{"id":7623,"date":"2020-04-01T10:44:59","date_gmt":"2020-04-01T14:14:59","guid":{"rendered":"http:\/\/blog.citl.mun.ca\/instructionalresourcesdev-v4\/?page_id=7623"},"modified":"2024-07-16T10:00:08","modified_gmt":"2024-07-16T13:30:08","slug":"course-design-checklist","status":"publish","type":"post","link":"https:\/\/blog.citl.mun.ca\/instructionalresources\/course-design-checklist\/","title":{"rendered":"Course Design Checklist"},"content":{"rendered":"<p>When preparing for remote instruction or preparing an online course, there are recommend elements that ought to be present in the course design. This resource identifies those which are critical for student success.<\/p>\n<p>We recommend using guidelines in the development of courses as they can help you become familiar with the various elements found in effective courses, regardless of delivery mode (e.g. face-to-face, online, blended, or remote delivery). One such guideline for course design is the Quality Matters Rubric. Its guidelines are based in research and frequently updated by the Quality Matters (QM) team. CITL, with permission from&nbsp;<a href=\"https:\/\/www.qualitymatters.org\/\">Quality Matters<\/a>, has modified their Course Design Rubric to better reflect the educational and legislative policies of Canada.<\/p>\n<p>When designing your course, or reviewing it before its release to students, you can use the rubric to check whether, and to what degree, you\u2019ve addressed each of the standards and elements of a effectively designed course. The organization of the rubric is explained next.<\/p>\n<h2 class=\"wp-block-heading\">Quality Guidelines for Courses<\/h2>\n<p>The Rubric is made up of eight general standards:<\/p>\n<ol class=\"wp-block-list\">\n<li>Course Overview and Introduction<\/li>\n<li>Learning Outcomes (Competencies)<\/li>\n<li>Assessment and Measurement<\/li>\n<li>Instructional Materials<\/li>\n<li>Learning Activities and Learner Interaction<\/li>\n<li>Course Technology<\/li>\n<li>Learner Support<\/li>\n<li>Accessibility and Usability*<\/li>\n<\/ol>\n<p>The eight standards of the rubric each have various points to consider and an indication of the degree of importance of each to the overall course design (and subsequent learning experience). We recommend that all elements ranked with 1 be included in your course. As many 2-ranked items be included as possible and attention paid to the remaining elements, ranked as 3.<\/p>\n<p>A downloadable version of the CITL Quality Course Design Rubric is available for your use.<\/p>\n<p><section class='notebox'><aside><\/p>\n<h3 class=\"wp-block-heading\">Note:<\/h3>\n<p>Quality Matters has recently developed a rubric for use by instructors who are preparing their traditional face-to-face courses for online delivery. This resource was published in March 2020, in part, in response to the academy\u2019s transition to remote learning which resulted from the COVID19 pandemic. The\u00a0<a href=\"https:\/\/www.qualitymatters.org\/qa-resources\/resource-center\/articles-resources\/ERI-Checklist\">QM Emergency Remote Instruction Checklist for Higher Education<\/a>\u00a0is available free of charge from Quality Matters.<\/p>\n<p><\/aside><\/section><\/p>\n<h2 class=\"wp-block-heading\">CITL Quality Course Design Rubric<\/h2>\n<p>Use this rubric to identify pertinent elements that you need or ought to include in your course design. Their suggested importance is ranked as follows: 1 \u2013 critical; 2 \u2013 highly recommended; and 3 \u2013 recommended.<\/p>\n<figure class=\"wp-block-table\">\n<table>\n<thead>\n<tr>\n<th>1: Course Overview and Introduction<\/th>\n<th>Importance<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>1.1 \u2013 Instructions make clear how to get started and where to find various course components.<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>1.2 \u2013 A statement introduces the student to the purpose of the course and to its components; in the case of a hybrid course, the statement clarifies the relationship between the face-to-face and online components.<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>1.3 \u2013 Etiquette expectations (sometimes called \u201cnetiquette\u201d) for online discussions, email, and other forms of communication are stated clearly.<\/td>\n<td>3<\/td>\n<\/tr>\n<tr>\n<td>1.4 \u2013 The self-introduction by the instructor is appropriate and available online.<\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>1.5 \u2013 Students are asked to introduce themselves to the class.<\/td>\n<td>3<\/td>\n<\/tr>\n<tr>\n<td>1.6 \u2013 Minimum student preparation, and, if applicable, prequisite knowledge in the discipline are clearly stated.<\/td>\n<td>3<\/td>\n<\/tr>\n<tr>\n<td>1.7 \u2013 Minimum technical skills expected of the student are clearly stated.<\/td>\n<td>3<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/figure>\n<figure class=\"wp-block-table\">\n<table>\n<thead>\n<tr>\n<th>2: Learning Outcomes (Competencies)<\/th>\n<th>Importance<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>2.1 \u2013 The course learning outcomes are stated in measurable (assessable) terms.<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>2.2 \u2013 The module learning outcomes are stated in measurable (assessable) terms which are consistent with the course-level outcomes.<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>2.3 \u2013 All learning outcomes are stated clearly and written from the students\u2019 perspective.<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>2.4 \u2013 Instructions to students on how to meet the learning outcomes are adequate and stated clearly.<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>2.5 \u2013 The learning outcomes are appropriately designed for the level of the course.<\/td>\n<td>2<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/figure>\n<figure class=\"wp-block-table\">\n<table>\n<thead>\n<tr>\n<th>3:&nbsp;Assessment and Measurement<\/th>\n<th>Importance<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>3.1 \u2013 The types of assessments selected measure the stated learning outcomes and are consistent with course activities and resources.<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>3.2 \u2013 The course grading policy is stated clearly.<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>3.3 \u2013 Specific and descriptive criteria are provided for the evaluation of students\u2019 work and participation.<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>3.4 \u2013 The assessment instruments selected are sequenced, varied, and appropriate to the content being assessed.<\/td>\n<td>3<\/td>\n<\/tr>\n<tr>\n<td>3.5 \u2013 \u201cSelf-check\u201d or practice assignments are provided, with timely feedback to students, as appropriate.<\/td>\n<td>3<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/figure>\n<figure class=\"wp-block-table\">\n<table>\n<thead>\n<tr>\n<th>4: Resources and Materials<\/th>\n<th>Importance<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>4.1 \u2013 The instructional materials contribute to the achievement of the stated course and module learning outcomes.<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>4.2 \u2013 The relationship between the instructional materials and learning activities is clearly explained to the student.<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>4.3 \u2013 The instructional materials have sufficient breadth, depth, and currency for the student to learn the subject.<\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>4.4 \u2013 All resources and materials used in the course are appropriately cited.<\/td>\n<td>1<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/figure>\n<figure class=\"wp-block-table\">\n<table>\n<thead>\n<tr>\n<th>5: Learner Engagement<\/th>\n<th>Importance<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>5.1 \u2013 The learning activities promote the achievement of the stated learning outcomes.<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>5.2 \u2013 Learning activities foster instructor-student, and if appropriate to the course, student-student interaction.<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>5.3 \u2013 Clear standards are set for instructor responsiveness and availability (turnaround time for email, grade posting, etc.).<\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>5.4 \u2013 The requirements for student interaction are clearly articulated.<\/td>\n<td>2<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/figure>\n<figure class=\"wp-block-table\">\n<table>\n<thead>\n<tr>\n<th>6:&nbsp;Course Technology<\/th>\n<th>Importance<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>6.1 \u2013 The tools and media support the learning outcomes, and are appropriately chosen to deliver the content of the course.<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>6.2 \u2013 The tools and media support student engagement and guide the student to become an active learner.<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>6.3 \u2013 Navigation throughout the online components of the course is logical, consistent, and efficient.<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>6.4 \u2013 Students have ready access to the technologies required in the course.<\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>6.5 \u2013 The course components are compatible with current standards for delivery modes.<\/td>\n<td>3<\/td>\n<\/tr>\n<tr>\n<td>6.6 \u2013 Instructions on how to access resources online are sufficient and easy to understand.<\/td>\n<td>3<\/td>\n<\/tr>\n<tr>\n<td>6.7 \u2013 The course design takes full advantage of available tools and media.<\/td>\n<td>3<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/figure>\n<figure class=\"wp-block-table\">\n<table>\n<thead>\n<tr>\n<th>7:&nbsp;Learner Support<\/th>\n<th>Importance<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>7.1 \u2013 The course instructions articulate or link to a clear description of the technical support offered.<\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>7.2 \u2013 Course instructions articulate or link to an explanation of how the institution\u2019s academic support system can assist the student in effectively using the resources provided.<\/td>\n<td>3<\/td>\n<\/tr>\n<tr>\n<td>7.3 \u2013 Course instructions articulate or link to an explanation of how the institution\u2019s student support services can help students reach their educational goals.<\/td>\n<td>3<\/td>\n<\/tr>\n<tr>\n<td>7.4 \u2013 Course instructions answer basic questions related to research, writing, technology, etc., or link to tutorials or other resources that provide the information.<\/td>\n<td>3<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/figure>\n<figure class=\"wp-block-table\">\n<table>\n<thead>\n<tr>\n<th>8:&nbsp;Accessibility<\/th>\n<th>Importance<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>8.1 \u2013 The course incorporates accessibility standards and reflects conformance with institutional policy regarding accessibility.<\/td>\n<td>1<\/td>\n<\/tr>\n<tr>\n<td>8.2 \u2013 Course pages and course materials provide equivalent alternatives to auditory and visual content.<\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>8.3 \u2013 Course pages have links that are self-describing and meaningful.<\/td>\n<td>2<\/td>\n<\/tr>\n<tr>\n<td>8.4 \u2013 The course ensures screen readability.<\/td>\n<td>3<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/figure>\n<p><section class='notebox'><aside><\/p>\n<h3 class=\"wp-block-heading\">Note<\/h3>\n<p>For areas where you would like more assistance, please consult the other sections of the Instructional Resources site. You can also contact CITL for a course design or teaching consultation. More information is found on the CITL <a href=\"https:\/\/citl.mun.ca\/TeachingSupport\/consultation\/\">Consultations Services<\/a> page.<\/p>\n<p><\/aside><\/section><\/p>\n<h2 class=\"wp-block-heading\">Resources<\/h2>\n<ul class=\"ref-list wp-block-list\">\n<li>Lederman, D. (2020, March 18). <a href=\"https:\/\/www.insidehighered.com\/digital-learning\/article\/2020\/03\/18\/most-teaching-going-remote-will-help-or-hurt-online-learning\">Will Shift to Remote Teaching Be Boon or Bane for Online Learning?<\/a><em>Inside Higher Ed.<\/em><\/li>\n<li>Maryland Online, (2020, March 13). <a href=\"https:\/\/docs.google.com\/document\/d\/e\/2PACX-1vRzSgvQZDAbu9iG3Cxnq3D2hlxiUZrzwVRj94MGPVDvY9exqxiSgOkuhKxkexPSxb12cb3QNqDTWSIc\/pub\">QM Emergency Remote Instruction Checklist<\/a>. <em>Quality Matters.<\/em><\/li>\n<li>Maryland Online, (2020). <a href=\"https:\/\/www.qualitymatters.org\/qa-resources\/rubric-standards\/higher-ed-rubric\">Course Design Rubric Standards.<\/a><em>Quality Matters.<\/em><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>What course design elements are critical for student success?<\/p>\n","protected":false},"author":8,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[355],"tags":[247,281],"collection":[],"class_list":["post-7623","post","type-post","status-publish","format-standard","hentry","category-course-design","tag-course-design","tag-rubrics"],"featured_image_src":null,"author_info":{"display_name":"Jane Costello","author_link":"https:\/\/blog.citl.mun.ca\/instructionalresources\/author\/jcostello\/"},"acf":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p7y0Lp-1YX","_links":{"self":[{"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/posts\/7623","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/users\/8"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/comments?post=7623"}],"version-history":[{"count":28,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/posts\/7623\/revisions"}],"predecessor-version":[{"id":21599,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/posts\/7623\/revisions\/21599"}],"wp:attachment":[{"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/media?parent=7623"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/categories?post=7623"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/tags?post=7623"},{"taxonomy":"collection","embeddable":true,"href":"https:\/\/blog.citl.mun.ca\/instructionalresources\/wp-json\/wp\/v2\/collection?post=7623"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}