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					                                 e-Learning Center
                            Northern Arizona University
                       P.O. Box 5682 • Gammage Hall Rm 312 • Flagstaff, Arizona 86011



Course Teaching Quality Checklist
The following are examples of ways you can improve the quality of your
course. There are many other ways to do this, some of which may be more
appropriate to your course or content. Contact the e-Learning Center for
more information.

We envision this as a starting point, as more examples become apparent the
list will expand.

Principle 1: Encourage contact between students and
faculty.
1.1 Tell students how and when to communicate with you.
1.1.1 Provide accurate and appropriate instructor contact information.

1.1.2 Indicate which types of communication should take place over which
channels.

1.2 Personalize communication with students.
1.2.1 Include a picture of yourself along with brief biographical information.

1.2.2 In learning objectives and assignment instructions, address students
as "you" rather than "the student."

1.3 Create a welcoming, safe online environment.
1.3.1.1 & 1.3.1.2 Make your course hospitable for people of different
genders, cultural backgrounds, and learning styles.

1.3.2 Post policies describing appropriate and inappropriate types of course
communication.

1.4 Use online course features to encourage
communication.
1.4.1 Use asynchronous tools such as discussion boards and email.

1.4.2 If feasible for your students, use real-time features such as chat
rooms, whiteboards, and Elluminate.


E-Learning Center • http://www.nau.edu/elearning • 928.523.1629 • Gammage Hall
(http://www.nau.edu/~d-elearn/support/tutorials/quality_checklist/quality_checklist.php)
                                 e-Learning Center
                            Northern Arizona University
                       P.O. Box 5682 • Gammage Hall Rm 312 • Flagstaff, Arizona 86011



Principle 2: Develop reciprocity and cooperation
among students.
2.1 Facilitate student interaction.
2.1.1 At the beginning of the course, include an introduction activity that
helps students get to know each other and gives students practice in using
online tools such as discussions, email, and attachments.

2.1.2 Organize your course material in a way that invites student interaction
with the content, with other students, and with the instructor.

2.2 Encourage group collaboration.
2.2.1 Create teams of students to interact, collaborate on projects, and solve
problems.

2.2.2 Instruct students in how to work as a team, explaining group
members' roles, and establishing guidelines for group interaction.

2.2.3.1 & 2.2.3.2 Post students' completed papers and assignments for
collaborative review so that students gain experience in responding
constructively to others' work.

Principle 3: Encourage active learning.
3.1 Provide opportunities for students to discuss and
interact with the course material.
3.1.1 Craft guiding questions about the subject matter, and then give
students assignments to discuss the questions, propose answers, and defend
the answers.

3.1.2 Assign students to present work to the class in a variety of ways, such
as discussion board postings, chat, presentations, podcasts, or multimedia
projects.

3.2 Provide content that enables critical analysis and
reflection.
3.2.1 Give students opportunities to record their observations and to do self
assessments.


E-Learning Center • http://www.nau.edu/elearning • 928.523.1629 • Gammage Hall
(http://www.nau.edu/~d-elearn/support/tutorials/quality_checklist/quality_checklist.php)
                                 e-Learning Center
                            Northern Arizona University
                       P.O. Box 5682 • Gammage Hall Rm 312 • Flagstaff, Arizona 86011



3.2.2.1 & 3.2.2.2 Help students set challenging goals for their own learning.

3.3 Use concrete, real-world data, examples, case studies,
or situations in assignments.
3.3.1 Give assignments that provide students ample opportunity to practice
and apply concepts and skills in realistic and relevant ways.

3.3.2 Explain to students how the course readings, activities, assignments,
and assessments will help them apply their learning.

Principle 4: Give students prompt feedback.
4.1 Set communication expectations in writing.
4.1.1 Tell students how quickly and how frequently you will respond to email
and discussion postings and when you will post grades for assignments and
exams.

4.1.2 Provide regular guidance and encouragement to the class.

4.2 Provide explicit grading criteria for each assignment
and apply the criteria consistently when grading.
4.2.1 Provide annotated examples of successfully completed assignments,
explaining why they were successful.

4.2.2 Prepare classroom exercises and problems that give students
immediate feedback on performance (for example, self tests).

4.3 Use assignments, quizzes, and tests for feedback.
4.3.1 Give students detailed feedback on performance early in the term.

4.3.2 Provide feedback that is both informational and evaluative.

4.3.3 Give students frequent comments and support via email, chat, and
discussion postings.

Principle 5: Emphasize time on task.




E-Learning Center • http://www.nau.edu/elearning • 928.523.1629 • Gammage Hall
(http://www.nau.edu/~d-elearn/support/tutorials/quality_checklist/quality_checklist.php)
                                 e-Learning Center
                            Northern Arizona University
                       P.O. Box 5682 • Gammage Hall Rm 312 • Flagstaff, Arizona 86011



5.1 Organize the course so that students and instructors
use their time efficiently and effectively while focusing on
the learning objectives.
5.1.1 Establish clear goals and deadlines, and communicate these to
students explicitly.

5.1.2 At the beginning of the course, tell students how much time you
expect them to spend on course activities, including assignments, studying,
and preparing for and participating in class.

5.2 Use online tools effectively.
5.2.1 Include a list or calendar that shows all course milestones and
deadlines in a single place so that students don't have to hunt for the
information.

5.2.2 Make the first few reading assignments available online to allow
students time to get the textbook.

Principle 6: Communicate high expectations.
6.1 Provide clear and detailed written expectations.
6.1.1 Using clear, straightforward language, write your course objectives
and intended learning outcomes, including them in the syllabus and in each
learning module.

6.1.2 Rather than stating the minimum level of acceptable participation from
students, describe and model ideal participation.

6.2 Make sure that content and assignments are
challenging.
6.2.1 Make content and requirements as demanding as those in a
corresponding face-to-face course.

6.2.2 Write detailed, accurate instructions for assignments, and include
examples of the types of finished assignments that you expect from
students.

Principle 7: Respect students' diverse talents and ways
of learning.
E-Learning Center • http://www.nau.edu/elearning • 928.523.1629 • Gammage Hall
(http://www.nau.edu/~d-elearn/support/tutorials/quality_checklist/quality_checklist.php)
                                 e-Learning Center
                            Northern Arizona University
                       P.O. Box 5682 • Gammage Hall Rm 312 • Flagstaff, Arizona 86011



7.1 Provide avenues for students to ask for and receive
assistance in understanding course materials.
7.1.1 Encourage students to ask questions when they don't understand.

7.1.2 Provide extra material or exercises for students who lack essential
background, knowledge, or skills.

7.2 Use a variety of techniques for presenting course
material and content.
7.2.1 Make content available to students in manageable, easily navigated
segments.

7.2.2 Present course materials in a variety of media, not just text, and make
the media accessible to all students, including those who have disabilities.

7.2.3 Vary the types of interaction between students and the course
material, students and the instructor, and among students.




E-Learning Center • http://www.nau.edu/elearning • 928.523.1629 • Gammage Hall
(http://www.nau.edu/~d-elearn/support/tutorials/quality_checklist/quality_checklist.php)
                                e-Learning Center
                           Northern Arizona University
                      P.O. Box 5682 • Gammage Hall Rm 312 • Flagstaff, Arizona 86011



Course Development Technical Quality Checklist
Use this checklist as a planning tool before, during, and after the
development of your course materials. This checklist helps you design a
lean, clean, accessible and usable web course. All of the items in the
checklist address issues related to basic accessibility and usability. Click on
"more..." for examples and more information.

Copyright Clearance
o      Copyright clearance was obtained for all materials inside the course
    that do not fall under the TEACH Act or Educational Fair Use. more...

Functionality
o      All web pages and media components function correctly on major
    operating systems and different browsers supported by ITS. more...
o      All necessary plug-ins or software to run video, animation, audio,
    presentations, and / or course content files are easily accessible and
    usable on all student computer systems supported by ITS. more...
o      Links to external URL's outside of the course connect to the intended
    pages without errors and open in a new window. more...
o      Printed materials are easily read.
o      The web pages require minimal scrolling using a standard 1024 x 768
    screen resolution. more...
o      For media or other elements that exceed a 30 sec. download time,
    clearly state the file size and expected download time at your learners'
    lowest connection speed. more...
o      Graphics and video are compressed and/or sized for optimum web
    delivery and images are not stretched and distorted. more...

Accessibility Standards
o    All Images have "alt" or "longdesc" tags. more...
o    Images may be used to complement text, but should not be used to
  replace it.
o    The "longdesc" tag is used to describe graphs and charts.
o    Images that are linked will have "alt" tag text that is brief and describe
  where the link will take you.


E-Learning Center • http://www.nau.edu/elearning • 928.523.1629 • Gammage Hall
(http://www.nau.edu/~d-elearn/support/course_support/technical_checklist.php)
                                e-Learning Center
                           Northern Arizona University
                      P.O. Box 5682 • Gammage Hall Rm 312 • Flagstaff, Arizona 86011



o      The web page uses relative sizes for text height versus an absolute
    unit. more...
o      Line by line reading of a table makes sense. more...
o      Cascading Style sheets (CSS) do not reduce usability in a browser that
    does not support them. more...
o      When frames are used a complete NOFRAMES alternative is provided
    to the user.
o      All information conveyed with color is also available without color.
    more...
o      All foreground and background color combinations provide sufficient
    contrast when viewed by someone having vision difficulties or when
    viewed on a black and white screen. more...
o      Client-side scripting languages (i.e., Javascript) used on web page do
    not detract from the page's accessibility when viewed in browsers not
    supporting this feature.
o      An equal alternative, equivalent, and accessible (across browsers and
    accessibility devices) web page is provided when the author was not able
    to create an accessible web page. more...
o      All web pages checked and validated with W3C validator. more...

Layout and Organization
o    Sans serif font is used in paragraph text for readability. more...
o    CSS Style sheets are used correctly for all presentation aspects of the
  web page. more...
o    Distracting background images are not used on pages containing
  textual information. more...
o    Active and Visited Links are clearly identified with a unique color.
  more...

Navigation
o     Site navigation is clear with a consistent hierarchy and is easy to
    understand. more...
o     The heading levels are easy to identify. more...
o     Custom navigation complements the built-in navigation. more...
o     Information is not too deeply buried. more...
o     Long documents with more than three pages (1000 words of text)
    have internal navigation. more...



E-Learning Center • http://www.nau.edu/elearning • 928.523.1629 • Gammage Hall
(http://www.nau.edu/~d-elearn/support/course_support/technical_checklist.php)

				
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posted:10/2/2012
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