Name ## Marjorie Vai Checklist

1. Learning outcomes for an online course are identical to those of the onsite version. 23
2. Learning outcomes are measurable and specific. 146, 158, 168
3. Course material is sufficient and directly related to learning outcomes. 23, 146, 168
4. Resources and activities support learning outcomes. 80, 146
5. Assessments determine the degree to which the learners have achieved the required learning outcomes. 130, 146

B.2 Ease of Communication

1. The writing style is clear, concise, and direct. 43
2. Sentences and paragraphs are brief and to the point. 43
3. Familiar or common words are used when possible. 45
4. Jargon, clichés, and colloquial and idiomatic expressions are avoided. 45
5. The meaning of special terms, abbreviations, and acronyms is easy to access. 46
6. Labeling in all presentation materials is accurate, readable, and clear. 47, 118
7. The wording used to define learning outcomes is clear and definite. 146
8. Instructions and requirements are stated simply, clearly, and logically. 48, 154
9. A supportive second-person conversational tone is used throughout the course. 46
10. The course material has been edited for language and grammar. 49

B.3 Pedagogical and Organizational Design

1. A syllabus including contact information, an outline, requirements, and guidelines is accessible from the start of the course and throughout. 154
2. Introductions and summaries are provided at the beginning and end of units. 158
3. Blocks of information are broken up or “chunked” into incremental learning sections, segments, or steps as is appropriate to the subject matter. 169
4. Content elements are presented in a logical sequence. 155
5. Pedagogical steps build progressively, one upon the other, as is appropriate to the subject matter. 155
6. Numbers are used to identify sequential steps in a task or process. They are also used for rankings and setting priorities. 61
7. Bullets are used to highlight a series of items that are not prioritized or sequential. 61

B.4 Visual Design

1. Page layout is uncluttered and open, and includes a significant amount of white space. 54
2. There is sufficient space between lines, paragraphs, and to the right and left of text so that it stands out and is easy to read. 54
3. Text is left-justified and right margins are ragged. 55
4. Headings and subheadings are used consistently to logically organize content. 56
5. A universal sans serif web typeface (e.g. Verdana) assures access across platforms and enhances screen readability. 57
6. Type size should be large enough to be easily readable by all students. 57
7. Bold and italic typefaces are used sparingly only to emphasize important items. 58
8. Underlining is used only for hyperlinks. 58
9. Words in all caps are avoided. 58
10. Use bullets or numbers to set apart items that can be listed. 61
11. Color is used with purpose. 60
12. There is good contrast between text and background. 60
13. Visual elements (e.g. icons, shading, and color) are used consistently to distinguish between different types of course elements (e.g. lessons, assignments, audio, and video). 61
14. Details in images, graphs, charts, and diagrams are easy to see. 118, 170
15. Content is designed simply and clearly to avoid information overload (e.g. avoid narrating while written text is visible, using distracting images for decoration, presenting too much information at once, etc.). 170

B.5 Engaged Learning

1. Activities encourage active interactions that involve course content and personal communication. 80
2. Presentations of new knowledge and skills, activities, and assessments address a variety of learning styles. 72, 126, 163
3. Presentations include examples, models, case studies, illustrations, etc. for clarification. 164 4. Materials are authentic or relate to real-life applications. 126, 164
5. The manner of presenting new knowledge and skills is varied, including text, lists, organizational activities, reflective quizzes, readings, images, graphs, charts, etc. 163
6. Courses include a variety of relevant multimedia to support learning (e.g. audio, video, recommended podcasts, illustrations, photographs, charts, and graphs). 114, 170
7. Presentations include media and are varied. 164
8. Activities are frequent and varied. Students may respond to questions, select options, provide information, or interact with others. 80
9. Activities engage students in higher-level thinking skills, including critical and creative thinking, analysis, and problem solving. 80, 164
10. Topics and materials are up-to-date and relevant. 126, 164
11. Reflection and reflective activities come up throughout the course. 164
12. Bibliographies and reference lists include a variety of resources, including web links, books, journals, video, and downloadable text and audio files as is appropriate. 127

B.6 Collaboration and Community

1. Activities lead to active interactions that involve course content and personal communication. 167
2. There are sufficient opportunities for learners to work collaboratively. 76, 105
3. Learners take responsibility for their learning and, at times, the learning of others. 73
4. The teacher is a participant in the learning process. 73
5. Learners are encouraged to interact with others (fellow classmates, course guests, etc.) and benefit from their experience and expertise. 78, 105, 122
6. Class participation activities (e.g. discussion boards, wikis, social networks) are used to encourage collaboration. 75
7. Procedures for group activities are specified so that students are aware of their role and responsibility in collaborative activities. 78, 105
8. Collaborative activities are designed to facilitate a safe learning environment. 78
9. An online space (e.g. discussion board, social network) is in place for students to meet outside the class. 85
10. Students are encouraged to share resources as is appropriate. 78

B.7 Assessment

1. The relationship between learning outcomes and assessments is evident. 130
2. Course includes ongoing and frequent assessment. 131
3. Graded elements are clearly distinguished from those that are ungraded. 134
4. Graded assignments are varied (e.g. special projects, reflective assignments, research papers, case studies, presentations, group work, etc.). 131
6. Students are given clear expectations and criteria for assignments. Examples are included for clarification when needed. 136
7. Criteria/rubrics clearly inform learners as to how they will be assessed on specific assignments, such as online class participation. 139, 150
8. Grading criteria are outlined in the course syllabus and within the assignment or activity itself. 136
9. Criteria and procedures for peer review and evaluation are clear. 133

B.8 Feedback

1. Teacher, peer-to-peer, guest, and automated feedback clarifies, amplifies, and extends the topic. 126, 133
2. Teacher feedback is provided in a timely fashion. 131
3. Students know when and how they will receive feedback from instructors. 134
4. Self-correcting and self-assessment activities are used throughout the course to enable learners to vary the pace of their learning as is appropriate to the subject matter. 133, 142

B.9 Evaluation and Grading

1. All graded activities are listed upfront in the syllabus. 151, 160
2. The size of and due date for graded assignments are reasonable. 130, 160
3. The manner of submission for graded assignments is clear. 151
4. The relationship between graded elements and the final grade is clear. 134
5. Consequences of missed deadlines and insufficient class participation are clearly stated and fair. 154
6. Class participation/ discussion should account for 15–30 percent of the final grade. 139
7. Students can easily track their progress. 136, 160
8. The consequences of plagiarism, cheating, and failure to properly cite copyrighted material are emphasized. 113, 154

B.10 Ease of Access

1. Direct links are provided to course materials and resources.
2. Links are working and correct.
3. Resource material is accessible to all students in commonly used formats. 113
4. The format of multimedia should be specified, with a direct link to a required plug-in when necessary. 119
5. Audio and video material appearing within a lesson should be brief. 120
6. When possible, course material is portable (e.g. text can be downloaded or printed out, material is transferable to other devices, and presentations can be downloaded, printed out, or saved). 127
7. Contact information to advisors and technical help is provided in the syllabus. 150
8. Cross-referencing and links to items in other parts of the course are provided. 127

Vai, Marjorie; Sosulski, Kristen (2011-03-04). Essentials of Online Course Design: A Standards-Based Guide.