The learning experience should reflect our values and our passion for student success. Creating a welcoming and inclusive learning environment starts with the instructor's welcome and self-introduction, which should be available in the course materials. Students should also have the opportunity to introduce themselves, fostering a sense of connection and community.
Language plays a crucial role in creating an inclusive and supportive learning environment. Therefore, using supportive, respectful, and inclusive language throughout the course design is essential.
Designing the course and learning activities to encourage a sense of community among students is beneficial. This approach promotes collaboration and interaction among students, rather than each student perceiving themselves as studying and learning in isolation.
Programs should be designed to meet necessary job and career skills. Alignment of job skills and knowledge in program and course objectives is core to the Bruin Experience. The program and course maps should clearly show course alignment and the relationships among courses.
To ensure that students have access to the most current knowledge and practices, instructional materials should reflect up-to-date theory, practice, and content. For most of Bellevue University's curriculum, course materials should generally be less than two versions old to maintain relevance.
Respecting students' time is crucial. The course design should provide clear timelines for assignment submissions and include easily readable procedures for requesting scheduling accommodation needs, where possible and within regulatory guidelines. This helps students effectively manage their time and seek necessary accommodations when needed.
Lastly, learning information should be easy to find and searchable. If students encounter any problems or have questions, they should be able to find solutions or relevant resources quickly. This promotes a self-directed learning approach, empowering students to take ownership of their education.
1.1.1. The welcome video by the instructor or program director tells the student what to expect in the course/program, reinforces why they are taking the course, and gives them a sense of confidence that they can succeed.
1.1.2. Self-introduction by the instructor is welcoming, inclusive, and readily available in the course
1.1.3. Students have the opportunity and the prescribed format to introduce themselves.
1.1.4. The LMS and learning activities are designed to help build/foster a sense of community (rather than each student perceiving themselves as studying and learning independently).
1.1.5. A conversational writing style should be used for instructor announcements and assignments (where feasible and appropriate).
1.1.6. The How to Succeed section provides an overview for successfully getting through the course.
1.1.7. Supportive, respectful, and inclusive language should be used throughout the course design.
1.1.8. The course models the academic integrity that is expected of students by providing both source references and permissions for using instructional materials.
Several key considerations were taken into account when designing the template for Bellevue University. First and foremost, the visual aesthetics of the LMS and course design should be of high quality. They should exude trustworthiness, attractiveness, minimalism, and a clear sense of purpose. Consistency across all courses is also crucial to ensure a cohesive and unified learning experience for students.
Furthermore, the design should align with the University's brand identity. Through the look and feel of the courses, students should intuitively recognize that they are engaging with a Bellevue University course. This sense of familiarity and connection enhances the overall learning experience. Banners should be avoided in the course and instead used for the course tiles.
The navigational structure of the LMS had to be organized logically and intuitively. It has to minimize the learning curve for students, allowing them to navigate the system and locate the necessary information easily. Consistency in the structure across all Bellevue University Learning Ecosystem courses is essential to ensure a seamless experience for students.
Clear communication of the minimum technology requirements for the course and the digital information literacy skills expected of students is vital. These requirements should be stated clearly and be easily accessible, along with instructions on how to obtain the necessary technology. Depending on the course, this includes specifying the required web browser, mobile app, web camera, web software, and other necessary tools. By outlining these requirements, students can adequately prepare themselves for the digital aspects of the learning experience. Additionally, a description of technical support and how to obtain it should be provided in the course and/or assignment instructions.
Lastly, the LMS and course system should provide students with information on protecting their data and privacy. Students should be made aware of the measures in place to safeguard their personal information within the online learning environment. This ensures that students feel secure and confident in their interactions with the system.
By considering these various aspects, the design of our courses can create a visually appealing, intuitive, and secure learning environment that aligns with Bellevue University's brand identity and encourages student engagement and success.
1.2.1. The course meets the design parameters established for Bellevue University courses, providing a consistent look and feel for students.
1.2.2. The navigational structure is logical and intuitive without unnecessary embedded folders or links outside of the LMS.
1.2.3. If the course has specific technical and digital information literacy skills unique to it, they should be clearly stated.
1.2.4. Minimum technology requirements (both mandatory and optional technology) for the course are clearly stated, easily found, and include instructions on how to obtain the technology.
1.2.5. A clear description of technical support and how to obtain it is contained in the course and/or assignment instructions.
Navigational structure plays a vital role in ensuring a seamless user experience. It should be logical and intuitive, allowing students to easily find their way around the LMS and access the relevant courses. Orientation materials should be provided, clearly explaining how to navigate the LMS and find the available courses. Instructions on how to get started should be clear and concise, minimizing any confusion.
Instructor information should be complete, allowing students to find and contact their instructors easily. Acceptable methods of contact, such as email, phone, and texting, should be clearly stated, promoting effective communication between students and instructors. Additionally, the expected response time for instructor replies should be clearly stated in the course instructions or syllabus to manage student expectations.
The LMS calendaring function should be optimally utilized to help students stay organized and manage their time effectively. Important dates, assignments, and deadlines should be clearly displayed, ensuring students know their responsibilities and can plan accordingly. Students should easily find a clear delineation of how the grade is calculated. The amount of work required should be appropriate for the course following P.S. 1031.
If there are policies specific to a course or program, those should be provided in the top section of the course. The University has preset sections that are part of the template for all courses and include links to University policies and academic support services such as the Help Desk, Library, Writing Center, and Tutoring, which should be prominent and easily accessible. This ensures that students have the necessary tools and assistance to excel in their studies.
By carefully considering these aspects, the design of the LMS and courses can create a visually appealing, intuitive, and secure learning environment that aligns with Bellevue University's brand identity. This, in turn, encourages student engagement and success, ultimately contributing to a positive and fulfilling student experience.
1.3.1. Links to course and/or instructor policies are clearly described and easy-to-find. All other links to policies and resources are set up per the course template in an easy-to-find and understandable format.
1.3.2. Links to University academic support services (e.g., Help Desk, Library, Writing Center, Grammarly, and Tutoring) are maintained in the left-hand navigation, where they are prominent and easy to find.
1.3.3. Instructor information is complete and includes acceptable methods of contact (e.g., email, phone, texting).
1.3.4. The LMS calendaring function is fully utilized.
1.3.5. Learning information is easy to find and searchable (If the student has a problem, they should be able to find a solution quickly).
In designing the Learning Management System (LMS) and courses for Bellevue University, it is crucial to prioritize accessibility for all users, including those with disabilities. The LMS and course system should be designed to ensure users with disabilities have a comparable user experience to those without disabilities. This involves complying with accessibility guidelines such as the Web Content Accessibility Guidelines (WCAG) 2.1 and the Americans with Disabilities Act (ADA) of 2010 (Title III).
To achieve universal accessibility, various design factors need to be considered. These include color schemes that are accessible for individuals with color blindness, legible text sizes for individuals with visual impairments, and audio and video controls that are user-friendly for individuals with hearing impairments. Alt text should also be provided for images to ensure that visually impaired users can understand the content.
Additionally, it is important to include clear instructions or links to University policies, contacts, and procedures for supporting students with disabilities. These resources should be easy to find and understand, ensuring that students with disabilities have the necessary support to thrive academically. Vendor accessibility statements should also be provided for the technologies used in the course, giving transparency about their accessibility features.
Moreover, the mobile accessibility of the LMS and system of courses should be prioritized. They should be designed to support use in a mobile environment, allowing students to access their courses and resources on non-desktop devices.
By considering these accessibility factors in the design of the LMS and courses, Bellevue University can create an inclusive and equitable learning environment for all students, regardless of their abilities or the devices used. This ensures that every student has the opportunity to engage fully and succeed academically.
1.4.1. The course has been evaluated using Ally, scoring 95 or higher.
1.4.2. Courses should comply with Web Content Accessibility Guidelines (WCAG) 2.1, which will entail additional analysis of PDFs, videos, and other materials that fall outside of the Ally evaluation.
1.4.3. The course should be designed to comply with the Americans with Disabilities Act (ADA) of 2010 (Title III).
1.4.4. Design factors such as color, text size, audio and video controls, and alt text reflect universal accessibility considerations.
1.4.5. If appropriate, vendor accessibility statements are provided for the technologies used in the course.
1.4.6. The courses should be set up to support mobile (non-desktop) use.
