Course+Design+Checklist

Appleton, WI
Policy Handbook for Students **Course Design Checklist**
 * [[file:Online Learning Course Design Checklist.doc]]﻿ **


 * Part 1: Course Design**
 * || ** Course Design: ** Course modules are identified, described, and connected. Progression through the course is apparent. A format for progression through modules from introduction to evaluation is provided. ||
 * || ** Course Information and Objectives: ** All necessary information is apparent, easily located, and clearly stated. This includes a welcome announcement with basic navigation information; a course syllabus that contains a course description, the course requirements, the learning objectives stated in behavioral terms, a course grading or student assessment policies and procedures, outline of course content, due dates of assignments, and instructor information; an orientation assignment to introduce students to the course content, their instructor, and each other. ||
 * || Make sure instructor contact information is current. ||
 * || State clearly your policy about what conditions would cause you to withdraw a student from the course. ||
 * || Check all course documents and assignments for spelling and grammar. ||
 * || Check all due dates for accuracy and consistency, especially between major sections of the course, such as the course syllabus, assignments, and evaluation tools such as tests. ||
 * || ** Course Copy Accuracy: ** If you are teaching a course that has been copied from another instructor or a previous semester, check all due dates for accuracy and consistency, especially between major sections of the course, such as the course syllabus, assignments, and evaluation tools such as tests. If you have migrated a course from a previous version of Blackboard, be sure that all tests are available in the appropriate locations. Be sure to check all course links and external links to make sure they are still active. ||
 * || ** Consistency and Logic in Course Content: ** Course content and assignments are logically organized in clearly identified and manageable segments or modules consistent with course objectives. ||
 * || The format of course content is consistent from segment to segment. ||
 * || ** Appearance and Presentation of Material: ** Site's appearance is appealing. Students can move through pages with minimal scrolling, important information is placed at the top of pages, white space is appropriate for a Web page, icons follow a consistent style throughout the site, and pages, folders and sections follow a color theme that is pleasant and consistent. ||
 * || ** Course Navigation Is Clear: ** Site navigation is transparent to students. Web pages are logically linked for both novice and experienced users. Instructions are provided to orient the user. Ample navigational aids provided to move from page to page. Ample instructions provided for the uses of various elements in course site. ||
 * || All tabs, buttons, folders, and links are operational and connect to the intended site. ||
 * || Every folder should have content. ||
 * || Every hypertext link connects to a body of material, not just to another button, folder, or link, and all external links open in a new window. ||
 * || ** Accessibility: ** Content can be provided in formats accessible to persons with disabilities. Students with disabilities can be accommodated according to their disability through the availability of alternative delivery methods in the online context. ||


 * Part 2: Assessment of Student Performance**
 * || ** Type and Variety of Assessments Used: ** Evidence of the use of assessment techniques which are provided in various formats so as to address differences in learning styles. Assessments are congruent with learning objectives and activities (learning activities support student achievement). How grades on individual assessments translate to a course grade is clear. ||
 * || ** Assignments: ** Site contains evidence of active or student-directed learning via assignments. Expectations and due dates are clearly defined. Assignments support learning objectives. ||
 * || ** Quizzes/Exams: ** Course uses varied and frequent self-assessment methods to guide learners. Quizzes or exams are congruent with learning objectives. ||


 * Part 3: Student Support/Feedback**
 * || ** Feedback Methods: ** Site is set up to allow instructor to provide frequent and timely feedback to students throughout the semester. Feedback methods include email and/or use of private discussion areas, timely responses to written assignments and discussion groups, identification of correct and incorrect answers on tests, acknowledgement of receipt of assignments. Feedback is individualized with sufficient detail to be useful to the student. ||
 * || ** Student Grades: ** The student grade book is designed so that students may track their own course achievement at any time. Grade book entries are consistent with the syllabus. Grades can be entered in a timely fashion. A method is available for students to determine their own midterm grade equivalency. ||
 * || ** Learning Support/Resources: ** Students are provided a full set of resources to support their online learning experience, which are easily accessible in site. These may include technical services and help desk services and tutorials on the course software (such as how to use the drop box) and access to student services including library services, writing assistance, computer lab assistance, etc. ||


 * Part 4: Learning Community**
 * || ** Interaction and Participation: ** Variety of avenues for establishing a sense of community among learners has been incorporated into the overall design of the course. Several opportunities are or can be provided for students to engage in collaborative learning activities. Tools such as discussion board, chat rooms, student presentations, group activities, and student home pages are well-utilized for effective student-to-student learning activities. Expectations regarding student interaction in the course are clearly defined. ||
 * || ** Diversity: ** Site is appropriate for English-language learners, free from cultural bias, and minimizes use of idioms. Where visuals are used, they are diverse in nature and not restricted to any single cultural group, unless warranted by specific content. Icons used are universal and easily interpreted. ||


 * Part 5: Pedagogical Practices**
 * || ** Instructional Design/Activities: ** Instructional design facilitates active or student-centered learning. ||
 * || Students are or can be given opportunities for practice, reflection, and engagement with the course content. ||
 * || Site has a presence of innovative approaches to delivering content. ||
 * || Pedagogy is focused both on content and the learning process. ||
 * || Where appropriate, learning activities ask students to apply course content to their own lives. ||
 * || Teaching strategies are consistent with learning objectives. ||


 * Part 6: Use of Technology**
 * || ** Use of Inherent Web Course Tools: ** Course uses tools that support learning objectives, possibly including email, discussion board, calendar, grade book, assignment area, student presentations, chat rooms, whiteboard, online note-taking, links, self-tests, quizzes, surveys, and references. ||
 * || ** Use of Graphics: ** Graphics have clear instructional purposes that reinforce content and course objectives. They require little download time and are accessible in all standard browsers. ||
 * || ** Use of Instructional Media: ** Media used have clear instructional purposes that reinforce content and course objectives. They require little download time and are accessible in all standard browsers. Media content not accessible in all browsers is made available in other formats. ||
 * || ** Use of Resources: ** Resource links are made available for students to test their software and to download necessary plug-ins. ||

Thank you to Blackboard Instructor Help website for the Course Design Checklist**:****﻿** []

You may also want to read the iNACOL National Standards article: []