Welcome to this Quick start guide to teaching online
This workbook has been designed to help all UHI staff who may now transition to teaching fully online. It is mainly targeted at staff who have never used a VLE before, but can also be helpful to staff who are already using the VLE for some of their teaching as well as for staff who are already teaching fully online.
We don't expect you to go through this resource in one sitting but hope that you will use it as a reusable guide you come back to whenever you have a question.
We would like to encourage everyone to visit the next page, regardless of whether you do not teach online or already have experience with blended or fully online teaching.
A quick note about using this quick start guide
All of the images and screenshots in this quick start guide are responsive. This means that when you click on an image, this image will be enlarged on the screen. To get back to the resource, simply click anywhere on the screen.
You can navigate this quick start guide either by using the table of contents on the left-hand side or by using the arrows in the top right-hand corner. Subheadings will become visible when you click on the main heading.
How do I move online?
If you have never used a VLE before, you might be wondering - where do I start to get teaching online? Equally, if you have already used a VLE for storing content or the occasional assessment, you might be wondering how you move fully online.
We have structured this quick start guide to help all UHI staff. It is mainly targeted at staff who have never used a VLE before, but can also be helpful to staff who are already using the VLE for some of their teaching as well as for staff who are already teaching fully online.
Below, you will find information on how this quick start guide can help you:
If you are new to Brightspace and/or VLEs, we recommend that you get familiar with the Brightspace interface before you start thinking about content or activities. To help you with that, we created the section on Brightspace basics where you will find information on how to log into Brightspace, how Brightspace is structures and how you can provide basic information about yourself in Brightspace.
After you have gotten more comfortable in the VLE, we recommend thinking about adding some content to your module/unit/course space. In the section on Content in Brightspace, you will find information on how to add an overview, how to create folders and subfolders as well as how to quickly add content to your module/unit/course.
Some topics in this as well as the following sections are labelled ADVANCED. We don't expect you to implement those in Brightspace just yet but you can of course explore them if you would like.
Next, we put together some information on how to communicate in Brightspace. In the section Communicating with students, you will find information about easy to use communication tools in Brightspace. These can be used for communication between yourself and you students as well as for helping them communicate and work with each other. You can email or instant message students at any point, or you can set up chats for when everyone is online.
After you have set up some content and have an idea about basic communication tools in Brightspace, we would encourage you to think about some other activities to keep students engaged. In the section Tools for synchronous and asynchronous online delivery, we have put together a list of tools you can use to engage with students in real time as well as tools you can use to set up asynchronous activities students can complete on their own time.
Lastly we have included a section on A couple of things to do before teaching in Brightspace as well as a section on Further resources.
If you are already using Brightspace for parts of your teaching, you are probably already familiar with the VLE and might not need to start with the section on Brightspace basics.
We would however encourage you to explore the tools and recommendations in the Content in Brightspace, Communicating with students, and Tools for synchronous and asynchronous online delivery sections. Even though you might already have plenty of content in Brightspace it might be good if you added some descriptions to the content items in your module/unit/course. In addition, we recommend exploring tools for communicating with students as you move from face-to-face teaching to fully online teaching. There are lots of tools in Brightspace that can help you stay in touch with students when you don't see them in person. You might also need to think about which tools you can use to move your face-to-face teaching activities into Brightspace.
We would also suggest that you look into implementing some of the ideas presented in the sections are labelled ADVANCED.
Lastly we also recommend having a look at the section on Further resources. We have included links to the Brightspace guidance portal and other Brightspace resources to help you answer any questions not addressed in this quick start guide.
If you are already teaching fully online, you are probably very familiar with Brightspace and may be aware of most things discussed in this quick start guide.
We would still encourage you to explore the tools and recommendations in the Content in Brightspace, Communicating with students, and Tools for synchronous and asynchronous online delivery sections. Even though you might already know about and use most of the tools in Brightspace, you might find some new information.
We would also you to work on implementing some of the ideas presented in the sections are labelled ADVANCED.
Lastly we also recommend having a look at the section on Further resources. We have included links to the Brightspace guidance portal and other Brightspace resources to help you answer any questions not addressed in this quick start guide.
Table of Contents
In this quick start guide, you will find the following information:
Using the VLE as a remote teaching tool
What is a VLE? | Why use a VLE? | What is Brightspace? | Tips for teaching online | A word on Copyright
Brightspace basics
Logging into Brightspace | Navigating Brightspace | Completing your profile and teacher widget
Content in Brightspace
Adding an overview | Creating and deleting (sub)folders | Adding content to Brightspace | Adding descriptions, restrictions and video notes to Brightspace | Videos in Brightspace
Customising the Visual Table of Contents (ADVANCED) | Creating Forge resources and uploading them into Brightspace (ADVANCED)
Communicating with students
eMail | Announcements | Chat tool
Intelligent Agents (ADVANCED)
Tools for synchronous and asynchronous online delivery
Tools for synchronous teaching | Tools for asynchronous activities
A couple of things to do before you start teaching in Brightspace
Making your module/unit/course live | Adding students
Further resources
Help for Staff | Help for Students
In this section you will find information on what a VLE is and why to use a VLE. You will also find information about Brightspace, the VLE used at the University of the Highlands and Islands. In addition, there are some recommendations about how to go forward teaching in Brightspace during the COVID-19 crisis. And last but not least, you will find a reminder and some guidance for copyright.
In this part of the quick start guide, you will find
information on what a Virtual Learning Environment (VLE)
is and why you should use it. You will also find an
introduction to Brightspace, the VLE used at the
University of the Highlands and Islands. You will also get
some recommendations of how to make the move online.
In this section you will also find information on why to use a VLE. You will also find information about Brightspace, the VLE used at the University of the Highlands and Islands. In addition, there are some recommendations about how to go forward teaching in Brightspace. And last but not least, you will find a reminder and some guidance for copyright.
What is a Virtual Learning Environment (VLE)?
A virtual learning environment is an online platform that can be used to provide students with readings, lecture notes and/or recordings, PowerPoint presentations and other types of content. It can also be used to set up activities and assessments for students. Activities and assessments include discussion boards, quizzes with different types of questions (Multiple Choice, True/False, Short Answer, Written Answer, etc.) and assignments where students can submit documents, etc.
Activities in a VLE can either be synchronous or asynchronous.
Synchronous activities are interactions between lecturers and students that happen in real time. An example would be a session in a virtual classroom via a virtual classroom or video conferencing tool. Asynchronous activities do not happen in real time and can be completed by students in their own time when they get to them in their learning journey, or have time for them in their everyday routine, which could include a job, childcare, etc. These could be discussion boards or quizzes, either for assessment by the lecturer at the end of a topic or semester, or self-assessment quizzes.
The VLE used at the University of the Highlands and Islands is called Brightspace. You will find more information on Brightspace on the page What is Brightspace.
For more information on which Brightspace tools you can use for synchronous and asynchronous teaching, have a look at the section on Tools for synchronous and asynchronous online delivery.
Why use a Virtual Learning Environment (VLE)?
If you are teaching face-to-face and see your students on a regular basis, you might ask why you need the VLE or what you could use it for. Using the VLE as a supplement to face-to-face teaching can be a great way to provide students with readings and other learning materials. In addition, adding an asynchronous activity such as a discussion board to your module/unit/course which students complete on their own time, can help students engage with the content and teaching of your module/unit/course between classes. Another type of asynchronous activity you could add is a self-assessment quiz which students can complete on their own time and as often as they would like. This can help them evaluate their own learning and identify gaps. Moreover, you can use the VLE for summative assessment of student learning at the end of a topic or the semester. You can set up tests that students have to complete in the VLE or assessment folders where students can submit essays or other types of assignments.
When you are teaching online, you are probably already using the VLE. When you are teaching exclusively in the VLE, it is important to keep a balance between synchronous and asynchronous activities. Synchronous activities will help your students feel part of the learning community of your module/unit/course as well as to explore topics with you or their pears and ask questions in real time. Asynchronous activities on the other hand are a great way to delve further into a topic via discussion boards or self-assessment quizzes.
What is Brightspace?
Brightspace is the university's new Virtual Learning Environment (VLE) which replaced Blackboard for all teaching in August 2019.
The move brings staff and students a user-friendly Virtual Learning Environment with new functionality that will deliver an exceptional learning experience to students. It will also provide an opportunity to enhance learning and teaching practice and align it with the university’s Learning and Teaching enhancement strategy.
Each Academic Partner has one or more local champions who are supporting the ongoing transition to Brightspace. For further information, visit the Brightspace Champions website.
Tips for teaching online
In teaching and learning it is important to find a good balance between synchronous and asynchronous activities.
Many staff will try and use the virtual classrooms, MS Teams. In addition, we need to consider that not all students might be able to access their learning materials and activities on a computer, and might instead use their mobile phones. With students using their phones to access Brightspace, we need to be mindful of potential issues students might face connecting to the internet via WiFi or their mobile data. Additionally, even if students have access to a computer, they might not have access to it all the time as they might live in a household where multiple people need to use one and the same computer for their work and/or study.
All of the above can make it hard or impossible for students to participate in any synchronous online activities.
Therefore, we have put together some DOs and DON'Ts to keep in mind as you move your teaching online and design learning activities.
Mode of delivery - Synchronous vs asynchronous learning and teaching
Think about delivering the majority of your teaching or all of it via asynchronous activities, which learners can complete at their own pace and when they have access to the internet.
These could be quizzes or assignments students complete by themselves, but also discussion boards and group assignments where students can work together with their peers.
Synchronous modes of delivery would include meeting in some sort of virtual classroom or via live chatting. As mentioned above this might be hard for some students due to potential connectivity issues as well as issues accessing a device to join a virtual classroom from.
Being mindful of students' time and access to the VLE
Due to potential limited access to internet and devices, you should set a reasonable amount of activities and tasks students can realistically complete in a certain period of time.
To help students see at a glance which tasks they have left to complete in a certain week or for a certain topic, you could consider adding a checklist with the tasks students have to complete. For more information, check out the Brightspace guidance on setting up a checklist.
Once created, you can link the checklist into the content area via the Existing Activities tab in any of your content folders. For more information on this, check out the page on Adding content to Brightspace.
Please do not to assign activities and homework every day or expect students to complete them within a short time frame. Going back to the arguments mentioned above, keep in mind that students might not be able to access Brightspace every day.
Providing clear learning objectives and guidance / instructions
When you teach online, you should provide students with clear learning objectives as well as very clear and concise guidance and instructions, including how much time they might require to complete any given content topic or activity.
Consider using descriptions for this. For more information on this this, check out the page on Adding descriptions, restrictions and video notes to content in Brightspace.
Providing students with clear expectations
Similar to the point above, you should provide clear information on requirements for any given task students complete. This could include telling students a specific length for any written task as well as audio / video recordings. In addition you should provide them with clear information and guidance on how their task will be evaluated.
If you are an advanced user of Brightspace, consider setting up some basic rubrics which can be attached to quizzes, assignments and discussions. For more information on this, check out the Assignments, feedback and grades guidance.
Please do not assign tasks and activities that are too open ended. Lack of information on length and evaluation information will cause frustration with students.
Be empathetic and help foster a community despite the distance
As mentioned above, please consider the strain on students as well as issues accessing devices and Brightspace. Assign them a reasonable workload which they can manage even if they are not able to get online every day.
When you set up content items and tasks, think about whether or not they could be downloaded so students can work through them offline.
In addition, aim to foster a sense of community among students by setting up discussion boards for students. For more information on this, check out the Discussion guidance.
Please do not assign unreasonable amounts of content, tasks and activities which might overwhelm students in these trying times.
Communicate with students and keep them in the loop
You should regularly communicate with students so they are up-to-date on content, activities and assignments.
Consider using the Announcement tool in Brightspace so students get updates when they log into your module/unit/course. This will also send an automatic email to all students enroled on the unit/module/course. For more information on this, check out the page on Announcements. For example at the beginning of the week update students on the content, activities and assignments they should work through.
Please do keep students in the loop about their content, activities and assignments, but do not overwhelm them with too many modes of communication.
Set online office hours
We would recommend that you offer online office hours, and don't forget to let your students know when they are and any additional information (i.e. which tool you are using).
Here are some ideas:
An asynchronous option would be to set up a specific discussion board where students can post questions they think others might have as well.
During your office hours you can go into the discussion board and provide answers to students' questions. You may wish to encourage students to send you emails during (specific) office hours, which you can reply to right away. Both of the above would be asynchronous ways for students to ask questions.
If you would like to give students a chance for a synchronous meet up, you could either use one of the virtual classroom tool MS Teams.
Alternatively, you could also set up an office hour chat where students can ask their questions.
For more information on any of these tools follow these links to the respective pages in this document or external resources:
- eMail
- Discussion boards
- Virtual classroom, MS Teams
(Tool for synchronous teaching)
- Chat
Do not reply to every email or discussion post right away. You should set clear expectations when it comes to emails.
Do not just rely on a synchronous form of office hours. Offering a synchronous form of office hours is great, but you should also offer an asynchronous option in case students have issues accessing Brightspace.
Seek students' feedback
Check in with students about their workload, learning preferences, learning pace and any other feedback they might have.
You can either do this by asking for feedback via email, or you could set up a survey in Brightspace. For more information on setting up a survey, check out the Brightspace guidance on setting up a survey.
Do not teach in a way which does not give students a voice or choice. If you get students feedback prompting a change, please do not ignore it but make an effort to address the student feedback to keep students engaged and motivated.
A word on Copyright
While (re)designing your modules, please keep in mind the copyright regulations of the university. Further information can be found on the UHI Website.
For copyright relating to the use of photographs, have a look at the EDU resource Copyright, fair use and public domain link to resource.
In this section you will find information on how to log into Brightspace as well as how to navigate the VLE. You will also find out more about how to complete your profile and your teaching widget. This will help you have a presence on Brightspace when you need to communicate and work remotely with your students.
In this part of the quick start guide, you will find
information on how to log into and navigate the Brightspace
VLE as well as how to complete your profile and the teaching
widget to provide some basic information to students on who
you are and how to contact you.
In the rest of this section you will find information on how to navigate the VLE. You will also find out more about how to complete your profile and your teaching widget. This will help you have a presence on Brightspace when you need to communicate and work remotely with your students.
Logging into Brightspace
All browsers will run Brightspace however Microsoft Edge, Safari, Chrome or Firefox are recommended.
To log into Brightspace, simply type in the URL https://brightspace.uhi.ac.uk or click on tile on MyDay page
Figure 1: Brightspace MyDay
Once logged in, the top right-hand corner of your page will have the UHI logo, this is your home button and will always take you back to your ‘My Courses’ page (Figure 2).
Figure 2:
UHI logo in the top right-hand corner of the Brightspace homepage
Navigating Brightspace
When you log in, you should see the My Courses area. Here, you should see the Brightspace Professional Development Module and your sandbox as well as any modules/units/courses you are enrolled on. (Figure 3)
Figure 3: Brightspace homepage
The Minibar (Figure 4) can be found on the top of your Brightspace homepage.
Figure 4: Minibar
The Minibar provides quick access to a number of day to day items you may wish to use in Brightspace.
The Minibar provides access to the messages (Figure 5), subscription (Figure 6) and notification (Figure 7) tools in Brightspace.
Messages, Figure 5
Subscriptions, Figure 6
Notifications, Figure 7
Next to the messages, subscription and notification tools in Brightspace, you will see a waffle icon (Figure 8). Selecting this enables you to toggle between your Brightspace Professional Development Module, your sandbox area, and the modules/units/courses you are enrolled on
Figure 8: Minibar with Waffle icon
Locate and select the waffle icon (Figure 9). This will provide a list of all your courses you have access to.
Figure 9: Minibar with Waffle icon
Select the ‘pin’ icon next to any given module/unit/course to pin the module/unit/course (Figure 10).
Figure 10: List of courses with pins
A solid pin indicates that the module/unit/course is already pinned. Clicking on the pin again will unpin the course, and you will see an “empty” pin (Figure 11).
This feature can help you prioritise which modules/units you would like to see highest up on the list of courses in the waffle icon drop-down or on your homepage. If you want to completely change the order in which your courses are displayed, unpin all of them and then pin them in reverse order as the most recently pinned course will always appear in the first (top) position.
Figure 11: Solid and "empty" pin
On the other side of the messages, subscription and notification tools in Brightspace, you will see your name and possibly a profile picture if you have added one already.
When you click on your name, a drop-down menu will open (Figure 12). There, you will see the following options:
- View as Student
- Profile
- Notifications
- Account Settings
Figure 12: Minibar with drop-down menu
The View as Student function (Figure 13) will allow you to switch to a ‘student view’ at any time when you are working in your module/unit/course space, enabling you to see what your materials look like to students.
Figure 13: View as Student function
This is a good way of checking what content items will look like to students. It also allows you to make sure that students only see what they are supposed to see. Any content folders or items in Draft should not be visible to you when you are viewing as a student. Another use case for student view is that you can create an assignment or discussion, switch to student view, create a thread or upload an assignment, switch back to instructor view and view the thread and reply to it, or practice downloading and grading the assignment in Brightspace.
Your profile will detail when you are in student view (Figure 14).
Figure 14: Student View indication in the profile area
To stop viewing in student view, click on your profile/name, then select the X next to Viewing as Student (Figure 15).
Figure 15: Student View exit button in the profile area
- UHI logo (click on the logo to go back to the My Courses area)
- Module/unit/course title (click on the title to return to this module/unit/course homepage no matter where you are in the module/unit/course)
- Minibar
- Navbar (here, you will find a number of useful shortcuts for day to day teaching)
- Module/unit/course banner
- Course overview widget
- Visual Table of Contents/Visual TOC
- Slim Announcements tool
- Teaching Staff widget
- Calendar
Figure 16: Module/unit/course homepage
As mentioned above, the Navbar can be found in any of your module/unit spaces just above the banner (Figure 17). It allows you to navigate to the various module tools available to you in each of your modules/units in Brightspace. It provides quick access to
- the content area
- the communication and collaboration tools:
announcements, classlist, discussions, ePortfolio, groups, virtual classroom (MS Teams) - other course tools:
course admin, awards, assignments, checklist, class progress, grades, intelligent agents, quizzes, surveys - library resources:
module reading lists, library homepage, LibGuides, referencing guides, eResources - help resources:
Brightspace community, Brightspace help, Brightspace apps, Essential Student Skills, student support, HISA, system check, UHI Servicedesk (Unidesk)
Providing students with information about yourself –
completing your profile and filling out the teaching staff widget
On Brightspace you have two areas where you can provide information about yourself. One is the teaching staff widget in the module/unit/course spaces, the other is in the profile area which can be accessed via the Minibar. Everyone can provide some information about themselves via the profile area. This information will be available throughout Brightspace. The teaching staff widget within the Brightspace modules/units/courses, on the other hand, should be updated to include the module leader information for a particular module/unit/course. All other lecturer information and detail can be viewed via the ‘Classlist’ feature, or can be provided to students in the content area.
Whether you are a module leader or lecturer the profile should be completed to include a photo and some information about yourself.
Step 1:
From the Brightspace home page, navigate to the Minibar and click on your name (Figure 18).
Figure 18: Name in the Minibar
Step 2:
From here, select Profile (Figure 19).
Figure 19: Drop-down menu under name
Step 3:
Next, select Change Picture (Figure 20).
Figure 20: Change Picture area in the Profile
Step 4:
This will open a pop-up window. Select My Computer to upload a profile picture from your computer (Figure 21).
Figure 21: Upload pop-up window
Step 5:
Next, drag and drop your new profile picture, or select Upload to browse for an image (Figure 22).
Figure 22: Drag and drop pop-up window
Step 6:
When the picture has been uploaded, click on the blue Add button (Figure 23).
Figure 23: Blue add button to add image
Step 7:
Underneath your new profile picture, select Tagline. Here you can enter in any relevant information that relates to you and your role. Below in the Interests/Hobbies area, you can also choose to provide any other information you might want students to have. Once completed select Save and Close to update any changes (Figure 24).
Figure 24: Tagline and Interests/Hobbies boxes in the Profile
Go into any module/unit/course that you lead. Alternatively, you could try this out in your sandbox.
Once you are on the module/unit/course homepage, you will see the slim announcements tool on the left-hand side. Scroll past this announcements widget, and you will get to the Teaching Staff widget which at first, is set up as a generic instructor profile (Figure 25).
To start editing it, click on the 3 dots in the top right-hand side corner of the widget, and select Edit.
Figure 25: Teaching Staff widget with 3 dots in the right-hand side corner
See below for further information on how to edit the Teaching Staff widget (Figure 26).
Figure 26: Editing the teaching widget
In this section you will find information on how to add an overview, add and delete (sub)folders in Brightspace as well as how to add content. Content could be files you drag and drop into Brightspace, existing activities you build in Brightspace as well as videos you can link and embed into Brightspace.
You will also find information on how to add descriptions, restrictions and video notes to content items and folders.
Descriptions are a great tool to communicate instructions and concise information about the content and activities students will engage with.
Video notes of the other hand add a personal touch to content folders in particular. They allow you to give students a brief intro and overview to a new week or topic.
Last but not least, there is some information for advanced users of Brightspace who could work on customising their visual table of contents. In addition, advanced users could opt to create learning resources using Forge, the university's HTML5 editor.
In this part of the quick start guide, you will find
information on how to edit the overview in the table of
contents, how to create and delete (sub)folders, upload
content into Brightspace as well as how to create and upload
Forge resources into Brightspace.
In this section you will also find information on how to add and delete (sub)folders in Brightspace as well as how to add content. Content could be files you drag and drop into Brightspace, existing activities you build in Brightspace as well as videos you can link and embed into Brightspace.
You will also find information on how to add descriptions, restrictions and video notes to content items and folders.
Descriptions are a great tool to communicate instructions and concise information about the content and activities students will engage with.
Video notes of the other hand add a personal touch to content folders in particular. They allow you to give students a brief intro and overview to a new week or topic.
Last but not least, there is some information for advanced users of Brightspace who could work on customising their visual table of contents. In addition, advanced users could opt to create learning resources using Forge, the university's HTML5 editor.
Adding an Overview in Brightspace
Go into the module/unit/course you would like to add an overview to.
Navigate to the content area. Once you are in the content area, navigate to the Overview. (Figure 27)
Figure 27: Table of Contents with Overview at the top
Hover over the writing shown and click on it. This will open the text editor for you. (Figure 28)
Figure 28: Add message area in the Brightspace Overview
Enter your message and click Update. (Figure 29)
Figure 29: Text editor in the Brightspace Overview
Now, drag and drop any file you would like to make available to students in the Overview area into the attachment box (Figure 30).
Note: Any document you upload will always show to students in a preview mode. Therefore, you can only add one attachment this way.
Figure 30: Add Attachment area in the Brightspace Overview
Folders and subfolders can help you organise your module/unit/course space better so students can find information quickly.
Creating and deleting (sub) folders
Before you start exploring the content area, a quick word on terminology
Brightspace uses the term module to mean content folder, such as Learning Resources or External links. So, where you see ‘Add a module’ in the Table of Contents, think Add a content folder. Similarly, Brightspace uses the term submodule for subfolders, such as Week 1 which could be a subfolder to Learning resources.
When you first log into your Brightspace module/unit/course, you might see that there are four empty folders in the Visual Table of Contents (Visual TOC). These might either be labelled Unit/Module introduction, Learning, Assignment and Additional Resources.
These initial folders were included in the module/unit/course template for those staff who are building their module/unit/course from scratch, but you can also use them with migrated materials by dragging content items or subfolders into these existing folders.
You can do so, by clicking on one of the tiles in the Visual TOC (1), or by clicking on the link to content in your Navbar (2). (Figure 33)
Figure 33: Module/unit/course homepage with Visual TOC and Content link in the Navbar
This will take you to your content area in Brightspace. To add a new content folder, simply navigate to the bottom of your list of existing folders on the left-hand side to the ‘Add a module’ text box. (Figure 34)
Figure 34: Table of contents with option to add folder (Brightspace language: module) at the bottom of the TOC
Click into this box, type in the name of your new module ('new folder') and hit ‘Enter’. You will now see that your new folder was added on the bottom of the list. (Figure 35) This folder will now also be added to the Visual TOC on the module/unit/course homepage.
Figure 35: Newly added folder in the TOC
To delete a folder from the table of contents, navigate to the folder you want to delete by selecting it from the table of contents on the left-hand side (Figure 36).
Figure 36: Content folder in the TOC
Next, navigate to the drop-down menu next to the folder title and select ‘Delete Module’ (Figure 37).
Figure 37: Drop-down menu of a content folder with the option to delete the folder (Brightspace language: module)
A pop-up window will open asking you if you want to delete the module, nested modules (submodules) and topics but keep the associated files and activities. If you have content items, or activities such as a link to a quiz or discussion topic in this folder which you would like to keep, select this first option. If you don’t want to keep the files and activities from this folder, select the second option which will permanently delete all submodules, topics and associated files and activities from the course. Click ‘Delete’. (Figure 38)
Figure 38: Delete Module pop-up window
You have two options for adding subfolders.
To do this, click the waffle icon next to the folder you want to drag into another folder and drag the folder into the folder you want to move it to (Figure 39).
Figure 39: Moveable folders in the TOC
The original folder called ‘New folder’ is now a subfolder of the ‘Learning Resources’ folder (Figure 40).
Figure 40: Newly added subfolder in the TOC
To do this, navigate to the folder you want to create a new subfolder for, and locate the ‘Add a sub-module’ text box at the bottom of the folder. Click on the box, enter the name of your subfolder and hit ‘Enter’. (Figure 41)
Figure 41: Option to add a subfolder within a folder
Your new subfolder has now been added to the folder (Figure 42).
Figure 42: Newly added subfolder
Deleting subfolders basically works the same way as deleting folders.
Deleting a subfolder works the same way as deleting a folder, simply navigate to the subfolder within the Table of Contents on the left-hand side, and select the subfolder. Next, navigate to the drop-down menu next to the subfolder title and select ‘Delete Module’ (Figure 43).
You will be given the same choice of deleting the subfolder with any potential further subfolders, content items and activities while retaining the associated files and activities in the background, or you can choose to delete everything together with the folder.
Figure 43: Drop-down menu of a content subfolder with the option to delete the subfolder (Brightspace language: (sub) module)
On this page, you will find information about how to upload files (Word docs, PDFs, etc.) into Brightspace. You will also find information about how you can signpost existing activities in the content area.
Adding content to Brightspace
There are different types of content you can add to your folders and subfolders in Brightspace.
If you click on the blue Upload/Create button in any of your content folders, you will get a list of options. You can choose to upload files, videos or audios, or you can create new files and links in Brightspace as well as use other tools in Brightspace to create new learning activities such as discussions or assignments. (Figure 45)
Please note that although it is possible, you should not upload videos into Brightspace. Please upload videos onto the UHI streaming server MEDIAL and link them into Brightspace afterwards.
Figure 45: Content folder with the Upload/Create drop-down menu
You can also upload files, such was Word or PDF documents, or PowerPoint presentations by dragging and dropping them into a folder or subfolder. Simply select one or more files on your computer (Figure 46), and drag them over into Brightspace (Figure 47).
Figure 36: Selected files in a folder on your computer
Figure 47: Brightspace content folder with the Drag and drop files box
You will now see that your file(s) has been added to the content folder in Brightspace. (Figure 48)
Figure 48: Brightspace content folder with the newly added files
If you click on the grey Existing Activities button in any of your content folders, you will get a list of options for existing activities that you can link into the table of contents, such as assignments, discussion topics, or links to external learning tools.
This is useful for signposting activities you might have created within a certain tool prior to adding it to the content area.
Figure 49: Brightspace content folder with the Existing Activities drop-down menu
You can move around content items by using the waffle icon next to the content item (Figure 50). This way you can reorder items within a (sub) folder, as well as move items between folders.
Figure 50: Brightspace waffle icon for moving around content
Descriptions are a great tool to communicate instructions and concise information about the content and activities students will engage with.
Video notes of the other hand add a personal touch to content folders in particular. They allow you to give students a brief intro and overview to a new week or topic
Adding descriptions, restrictions and video notes to content in Brightspace
You can add descriptions to content folders and content items as well as activities to give students an idea of what they are looking at as well as to help them find a resource and activity again later on.
You can add descriptions to content folders, subfolders and topics, such as documents and activity links.
To add a description to a (sub) folder, simply click on the ‘Add a description…’ text below the (sub) folder title (Figure 51), enter your description and click ‘Update’ (Figure 52).
Just as you can add descriptions to content (sub) folders, you can do the same for all types of content topics. You can either select an individual content item to edit by clicking on the drop-down menu next to the content topic and then selecting ‘Edit Properties In-place’ (Figure 53), or you can bulk edit descriptions, start/end dates and the draft/published status for all content topics in any given (sub) folder by selecting the ‘Bulk edit’ function below the (sub) folder description area (Figure 54).
You will now be able to add a description of individual or multiple content topics. Editing descriptions of content items works the same way as it did for content (sub) folders (refer to information above). Once you are done, click on Update button for the descriptions you are changing, and if you are in ‘Bulk Edit’ mode, also select ‘Done Editing’ at the top of your screen once you are done. (Figure 55; screenshot of bulk editing function)
You can add restrictions to content folders and content items to keep students from seeing them or for releasing them on a specific date. You can either do this by attaching dates to content folders and items, or by hiding them. For more information on this topic, check out our resource on Controlling content visibility in Brightspace.
If you would like to add your personal touch to content in Brightspace and create a better connection between yourself and your students, you can use video notes in Brightspace, which can be part of descriptions or content files created in Brightspace.
Adding a video note to a content (sub) folder or item is done via the description function. To open the description editor, for a content (sub) folder, click on the Add a description field below the folder title. (Figure 56) To open the description editor for a content item, click on the Edit Properties In-place link in the drop-down menu next to the content item (Figure 57), and then the Add a description field.
Once the description editor opens, click on the Insert Stuff button in the far left-hand side corner. (Figure 58)
A pop-up window will open. From the menu, select Add Video Note. (Figure 59)
You can now either record a video of yourself using your webcam, or you can upload a short video clip.
To start the recording, click on the blue New Recording button.
The maximum length of a Brightspace video note is 3 minutes. (Figure 60)
When you are done recording, click on the blue Next button at the bottom of the pop-up window. (Figure 61)
You will now be able to give your Video Note a title and provide a description.
You should also select the Audio Language and check the box next to Automatically generate captions from audio. This will mean that when students watch your Video Note, they will see it with captions.
When you are done, click on Next again. (Figure 62)
You will now be able to see a preview of your Video Note.
Initially, you will see a screen informing you that the video note is currently being transformed. (Figure 63)
Click the Refresh Preview button at the top of the screen after a while and you will be able to see a preview of your video.
When you are happy with your video, click Insert. (Figure 64)
You will now see your Video Note inserted into the description editor.
If you would like, you can now also add some text to the description.
Click on the blue Update button to save your changes. (Figure 65)
You will now see your Video Note (and any other content of the description) under the content folder title. (Figure 66)
If you had done this for a content item, you would now see the Video Note (and any other content of the description) under the content item name.
You can also add a video note to a file you create in Brightspace.
To do so, click on the blue Upload/Create button, and select Create a File from the drop-down menu. (Figure 67)
Next, a text editor will open which looks exactly the same as the description editor. Continue by selecting the Insert Stuff button and follow the instructions above.
On this page, you will find information on embedding or linking to videos in MEDIAL, the UHI streaming server. You will also find out how you can record lectures using MEDIAL.
In addition, there is information about how to embed or link to videos from YouTube as well as how to embed ClickView videos.
Videos in Brightspace
As mentioned before, you should not upload videos into Brightspace. They only exception of videos directly in Brightspace are Video Notes created using Brightspace.
If you would like to provide students with your own videos or lecture recordings, you would use the university's streaming service, MEDIAL.
If you would like to learn more about editing the details of your video in MEDIAL, refer to the guidance on Editing Details of Uploaded Videos.
If you would like to learn more about viewing videos in MEDIAL, refer to the guidance on Viewing a video.
If you would like to learn more about linking to or embedding a MEDIAL video in Brightspace, refer to the guidance on Embeding/Linking videos from the UHI Streaming Server.
If you would like to learn more about privacy in MEDIAL, refer to the guidance on Privacy and the Media Library.
Aside from storing videos in MEDIAL, you can also use it to give students video assignment. If you would like to learn more about privacy in MEDIAL, refer to the guidance on Video Assignments in Brightspace
Firstly, go to stream.uhi.ac.uk and login. (Figure 68)
Once logged in, click the record screen button at the top of the page. (Figure 69)
Figure 68: MEDIAL minibar at the top of the screen with Login symbol on the far right-hand side
Figure 69: MEDIAL minibar at the top of the screen after logging in (including the Record screen option)
You will be presented with a window asking you to launch the medial app (this application is installed on all college computers). (Figure 70)
Figure 70: Launch MEDIAL app window
When the Medial app opens you will be given options of how you want to record your screen you can:
- record your screen with audio.
- record your screen WebCam and audio.
- record only your WebCam and audio.
- record only your audio.
(Figure 71)
Figure 71: MEDIAL app home screen
Once you have selected the appropriate recording function, you will be asked which screen you want to capture. Unless you use multiple screens with your computer, there should only be one option in the Medial window. Now select whether you want to record your entire screen or just a select area. If you choose to only record an area of your screen you will be asked to draw a box around the portion of the screen you wish to record. (Figure 72)
Figure 72: Screen Capture Options window
Once you click record, an automatic countdown will begin. Once the countdown reaches zero, the recording will begin. (Figure 73)
Present your lecture as you normally would.
Recording controls allow you to pause and resume your video. You can also use the "draw" function to annotate your screen whilst live. (Figure 74)
Figure 73: Countdown to the start of the recording
Figure 74: Recording controls
Once you have finished your presentation, click done at the bottom right of the medial window. (Figure 75)
You will now be presented with the opportunity to trim your lecture; add a title slide or add credits to the end. (Figure 76)
Figure 75: Recording controls with the Done button
Figure 76: Lecture preview with option to cut
After clicking done, you will then be presented with a window where you can enter the information related to your lecture. You can then choose to upload this directly to the medial servers, from which you can share your content with your students, or you can save the video to your computer for further editing.
You should remember to give your video a title, description and a category. (Figure 77)
To embed the video in Brightspace, refer to the guide on Embedding/Linking videos from the UHI streaming server.
Figure 77: Details and Upload options
If you would like to use YouTube Videos, you have two different options of signposting them to your students - you can either create a link to them, or embed them.
A pop-up window will open where you will need to enter a title for the link/video as well as the URL of the YouTube video.
We would also recommend that you check the box next to Open External Resource. This way, the video will open in a new tab for students.
When you are done, click on the blue Create button. (Figure 79)
To start embedding a YouTube video on a Brightspace page, select the blue Upload/Create button in the content area and click on Create a File. (Figure 81)
Enter a title for the file and click on the Insert Stuff button in the top left-hand side corner of the text editor. (Figure 82)
From the menu, select YouTube. (Figure 83)
This will open the YouTube integration.
Type the title of the video you are searching for into the search box and click on Search.
You will now see the results of your search.
Click on the video you would like to insert and click on the blue Next button at the bottom of the pop-up window. (Figure 84)
You will now be able to see the properties of your video as well as a preview.
Click on the blue Insert button at the bottom of the screen to insert the video into the text editor. (Figure 85)
Once you have inserted the video into the text editor, click on the blue Save and Close button at the bottom of the screen. (Figure 86)
You will now see the page you created. (Figure 87)
The benefit of embedding a video into Brightspace like this is that students can click on it right away and will not have to be taken into a new tab.
Besides your own videos in MEDIAL and copyright free videos from YouTube, you can also use the ClickView service. ClickView is an off air TV recording platform which offers you a large number of videos (from movies to documentaries). In addition, ClickView lets you annotate videos offered by them with further information or quiz questions to give students a chance to test their understanding and to keep them engaged.
For more information about ClickView, check out the UHI ClickView guidance page in SharePoint.
Once you have created your own annotated videos or videos with quiz questions, it is really easy to get these videos into Brightspace.
Simply, select Create a File from the Upload/Create drop-down menu in the content area. (Figure 89)
Enter a title for the file and click on the Insert Stuff button in the top left-hand side corner of the text editor. (Figure 90)
This will open the ClickView integration.
From the top menu, select Workspace where you will see all your edited videos.
Select the video you would like to use, and choose a size from the Add drop-down menu on the right-hand side.
Click the blue Next button at the bottom of the pop-up window. (Figure 92)
You will now see a preview of the ClickView video you will add to your page.
Click on the blue Insert button at the bottom of the page to insert the video into the text editor. (Figure 93)
Setting up your Visual TOC with the same folders and images across your own or even programme / or network modules or units means that students will have the same learning experiences in all their modules. This can help them find content even faster.
Customising the Visual Table of Contents (Visual TOC) (ADVANCED)
If you would like to change the default image that appears for tiles in the Visual TOC (Figure 95), please follow our Visual TOC Tool Guide.
Figure 95: Visual Table of Content folders with images
Creating Forge resources and uploading them into Brightspace (ADVANCED)
Forge has been developed to enable you to build, edit and update learning content in a web-based format. The rich text editor includes tools that you will be familiar with using in other applications such as Microsoft Word.
This guidance is an example of a Forge resource.
If you would like to explore Forge, have a look at the Forge User Guide and try out some of the Forge activities to get more familiar with Forge.
For more information on how to upload your Forge resources into Brightspace, check out the guidance on uploading HTML packages into Brightspace.
In this section you will find information on the Brightspace email and instant messages tool. You will also be introduced to the announcement and chat tools.
For advanced users we have added information on using Intelligent Agents to stay in touch with students.
In this part of the quick start guide, you will find
information on how to communicate with students via the
announcements (these send an automatic email to all enroled students, and/or discussion boards as well as how to keep students engaged using Brightspace Intelligent Agents.
In this section you will also find information on the announcement and chat tools.
For advanced users we have added information on using Intelligent Agents to stay in touch with students.
Brightspace eMails
You can use Brightspace email to send emails to students' UHI email addresses.
Any email that you send via Brightspace email, even to a non-UHI address, will show up as being sent by 'email@universityofhi.brightspace.com'. This may look like junk mail or at least something very generic to the recipient; however, when they click Reply they will see they are replying to a single - real - email address. So, if you are planning to send an email to students from within Brightspace, inform them in advance not to worry about, or delete, an email from 'email@universityofhi.brightspace.com' without reading it first.
The easiest way to send an email to students via Brightspace is to go via the classlist.
To get to the classlist, open the Communication and Collaboration drop-down menu and select Classlist. (Figure 96)
Once you are in the classlist, you can select either all, a few or just one student.
To send an email, click on the Email link above the classlist. (Figure 97)
A pop-up window will open. Here you can enter a To - email address which could be your own email address so you get a copy.
Edit or enter the subject, compose the body of the email and attach any files if necessary.
When you are done, click on the blue Send button on the top of the pop-up window. (Figure 98)
Figure 98: Compose Email pop-up window
If you would like to see your sent emails, go to the Minibar and click on the envelope (Messages). Instant message function is not available.
From the menu, select Email. (Figure 99)
On the page that opens, select the grey Sent Mail button on the right-hand side. (Figure 100)
These are a great tool to post updates and information to your module/unit/course homepage.
Announcements in Brightspace
When you create or edit your module/unit/course area in Brightspace you should add a message to welcome your students to their module/unit/course.
Go to the Navbar and select ‘Communication and Collaborate’. Then select ’Announcements’.
(Figure 106)
Then select ‘New Announcement’ (Figure 107).
Once you have selected to create a new announcement, you will be able to enter an announcement headline and the announcement content, using the Brightspace text editing tool, the Brightspace HTML editor. (Figure 108)
Note
The announcement tool uses the Brightspace HTML editor, the Brightspace text editing tool.
This tool is also used in other places throughout Brightspace.
For more information on the HTML
editor, we recommend that you
visit the Brightspace Professional
Development Module.
There, you can access further
information on the HTML editor in
either the section on
Announcements or the section on
Content (Figure 109).
Once you have entered your announcement text, you can configure availability settings for your announcement. Using the start date option allows you to compose your announcement ahead of time and to determine when it will be released. If you do not pick a start date, the announcement will be available to students right after publishing.
You could also choose to attach files, or configure further release conditions.
When you are done, click the blue ‘Publish’ button to make the announcement available right away or by the start date, or click on ‘Save as Draft’. Saving an announcement as draft means that you will have to go in again at a later date to publish the announcement. (Figure 110)
The chat tool is a great option for synchronous office hours.
Brightspace Intelligent Agents
Brightspace Intelligent Agents automatically scan your Brightspace module/unit/course space for criteria that you define. When a criterion is fulfilled, the Intelligent Agent can send a pre-configured email to pre-defined email addresses.
Intelligent Agents are a great way to automatically remind students to complete activities if they have not done so yet.
Intelligent Agents can send notifications to a student, if the student…
- ... failed a quiz / has a late assignment / did not author any posts in discussion topic
- … has passed a quiz / has submitted an assignment / has authored a post in a discussion forum
Intelligent Agents can and should also be used for positive reinforcement, for instance to …
- … issue certificates students
- … reward students for successful engagement with content an activities such as quizzes and assignments
- … create a hands-off method of instant feedback, for instance after students have taken a quiz
For more information about Intelligent Agents, refer to our Intelligent Agents and Release Condition guides.
Click below for an additional tip which will help make your automated Intelligent Agent (IA) emails looks as though you had actually send them.
Inside the IA tool, click on Settings in the top right-hand corner. (Figure 128)
Figure 128: IA homepage with settings link in the top right-hand side corner
By default, any email send via the IA tool uses the systems default which can be seen first thing in the IA settings.
If you would like to customise the name and reply-to address students see, select the box next to Set custom values for this course and enter the name and email address you would like students to see if they get an automated email.
When you are done, save these settings. (Figure 129)
Figure 129: IA settings page with option to customise the email address students see when they receive an IA email
In this section you will find information on synchronous tools (virtual classroom MS Teams) as well as asynchronous tools (including quizzes, assignments, discussions and portfolio).
In this part of the quick start guide, you will find
information on the tools you can use for synchronous
and/or for asynchronous online teaching.
In this section you will also find information on asynchronous tools (including quizzes, assignments, discussions and portfolio).
Tools for synchronous teaching
As mentioned before, synchronous activities are interactions between lecturers and students that happen in real time. An example would be a session in a virtual classroom. The virtual classroom tool available via Brightspace, is MS Teams.
Another type of synchronous activity would be discussion tool which is answered in a particular timeframe.
Below is further information about the virtual classroom tool in Brightspace, MS Teams.
These tools are useful as they support students to work through the module/unit in their own pace and when they have access to Brightspace.
Tools for asynchronous activities
As mentioned before, asynchronous activities do not happen in real time and can be completed by students in their own time when they get to them in their learning journey, or have time for them in their everyday routine, which could include a job, childcare, etc. These could be discussion boards or quizzes, both for assessment by the lecturer at the end of a topic or semester, or self-assessment quizzes.
When you are teaching online, think particularly about how you can use Brightspace tools not just for summative assessment but throughout the semester to keep students engaged with their peers and the module/unit/course content.
You can set up quizzes as summative assessments, i.e. a test a student takes for a mark at the end of a topic or the semester, but you can also set up self-assessment quizzes a student can complete to get feedback on their understanding of content or as practice for a marked exam.
For more information on how to set up quizzes in Brightspace, please refer to our Brightspace Quiz guidance.
You can set up Brightspace assignment dropboxes for summative assessments, i.e. a word document, or other type of file a student submits and receives a mark for. However, you can also set up assignment folders for tasks students do and submit without receiving a mark.
Any type of assignment folder can be an individual assignment folder which means that all students submit to their own folder. You can also set up group assignment folders. These are folders multiple students can submit to. When they have submitted to these folders, they will be able to see each other's submissions, and will receive the same mark and/or feedback.
For more general information on the assignment tool, please check out at our Assignments, Feedback and Grades guidance.
For more information on setting up a group assignment, please check out our Group assignments guidance.
Group assignments in particular can be combined with discussion boards you set up for the different groups to discuss their assignment. Simply go to the discussion tool, set up for each group, label them in a clear way so students can easily find their group's discussion.
Similar to quizzes and assignments, discussions can be used for summative assessment. However, when teaching online, they are also a really good tools to have students reflect on and discuss module/unit/course content.
For more information on how to set up discussion fora and topics, check out our Brightspace Discussions guide.
Use alternative assessment forms to help students reflect on and evidence their learning. You could, for instance, have students create blogs using Mahara, or they could collect and reflect on learning and module/unit/course work via an ePortfolio in Mahara or Brightspace.
For more information on blogging in Mahara, refer to the Blogging in Mahara guidance.
For more information on ePortfolios in Mahara, refer to the Mahara ePortfolio guidance.
For more information on ePortfolios in Brightspace refer to the Brightspace ePortfolio guidance.
You will need to make sure that your module/unit/course is live and that students have access to it.
In this part of the quick start guide, you will find
information on a couple of things you will need to do
before you start teaching in Brightspace. These might
include making your module/unit/course live as well as
checking your students are enrolled.
In this section you will also find out how to make sure your students have access to your module/unit/course.
Making your module/unit/course live
As usual, once your module/unit/course is ready for delivery, you will have to make it active/live so students can access it.
To make your module active/live, go to ‘Course Tools’ and select ‘Course Admin’ from the drop-down menu (Figure 130).
Figure 130: Brightspace Navbar with the Course Tools drop-down menu
Once you are in the ‘Course Admin’ area, find the link that says ‘Course Offering Information’ and click on it (Figure 131).
Once you are in the ‘Course Offering Information’ overview area, scroll down about half-way until you find an item called ‘Active’. Check the box next to ‘Course is active’.
Slightly further down the page, you will see a box next to ‘Course has start date’. There, you can determine when the module/unit/course date. If you specify a date there, students will only have access to the module/unit/course from that date one.
When you are done, click Save at the bottom of the page. (Figure 132)
Making sure your students are enrolled
This section is for FE/HN unit lecturers only. HE lecturers may not enrol students in Brightspace. If you are an HE lecturer and know that one of your students has issues accessing your Brightspace module, please fill out and submit this Unidesk ticket.
FE and HN student enrolment process there are two options:
- the VLE support officer will enrol FE and HN students where AP registries have supplied the enrolment data.
- FE and HN Lecturers will continue to have the ability to enrol their own students in Brightspace.
For more information on how to enrol your students yourself, have a look at our Enrolling students in Brightspce (FE/HN) guide.
In this part of the quick start guide, you will find
information on a couple of things you will need to do
before you start teaching in Brightspace. These might
include making your module/unit/course live as well as
checking your students are enrolled.
In this section you will also learn about Brightspace help for students.
Further information as well as guidance and help resources for staff
Brightspace Guidance Portal
Visit our Staff support portal for all UHI specific guidance at a glance.
Brightspace Help and Library Resources drop-down menus
In each Brightspace module, you will find the Brightspace Help drop-down menu as well as a Library Resources drop-down menu. (Figure 133)
Both contain helpful links for both staff and students.
Figure 133: Library Resources and Help drop-down menu in the Brightspace Navbar
VLE checklist
As you might already know or as you might have seen in this resource, you can use the VLE either as a supplement to face-to-face teaching or for teaching fully online.
UHI has a VLE checklist which can support you in the development and maintenance of your unit and module spaces within the learning environment.
To find out more, have a look at the VLE checklist.
Further information as well as guidance and help resources for staff
Essential Student Skills pages
Point your students to the UHI Essential Student Skills pages, and tell them to check out the resources they can find under Using technologies.
There are a number of UHI Brightspace student guides, but students can also find further information within the resource on Getting online.
Brightspace Help drop-down menus
In each Brightspace module, students will find the Brightspace Help drop-down menu as well as a Library Resources drop-down menu. (Figure 134)
Both contain helpful links for both staff and students.
Figure 134: Library Resources and Help drop-down menu in the Brightspace Navbar