Brightspace Matrix

Course Home is the first page students see when they open your Brightspace course. It includes announcements, calendar, updates, and the course banner. For each element, click the 'Why?' link for an explanation about the impact on the quality of your Brightspace course.

C (includes B)

Announcement to welcome the students
Why?
Example
Support

There is no welcome 'Announcement'.

There is an 'Announcement' welcoming students to the course.

The 'Announcement' includes an introduction to the course and how to get started, a link to the course schedule, resources and tools, preparations for the first lecture, and other relevant information. This information can also be included in a 'Getting Started' unit instead (see the 'advanced' tab).

Introduction in Brightspace for students
Why?
Support

No information is shared related to the introduction of Brightspace.

The welcome 'Announcement' contains a link to the 'Help for students'. In addition, the educator explains the Brightspace course during the first face-to-face teaching session (topics to address: announcements, notifications, where to find specific materials, assignments, quizzes, grades)

The course contains a 'Getting Started' or 'Week 0' unit. This unit contains an introduction of all used tools in the course. The welcome announcement has a link to this unit. There is also an opportunity for students to practice with the tools used in the course (e.g. the first quiz is a practice quiz instead of a graded quiz).

Announcements
Why?
Example
Support

The 'Announcements' feature is not being used.

'Announcements' are used to inform students throughout the course. When reusing or adjusting 'Announcements', the 'Major edit' check box is used.

'Announcements' have a clear layout - for example using (short) paragraphs to increase the legibility, and meaningful titles. When reusing or adjusting (old) 'Announcements', start dates are adjusted.

Calendar
Why?
Example
Support

The 'Calendar' is not being used.

The 'Calendar' contains deadlines for graded 'Assignments'.

The 'Calendar' contains all 'Assignments' deadlines both graded and non-graded. Students appreciate it if you also add an overview of all assignment deadlines in a separate document which they can print out.

Course banner
Why?
Example
Example
Support

The default 'Course Banner' is being used.

The 'Course Banner' has been customised.

The 'Course Banner' reflects the course topic.

In your Brightspace course, you can find the 'Course Information' under 'Content'. Please note that the links to the support website are all identical on this page. For each element, click the 'Why?' link for an explanation about the impact on the quality of your Brightspace course.

C (includes B)

Course description (incl. expected prior knowledge)
Why?
Example
Example
Support

There is no course description and/or no description of the expected prior knowledge.

A description of the course and of the expected prior knowledge is shared.

A comprehensive introduction to the topic - what it is, the current state of affairs, its relevance (to science, society, or the student). The way the course fits within the study programme. Specific descriptions of what prior knowledge is expected and references to materials to help students catch up.

Learning objectives
Why?
Example
Example
Support

There are no learning objectives or they are not stated in terms of observable behaviour.

The learning objectives are stated in terms of observable behaviour.

In addition to the learning objectives for the entire course, the learning objectives for each theme or week are communicated.

Course structure and dates
Why?
Example
Example
Support

No information about course structure and dates is available.

Information regarding the educational methods, the education period, contact hours, and exam period is shared.

A comprehensive outline of teaching sessions, topics, assignments, due dates and assessment is shared.

Assessment
Why?
Example
Example
Support

There is no or only very basic information available regarding the assessment.

The description includes the assessment type, weighing of each assessment type, the minimum grade to pass the course, scope of the material to be assessed, sample questions and answers, exam dates and/or deadlines, and permitted materials during the exam.

The description also includes a rubric explaining how products will be assessed, an overview of the constructive alignment, and tips & tricks on what to demonstrate during the assessment (see example).

Resources and tools
Why?
Example
Support

There is no information about resources (books, articles, software, etc.) or available tools .

Overview of the used course materials is provided with a clear distinction between core and additional materials.

Specific information about how to use and find the resources and tools is added (e.g. which chapters or pages to read). Instructions on how to access and use relevant tools are provided when using an external tool .

Staff and support
Why?
Example
Support

There is no information about staff and support available.

Name and contact details of the course coordinator are available.

Information is provided about: staff, how and when students can contact staff for questions and support, and whom to contact for which type of support.

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In the 'Content' section you define your Brightspace course structure. For each element, click the 'Why?' link for an explanation about the impact on the quality of your Brightspace course.

C (includes B)

Unit structure
Why?
Example
Example
Support

The course has an inconsistent structure.

The course has a week- or theme-based main structure.

When the course is organised per week or theme, 'Lessons' and 'Folders' contain a consistent sub-structure (week, theme, or learning activity), and does not contain more than 3 hierarchical levels ('Unit', 'Lesson', 'Folder').

Titles
Why?

Titles of 'Units' and files don't describe its content.

'Units', 'Lessons', 'Folders', and files have meaningful names describing their content.

Course structure titles, and names of files have a consistent naming convention.

Consistency
Why?
Support

There is no consistency (e.g. in font, size, colours) throughout the Brightspace course.

There is a consistent style (e.g. font, size, colours) throughout the Brightspace course.

The course predominantly consists of regular text (instead of uploaded 'Word' or PDF files) and makes use of the document templates. For each image an alternative text has been added describing the image.

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Elements found in this category can be found in various places in a Brightspace course. For each element, click the 'Why?' link for an explanation about the impact on the quality of your Brightspace course.

C (includes B)

Discussion (forums)
Why?
Example
Support

Each course contains a 'Discussion' forum by default. If you don't want to use this, please remove it from the course.

The course actively makes use of a 'Questions & Answers' forum.

The 'Discussion' forum is actively promoted, guidelines on how to use the forum (netiquette) are provided, and Teaching staff participates in the discussion when necessary.

Assignments
Why?
Support

No clear instructions or due dates are provided related to the 'Assignments'.

The 'Assignments' contain due dates, clear instructions, and are added to the 'Content' (i.e. part of the course structure).

The 'Rubric' tool is being used. Students receive online feedback in Brightspace via the 'Annotation Tools'.

Grading
Why?
Support

Grades are being shared outside fully integrated Brightspace tools such as: 'Gradebook', 'ANS', or 'Grasple' (this is NOT allowed).

The 'Gradebook' is used to publish the final grade.

All grades are published in the 'Gradebook'. Clear grading schemes are used.

Copyrighted materials are unlawfully used in the course.

All materials in the course (including lecture slides) are used lawfully and attributed correctly.

n/a

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For an optimal learning experience for your students, please be aware of the elements below. For each element, click the 'Why?' link for an explanation about the impact on the quality of your Brightspace course.

C (includes B)

Unit description
Why?
Example

The individual 'Units' don't contain a description.

For each 'Unit' there's an introduction to the topic, instructions on what students need to do, and a description of the associated teaching session(s).

The 'Unit' description contains a hook or spark (something that triggers the students' attention; e.g. quote, video, newspaper article), an explanation of the relation between the 'Unit' and the overall course, and associated learning objectives.

Course material instructions
Why?
Example
Example
Support

There are no instructions describing what to do with the materials.

Clear instructions on what the students need to do with the materials is provided. This includes questions (what to look for), tips. and guidelines. This can be done using the 'Descriptions' functionality in Brightspace.

Description of the relevance and background context of the materials is also provided.

Duration of activity indication
Why?
Example

No indication of the duration of activities is provided.

Indication of the duration of activities is provided in the title or description of the activity.

For all learning activities an indication of the duration is provided in the title or description.

Completion tracker
Why?
Support

The default settings of the 'Completion Tracking' tool is used.

The default settings of the 'Completion Tracking' tool is used. Optional materials and activities are "Set as Optional".

A deliberate choice is made between automatic and manual completion (by the student) for all materials and activities.

'Getting Started' or 'Week 0' unit
Why?
Example
Example

There is no "Getting Started" or "Week 0" unit.

The "Getting Started" or "Week 0" unit includes:
- Introduction to the course topic,
- Expectations and guidelines,
- Instructions for relevant tools,
- A link to this 'unit'  is included in the 'Welcome Announcement'.

And also includes:
- Introduction of the educator(s),
- Invitation to students to introduce themselves (depending on your course setup),
- Student intake: students' background, their learning goals and expectations.