Online Course Design Checklist

Homepage gives a brief description of course, faculty information and how to begin.

The course should have a landing page/home page that includes important course information and links, instructor contact information and contact guidelines, and an indication of how to get started.

Section 1 Overview Video

How to et Front Page - CG

How to use course Home Page - CG

How to create custom button

Early in the course students are welcomed and provided an overview of the course.

An overview of the course is important for students to understand the purpose of the course and how it is structured. Information may be found on the homepage and/or the first module.

Course layout is easy to navigate.

Faculty should use the standard Canvas navigation (left menu), place the course content in the “modules” link, and inactivate unused links. When content is organized in modules, it creates a seamless flow that is easy to follow. Placing all content in modules and hiding redundant Canvas navigation links will alleviate confusion.

Course Navigation Links - CG Modules - CG

Course syllabus is posted and contains all appropriate information from the syllabus template.

Using the syllabus template ensures all appropriate information is provided: i.e., resources, netiquette, student code of conduct, DRC info, and technical skills needed, etc.

Key information is located in more than one location.

Key information (i.e., required proctored exams, field work, institutional policies, etc.) is found on the syllabus, and in additional modules if needed; but avoid redundant links and be sure all links are consistent and up-to- date.

Course includes an introduction of the instructor.

Faculty should include an introduction on the homepage or in the first module. This can be a video, photo or other image.

Course includes an opportunity for students to introduce themselves to each other.

Introduction can be a self-introduction to the class, an introductory discussion or something similar. Suggest that students post a picture or other image. Note – this is a good activity for faculty to use to mark “has attended.”

7 tips for successful student introductions in an online class

Content is divided into separate units.

Place content under “modules” link on the left menu. Arrange content by weekly modules, chapters, or topics as appropriate. Instructional content is organized and arranged in modules so that students can easily move through the course without having to click in multiple places to access materials.

Modules Index Page - CG

Unit/course learning objectives are provided and stated in measurable terms.

Use terminology that is measurable such as “define, explain, and articulate.” Avoid terminology such as “know, understand, appreciate." (Bloom’s taxonomy)

Video: Bloom’s Taxonomy Overview

Both internal content and external links are up to date.

Be sure to remove old content and announcements and check external links each term.

How to validate links in a course - CG

A variety of instructional materials are used to enhance the learning experience throughout the course.

Instructional materials can include text, audio, video, and graphics as appropriate for the course learning objectives. Note that all media should be accessible.

One or more methods are provided for interaction and feedback between faculty member and students.

Methods may include email, discussions, phone conversations, Google Voice, homework feedback, or others.

One or more methods are provided for interaction between students.

Methods may include collaborations, discussions, projects, Canvas groups, and the “Big Blue Button” tool for webinars.

Activities are present that require students to interact with the content.

Examples include tests, quizzes, self assessments, discussions.

Students are informed where notifications can be found.

Notifications should be posted on a regular basis and can include calendar postings, announcements, etc.

Setting Instructor notifications

Setting student notifications

Expectations for reasonable response times (based on common standards) to student inquiries have been provided.

Information should be included in a clear location such as the syllabus; students should not need to search for this information. Common standards such as 24 to 48 hours may be established by departments.

A clear and detailed grading policy is presented.

Provide rubrics if appropriate; provide information about how to calculate grades.

How to create a rubric - CG

A variety of assessments are used that give students opportunities to receive feedback and track progress.

Examples include tests, quizzes, discussions, written assignments, papers, projects and labs. Students should have numerous opportunities to receive grades, gauge their learning, and make adjustments.

Why is assessment important?

Video - Assessment Terminology

Text-based materials are screen reader friendly.

Do not present PDFs as images. Be sure documents (such as Word) are in a format, which can be read by screen reader software.

Accessibility Resources

All audio and video are either closed captioned or a full transcript is provided.

Faculty should prepare a transcript in advance of creating video presentations. Faculty should continuously work toward achieving full course accessibility and cooperate with the DRC to accommodate individual student needs.

Alternate text is provided for all images.

Describe images in detail so that students with disabilities such as vision impairments or learning disorders can access the descriptions in addition to images.

Web links include descriptive names.

Provide descriptive names that will be meaningful when read aloud by screen reader software.

The color of text is accessible.

Use high contrast colors. Do not use color solely to convey meaning. Avoid text colors that mimic hyperlinks and text that blinks or flashes.

Accessible text formatting is used.

Do not underline text unless it is a hyperlink. Use a simple 12 point font or larger.

Information regarding DRC or a link to the DRC is provided in multiple locations.

DRC services should be described in the course syllabus and elsewhere.

Faculty should use their own content or comply with copyright law.

In order for DRC to convert materials from one format to another, they must be used in compliance with copyright law.

View SF guide on copyright

Instructional materials are relevant and aligned with the stated unit/course learning objectives.

The instructional materials are aligned with the subject matter of the course and support the stated unit/course objectives.

Instructional activities are relevant and aligned with the stated unit/course learning objectives.

The instructional activities are aligned with the subject matter of the course and support the stated unit/course objectives.

Assessments are aligned with the stated unit/course learning objectives.

Assessments are appropriate for the subject matter of the course and indicate if the stated unit/course objectives have been achieved. (For example: a writing course should require an assessment of a student’s written work.)