Learning and Teaching: Course Design Blueprint: Asynchronous learning

Asynchronous Learning

Asynchronous learning addresses elements of instructional design including such elements as structure of the course, learning objectives, organisation of content, and instructional strategies.

	Exemplary	Accomplished (baseline)	Incomplete
Module Welcome	The overview contains: The module guide as a PDF attachment Introductory text containing contact details for the module lead A welcome video from the module leader	The overview contains: The module guide as a PDF attachment	The overview has no module guide as a PDF attachment.
Support		An HTML topic exists within the module information folder which: Introduces the module team States how they can be contacted Contains information or links to booking tutorials	There is no module information folder or it lacks an HTML topic which: Introduces the module team States how they can be contacted Contains information or links to booking tutorials
Timetable	The Brightspace module timetable has been used for all dates within the module, including for face-to-face sessions. This is referred to alongside the timetable information in HTML format within the module information folder.	An HTML topic exists within the module information folder which sets out the times and dates of sessions, deadlines, etc.	There is no module information folder or it lacks an HTML topic setting out the times and dates of sessions, deadlines, etc.
Objectives/ Outcomes	Learning objectives for the module are linked within Brightspace to topics.	Learning objectives are stated as an HTML topic in the module info.	There is no module information folder or it lacks an HTML topic setting out the learning objectives for the module.
Signposting	There are short videos from the module team at regular intervals to recap what has been covered so far, and what is coming up next. Folder and topic descriptions are used in all cases. In HTML topics, the text at the bottom of the page indicates what will be seen next.	Folder descriptions are used in all cases or topic descriptions are used in all cases. In HTML topics, the text at the bottom of the page indicates what will be seen next.	Folder and topic descriptions are not used. The topics do not tell the student which content is next and / or do not refer back to previous content.
Naming		Folder and topic names are concise, clear and consistently formatted in all cases.	Folder and topic names are not concise and / or clear and / or consistently formatted.
Structure		Folders are arranged sequentially (Week one / Topic three, etc), or alphabetically if the content is not linear.	The order of the folders is not clear and / or is inconsistent. Subfolders are used in a way that might cause confusion (such as a folder depth greater than 3, or subfolders containing very few topics).
Narrative / Voice	Throughout the module, the text in folder / topic descriptions and HTML content addresses the student directly. Throughout the folder / topic descriptions and HTML content, the learning materials and activities are linked to the previous and upcoming learning materials.	The text in folder / topic descriptions and in the HTML content links the folder or topic to the previous and upcoming learning materials.	Folder / topic descriptions and HTML content (if applicable) present information, but don’t link to previous / upcoming content or directly address the student.
Video	Each folder contains short videos from the module team that introduces and summarises the content and activity for a sequence of learning materials. Short videos are also used throughout to convey the subject knowledge.	Each folder contains short videos from the module team that introduces and summarises the content and activity for a sequence of learning materials.	The module team have not recorded short videos to introduce key parts of the module.