With UCA based across 5 campuses and 2 learning technologists to manage the university's Virtual Learning Environment (VLE), this presentation offers a window into how they have developed a mechanism and collection of self-directed/self-paced learning resources for both students and faculty staff. These learning resources are applied to the course templates at the start of each academic year.

Template content for students include:
Digital literacy skills, professional networking, building a digital footprint through blogging, LinkedIn and Twitter, Academic integrity and Turnitin for formative use.

Template content for faculty focuses on:
Digital pedagogy with learning activities on group work, sustaining online discussion, using blogs to improve writing and reflective skills, using Turnitin to support academic referencing and ways to provide online feedback.

The presentation looks at how the learning technologists gather and share knowledge about each course throughout the year so the renewed template is created according to user demands, trends in technology, curriculum requirements and faculty/employer expectations with digital literacy.

Along with the locally built resources in the template, the presentation will also look at how the Blackboard Community Module Page is deployed - but centrally managed outside the course area to target subject specific learning resources – many belonging to the Library. As with all universities, library resources can be overwhelming if not managed correctly. By using subject specific library modules within a course/unit area, students are taken directly to relevant eStream broadcasts, eJournals, and databases. With this use of the community modules, the task of providing library resources directly within course/unit areas has finally become manageable, has empowered subject librarians and most importantly enhanced the student experience.