The checklist below includes indicators of quality for the following:
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Course Overview Introduction |
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| ✓ Instructions make clear how to get started and where to find various course components. | ||
| ✓ Course and/or institutional policies with which the learner is expected to comply are clearly stated, or a link to current policies is provided. | ||
| ✓ The purpose of the course is clearly stated. | ||
| ✓ The structure of the course is clearly explained. | ||
| ✓ A clear course schedule is available (either on the course schedule or in the course). | ||
| ✓ A self-introduction by the instructor is available online. | ||
| ✓ Learners are encouraged to introduce themselves. | ||
| ✓ Communication Channels (student-teacher, student-student, etc.) are available and the expectations for communication are explained. | ||
| ✓ Syllabus/course outline is easily found and downloadable. There is verification (discussion, quiz, assignment) wherein students can demonstrate that they comprehend the course requirements. | ||
| ✓ Standards for academic integrity are clearly explained. Students can demonstrate that they comprehend academic integrity.
Suggested language for communicating Academic Integrity Standards |
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| ✓ Online content and activities are fully aligned with printable PDFs (especially syllabus) | ||
Course Objectives and Learning Outcomes |
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| ✓ Learners are introduced to the purpose and structure of the course.
See the Course Design Overview for more information on using the constructive alignment method to clearly define the purpose and structure of your course |
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| ✓ Course learning outcomes are stated from the learner’s perspective.
→How to write a learning outcome from the learner’s perspective |
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Assessment |
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| ✓ All assessment activities are clearly described. Submission process and requirements, as well as submission deadlines for graded activities are stated. | ||
| ✓ The assessment instruments are described and suited to the learner work being assessed. | ||
| ✓ The instructor’s plan for response time and feedback on assignments is clearly stated. | ||
| ✓ Formative assessment and feedback (midterm or earlier) is included. | ||
| ✓ Assessment activities align with stated learning outcomes.
Find out more about constructively aligning assessments with learning outcomes |
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| ✓ Self-assessment and/or reflection activities are incorporated into the course.
Find out more about types of reflection activities you can incorporate in your Brightspace course, including journals and e-portfolios. |
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| ✓ The course grading policy and grade distribution is stated clearly. | ||
Instructional Materials |
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| ✓ Both the purpose of instructional materials and how the materials are to be used for learning activities are clearly explained. | ||
| ✓ The distinction between required and optional materials is clearly explained. | ||
| ✓ A variety of instructional materials is used in the course. All course materials are clearly presented. | ||
| ✓ The course engages students in active learning through an appropriate mix of student content, student-instructor, and student-student interaction. | ||
Course Technology |
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| ✓ Minimum technology requirements and a link to technical support are clearly stated.
Include the ITS Service Desk Contact Information and the Brightspace Student Support Site on your course page |
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| ✓ The tools used in the course support learning objectives and competencies. | ||
| ✓ The technologies chosen are supported by the University, and in such, Privacy and Security assessments have been conducted.
Supported educational technologies include Brightspace, Kaltura Capture, BigBlueButton, cuPortfolio, Microsoft Teams and Zoom |
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Learner Engagement and Support |
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| ✓ Course instructions include a link to the institution’s academic support services and resources that can help learners succeed in the course. | ||
| ✓ Learner support for technologies used in the course is available and described.
Include support links for the ITS Service Desk and Brightspace Student Support on your course page |
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| ✓ Learning activities foster levels and types of interaction that are appropriate to the course learning outcomes.
See Assessments and Exams: Considerations for Change for more information on creating relevant assessments for meaningful engagement |
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| ✓ The expectations for student interaction and progression are clearly stated. | ||
| ✓ If applicable, the role of TAs are explicitly stated and TA contact information is provided.
See Working with your TAs Online for more information about defining the role of your TAs |
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Accessibility and Usability |
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| ✓ Course page is well organized, easy to navigate and includes a recognizable organization.
See the Course Design Templates for an example of a Brightspace course page layout |
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| ✓ The distinction between required and optional materials is clearly explained. | ||
| ✓ Videos recorded before course release are closed-captioned. | ||
| ✓ PDF, Word and PPT files are web accessibility compliant
→How to create accessible documents (Word, PDF, and PowerPoint) |
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| ✓ The course provides alternative means of access to course materials in formats that meet the needs of diverse learners.
See Carleton’s Accessibility Resources for Instructors |
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| ✓ Copyright clearances have been obtained where necessary.
See Copyright at Carleton for more information |
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| ✓ Web links are relevant and functional. | ||
Course Facilitation |
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| ✓ The instructor maintains a presence and interacts with students in a variety of ways throughout the course. | ||
| ✓ The instructor sets and meets expectations for instructor responsiveness and availability (e.g. turn-around time for email and discussion forum postings, feedback on assignments, etc.) | ||
| ✓ The instructor fosters a supportive learning environment for students. | ||
| ✓ Student feedback is collected and used to continually improve course quality.
→How to use the Survey Tool to collect student feedback in Brightspace |
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