistical exercise, requiring that hardcpy submissins be date-stamped, recrded, securely stred, and srted fr distributin t teams f assessrs. Online submissin can effectively simplify and streamline this prcess. Obviusly, t achieve this the system must be rbust and reliable, and apprpriate t the types f specified assignment frmat. Online assignment submissin may als be integrated with ther nline assessment features, including the prvisin f feedback and the recrd f grades (See als: Feedback frm staff; Grades and student prgress). Online assignment submissin can als assist students by prviding a cnvenient and secure means f ldging assignments. It is critical, hwever, that students are prvided with sufficient intrductin t the use f the system, and supprt shuld they encunter prblems. Online submissin may als be cmbined with additinal tls, such as thse that test written wrk fr riginality and indicatins f plagiarism. 14

15 Hw is the subject website used t manage assignment submissin fr the benefits f staff and students? Are students develping and prducing assignment wrk in an electrnic frm? If s, culd administratin f the submissin prcess be streamlined r enhanced thrugh nline submissin? Specific cnsideratins: What frm r variety f frms des the wrk take (e.g. text; audi; vide; cmbinatin), and therefre what file frmats are apprpriate? What file frmat will best preserve the integrity f the wrk acrss different cmputer perating systems? Is there a need fr file cmpressin? If s, hw will this be achieved? Will all students have access t the necessary sftware? Are students prvided with detailed advice, and is supprt available shuld they experience difficulties? What cnfirmatin f successful ldgment d students receive? Is hardcpy submissin an ptin? Will dcuments require printing prir t distributin t assessrs? If students need t chse frm a list f pssible assignment tpics, can this be managed nline? 15

16 Grades and student prgress: recrding assessment results fr prviding students with infrmatin regarding their individual prgress, and fr determining subject grades. Just as they prvide a single, accessible pint fr cmmunicating subject details, subject websites can als serve as the site fr cllecting and making available infrmatin abut individual students prgress within the subject. The ptential f this functin is significantly enhanced where sites incrprate a learning management system with tls fr managing student-specific infrmatin. Such tls can: Ensure cnfidentiality by managing the security f access. This is particularly critical fr the recrd f grades, but is als an imprtant cnsideratin fr ther infrmatin specific t individual students prgress, such as the cmpletin f hurdle requirements, r recrds f assignment submissin; Draw infrmatin frm ther feedback tls, such as thse that allw staff t enter cmments and percentage scres; Autmate the allcatin f a grade (e.g. Credit ) n the basis f a percentage scre (e.g. 67%); Autmate the calculatin f an verall scre and/r grade, based n multiple pieces f assessment; Exprt the data t ther student infrmatin systems, r in file frmats (e.g. spreadsheets) apprpriate fr subsequent prcessing; and Prvide reprts t teaching staff, alerting them t utstanding tasks and ther pssible indicatrs f students in need f additinal supprt. Using the subject website as a pint f recrding, accessing and cllating student-specific prgress data has benefits fr: Students, prviding ready access t their recrd f prgress in the subject; Teaching staff, prviding a mechanism fr ldging grades and ther infrmatin; and Subject crdinatrs, as a means f cllecting and cllating student recrds. Despite the ptential benefits f sme LMS tls fr managing student recrds, it is imprtant t recgnise that full autmatin f results prcessing may be bth unnecessary and undesirable. Mst universities have well-established and rbust prcesses fr checking and mderating assessment results. With careful planning, hwever, subject websites and LMS tls can be used t supprt such prcesses. 16

17 Hw is the subject website used t recrd assessment results fr prviding students with infrmatin regarding their prgress, and fr determining subject grades? Are there in-semester assignments that students submit via the subject website? If s: Can students subsequently check that their submissin has been received? If the task is graded, can the results be recrded using the LMS tls? And if s, can the grade be made available t students? When shuld this infrmatin be made available (e.g. at a predetermined date; nly nce grading f all students assignments is cmplete)? Are there ther required tasks r activities that are nt assessed? If s: Can task cmpletin be recrded n line? And if s, is task cmpletin recrded by staff, r by individual students self-reprts? If the data is self-reprted, hw is it verified (e.g. students submit a written reprt; students enter cntact details fr wrk placement referee)? Can students subsequently check the recrd f cmpletin? Wh shuld have access t the infrmatin? Is there benefit in prviding students with access t class averages and/r distributins, in additin t their wn grades? Which staff require read and write access? Is there a brader grup f staff wh require read nly access? Are all staff wh have access familiar with prtcls cncerning the cnfidentiality f student recrds? 17

18 Subject infrmatin: prviding students with an explanatin f expectatins in the subject, including details f assessment tasks. It is cmmn practice fr the first class in a subject t include a descriptin f the intended learning the key tpics t be cvered and their imprtance t the discipline, the types f learning activities and hw these interrelate, and the type f assessment invlved. It is less cmmn fr an explanatin f hw these specific activities relate t the verall learning bjectives fr the subject. The latter are cmmnly presented as lists f attributes, skills r utcmes in the Handbk entry r elsewhere, but rarely is the cnnectin between these and the learning activities, including assessment, made explicit. Similarly, while it is cmmn practice and relatively simple t prvide students with descriptive infrmatin abut assessment requirements the tpic, wrd limit and due date fr an essay, r the style f questins used in a test, fr example helping students understand expectatins in terms f bth criteria and standards requires mre careful planning and, perhaps, creativity. All students are better able t engage with a subject if they have a clear understanding f the purpse f particular activities, and f what is expected f them. This is particularly true, hwever, in the first semester f a curse undergraduate first year, r the beginning f a pstgraduate curse where students are unlikely t knw just what they are expected t d r be aiming t achieve. Subject websites can be used in a variety f ways t cmmunicate t students the expectatins in the subject. Fr example: A simple written explanatin f the relatinship between classes, assessment, and students independent study. This can prvide a reference fr infrmatin given in the first class but ften frgtten r missed in the inevitable cnfusin f the beginning f a semester. A matrix, illustrating the relatinships between students in and ut f class learning, including the assessment. Sme subjects use this as the base fr linking t related resurces and additinal infrmatin, and add additinal links as apprpriate thrughut the subject. A frequently-asked questins list, addressing cmmn cncerns with explicit and specific infrmatin and advice. This can be initially cnstructed based n awareness f issues frm previus years and predictins, and can then be extended n the basis f questins asked by students during semester. Fr each assessment task: A descriptin f its purpse. This is particularly imprtant fr grup prjects and ral presentatins, and sets the scene fr describing the criteria against which the wrk will be assessed; The assessment criteria, and their relative cntributin t the verall assessment; and Where pssible, descriptin r illustratin f the standards expected. Fr example, fr each assessment task what standard f wrk is cnsidered satisfactry and what is needed t achieve a higher grade. Nn-text frms f infrmatin such as vide and audi. The ability t update and build this infrmatin ver the curse f the subject is ne f the majr advantages a subject website has ver, fr example, a printed subject guide r handut. It enables staff t respnd t the particular needs f the student grup, and cmplements ther frms f cmmunicatin such as . And it builds a resurce which can be adapted and used fr teaching the subject in subsequent years. 18

19 What is explained t students regarding assessment and ther expectatins? Subject requirements and expectatins, including learning bjectives Hw d students knw what is expected f them, bth in class and during their independent learning in the subject? Is there benefit in highlighting the different cntributins that particular cmpnents f the subject make in terms f the verall learning bjectives? Fr example, wuld an explicit statement abut the rle f tutrials and their relatinship t ther aspects f the subject such as lectures r assessment tasks be helpful t students? Explanatin f the purpse f assessment tasks Are the purpses f assignments (e.g. critical essays; research prjects) and ther learning tasks such as grup wrk and ral presentatins explained? D these purpses align with the stated learning bjectives fr the subject? If there is a final examinatin, is its purpse made explicit? Fr example, is it designed t test students recall and cmprehensin f infrmatin, r des it fcus n ther skills (e.g. prblem-slving, critical analysis r written expressin)? Details f assessment criteria and standards Are the criteria fr assessment tasks made explicit? Is this infrmatin made available t students at the time they are preparing fr the assessment? This applies equally t majr assignments, and t test questins. Hw are students infrmed f the standards required in the subject? Is it pssible t describe wrk f different standards, r are illustrative examples r exemplars mre helpful? Is there benefit in describing standards fr individual criteria? Are matrices r rubrics helpful? 19

20 Readings and resurces: supprting students independent study thrugh ready access t dwnladable resurces, reading lists, and/r ther infrmatin surces. While the ability t surce infrmatin independently is ften ne f the bjectives in a university subject, mst subjects als prvide students with specific resurces r reference lists. Linking t this infrmatin frm the subject website is simple, and has significant advantages ver paper-based distributin. In additin, by fllwing specified prcedures r utilising dedicated systems, management f cpyright and infrmatin access can be mre efficiently addressed. A wide variety f resurces may be linked t a subject website, including dwnladable files (e.g. PDF dcuments; audi files; images) and web pages utside the LMS. Type f resurce aside, it is imprtant t ensure there is a purpse t prviding the material, and that that purpse is explained t students. The surce f dwnladable files is an imprtant cnsideratin, particularly with regard t published wrk and cpyright cnsideratins. With the rise in ppularity f pen-access publishing and varius ther frms f infrmatin sharing, the range f resurces which can be directly linked frm subject websites is increasing. Hwever, cpyright and fair-dealing legislatin is likely t remain a cmplex area fr sme time t cme. It is fr this reasn that mst universities prvide central supprt fr managing cpyright cmpliance. Such systems take extensive advantage f digital and nline technlgies and are therefre ideally placed t supprt subject websites. Systems t supprt cntent management (i.e. strage, retrieval and access) are ften assciated with learning management systems. Cntent files (e.g. PDF dcuments; audi files) can be upladed and stred in ne lcatin, with varying levels f access assigned t the files, as apprpriate. Many subjects als prvide teaching ntes and materials, prduced by the teaching staff invlved and s available fr distributin withut restrictin*, as dwnladable files. The principal cnsideratins in this case are file type and size, and where the file shuld be stred (e.g. n the LMS r elsewhere). Prviding access t this material can be f particular benefit fr: students fr whm English is nt their first language; students unable t attend class; and students with sight r hearing impairments. Recrdings audi, vide, r bth are increasingly being used in university teaching. The mst cmmn example is the audi recrding f a lecture r seminar presentatin, made available as a sund file fr dwnlad. Universities ften have centralised systems fr managing audi recrding in particular teaching spaces, and fr string the files prduced. It is then a simple matter t link t this material frm the subject website. * Unless third-party infrmatin, images etcetera are incrprated, in which case cpyright is an imprtant cnsideratin. 20