The LMS Design Principles:
Principle 1: Subject sites are welcoming | ||
| Sub-principle | Standard | |
|---|---|---|
| a. | Obvious entry point |
i. Every site has a homepage that includes essential elements such as Content, Announcements and the Calendar ii. Every site has a welcome topic in a consistent location within the site iii. As a student, it is clear to me how I should navigate the content |
| b. | Staff roles clear |
i. As a student, I can access information about who staff are and their roles ii. Staff information includes an image |
| c. | Welcome message |
i. A personal/informal welcome message is provided in the LMS ii. An initial announcement is sent |
| d. | Subject available early enough | i. Subject is available to students 14 days before a session |
| e. | Subject information easy to find |
i. As a student, I can easily find a link to the subject outline ii. There is no redundant or conflicting subject information within the site itself iii. As a student, I can easily find the subject learning outcomes iv. Assessment information matches the subject outline |
| f. | Sources of help are easy to find |
i. As a student, I can find out from the subject site how to self-help and any support made available within the subject, course or faculty ii. As a student, I can find out about general sources of help within the university |
 | Principle 2: Subject sites clear and logical | |
| Sub-principle | Standard | |
|---|---|---|
| a. |
The site as a whole is easy to navigate |
i. As a student, every site in which I am enrolled uses a navigation bar that includes essential elements such as Home, Content, Assessment, and Grades, presented consistently |
| b. | Content is logically organised |
i. The structure and progression of content is meaningful (e.g. weeks, topics) and transparently represented in navigation elements ii. Content sub-divisions promote clarity and aid navigation |
| c. | Terminology is consistent |
i. As a student, I rarely or never encounter non-deliberate inconsistencies in the use of key terms (e.g. discussion, announcement, assessment) |
| d. |
Font, colours and styling support understanding |
i. As a student, I rarely or never encounter conflicts/inconsistencies in font, colour and styling that interfere with understanding ii. Every site uses an appropriate banner |
 | Principle 3: Subject site design is welcoming and inclusive | |
| Sub-principle | Standard | |
|---|---|---|
| a. |
Complies with accessibility guidelines |
i. Every master site complies with accessibility guidelines (WCAG 2) ii. Every master site is regularly reviewed using Ally |
| b. |
Different locations and modes of participation are respected |
i. As a student, I never encounter content that ignores my mode of participation and location (e.g. requiring on-campus attendance when I study online) |
| c. |
It is clear how students should engage with content | i. Where necessary, there are embedded instructions about how to engage with content |
| d. | Respectful behaviour is promoted |
i. As a student, I am aware of expectations for respectful online behaviour, including peer-to- peer interactions |
 | Principle 4: Subject sites foster communication and collaboration | |
| Sub-principle | Standard | |
|---|---|---|
| a. |
Clearly designated place for announcements | i. There is a clearly designated place in the site for announcements |
| b. | Clear communication protocols |
i. As a student, I know how I am expected to contact staff, what the expected response times are, and availability for consultation |
| c. |
Discussions and activities configured appropriately, including subscriptions |
i. As a student, I can easily see and respond to others' contributions, and manage my subscriptions |
 | Principle 5: Subject sites allow students and staff to access appropriate data | |
| Sub-principle | Standard | |
|---|---|---|
| a. |
Site design enables effective reporting |
i. As a student, I can use data to understand my progress through site content and pick up where I left off ii. As a staff member, I can make useful inferences based on data about students' progress through site content |
| b. | Gradebook setup is correct |
i. As a student, I can use data to understand my progress in relation to assessment items, to the extent allowable ii. As a staff member, I can easily review assessment submissions, submit marks, and provide feedback iii. As a staff member, I can make useful inferences based on assessment data iv. As a subject convenor, I can review, finalise and submit results correctly without a requirement for manual processing |
| c. |
Third party tools are supported and appropriately integrated |
i. As a student, I can access third party tools and understand what they are to be used for ii. Any data that is necessary and appropriate is passed back from third party tools |
| d. |
Readings made available in line with policy |
i. A link to Leganto is available from each subject site ii. Where readings are included in content, they comply with copyright regulations and University policy |
| e. |
Clear expectations, content, instructions for all assessment items |
i. As a student, I know what is expected of me in each assessment item ii. As a staff member who is marking, I can easily access assessment details |
| f. |
Rubrics/grading information published and accessible |
i. As a student, I know how my work will be assessed and what forms of feedback will be available to me |
