Fillable FullCourseChecklistOPENED 12 2013 Blackboard End of the Semester Checklist

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FullCourseChecklistOPENED 12 2013 Blackboard End of the Semester Checklist

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Fresno State | TILT | 278.6892 | Checklist for Online or Multi-mode/Hybrid Courses Page 1
CHECKLIST FOR ONLINE OR MULTI-MODE/HYBRID COURSES
Instructor:
Course Name:
Course ID (5 digits):
This checklist assists instructors to identify key elements that contribute to promoting quality in the
design and delivery of online courses. The checklist criteria are based on the nationally
recognized Quality Matters (QM) rubric which consists of 40 specific elements shown in research
literature to positively impact student learning in online courses. In addition to the QM rubric,
the iNACOL National Standards for Quality Online Courses have been used as guiding documents. The
Western Association of Schools and Colleges (WASC) acknowledges the QM rubric and the iNACOL
Standards in the WASC Supplement for Schools with Online Learning as the Primary Delivery System.
There are a number of online resources available to assist faculty prepare courses for online delivery.
Two templates are noted here:
The Accessible Syllabus template contains information and resources specific to courses using
Blackboard. This template was designed so that instructors could easily insert their information
and be assured that their Syllabus meets accessibility requirements.
Blackboard 9.1 Course Templates may be easily uploaded into empty course shells. The
templates may be easily customized by adding and/or deleting content.
CHECK ALL ITEMS THAT APPLY:
COURSE DELIVERY METHOD
Multi-mode/Hybrid
Multi-mode/Hybrid courses are a blend of online and face-to-face delivery. In these courses,
substantial portions of the content are delivered online and some portion of the face-to-face class
meetings is replaced with online work.
Web-based/Online
Web-based/Online courses typically have no face-to-face meetings and most or all of the content is
delivered online. Exams may be proctored.
41 specific standards
Fresno State | TILT | 278.6892 | Checklist for Online or Multi-mode/Hybrid Courses Page 2
COURSE ORIENTATION AND INTRODUCTION
The items identified by an asterisk are included in the Blackboard Student Orientation and the
customizable Student Orientation module available to faculty.
*Technical Support from TILT http://www.fresnostate.edu/academics/blackboard/support.html
*Link to tiltsupport@csufresno.edu for assistance
*Minimum computer hardware and software requirements
*Information tutorials on how to use software required by class assignments if applicable
*Link to browser recommendations and required plug-
ins http://www.fresnostate.edu/academics/blackboard/browsers.html
*Blackboard Manual/Help for students is available
Comments:
LEARNER SUPPORT AND RESOURCES
*Link to Online Learning Self-Assessment is available. Is Online Learning for You?
(http://www.fresnostate.edu/academics/blackboard/students/student-assessment.html)
*Information about the Services for Students with Disabilities
(http://www.fresnostate.edu/studentaffairs/ssd/)
Link to Library (http://www.fresnostate.edu/library/)
Comments:
SYLLABUS
The syllabus should be reviewed using the ‘Checklist for a Course Syllabus’ form.
ASSIGNMENTS
Information on how assignments are to be submitted and the location of any practice assignments
that are available
Policy concerning technical problems when submitting assignments or assessments
Acceptable file formats are listed
Comments:
Fresno State | TILT | 278.6892 | Checklist for Online or Multi-mode/Hybrid Courses Page 3
INSTRUCTIONAL DESIGN AND DELIVERY
Outcomes or learning objectives are present for each module/unit
Instructions are present for each module/unit
Activities are appropriate for either online or multi-mode/hybrid course
Comments:
COURSE ORGANIZATION
Syllabus and required instructional materials are easily located
Navigability is clear, simple and user friendly
Only tools that are utilized in the course are available
Layout of course is visually and functionally consistent
Course organization and sequencing is logical and clear—students know “what to do next”
Resources are separated into “required” and “optional” categories
Folders have clear descriptions
Top level links have no fields that increase load time (e.g., audio files or animations) or alterations
Nothing should be more than three clicks from the top level in order to minimize excess clicking
Topics are clearly identified and subtopics are related to topics
Numbers identify sequenced steps; bullets list items that are not prioritized or sequential
Links to other parts of the course or external sources are accurate and up-to-date
Links to outside web sites open in a new browser window
Course schedule is available in a printer-friendly format for student convenience
Spelling and grammar are accurate, and a consistent writing style is used throughout
Written material is concise - sentences and paragraphs are brief
Language of written material is friendly and supportive
Clear directions are given for each task or assignment
Comments:
Fresno State | TILT | 278.6892 | Checklist for Online or Multi-mode/Hybrid Courses Page 4
UNIVERSAL DESIGN AND ACCESSIBILITY
"It is the policy of the CSU to make information technology resources and services accessible to all CSU
students, faculty, staff and the general public regardless of disability."
For more information on the Accessibility Technology Initiative (ATI)
visit http://www.calstate.edu/accessibility/
Accessibility at Fresno State http://www.fresnostate.edu/accessibility/index.html
Contact Services for Students with Disabilities (http://www.fresnostate.edu/studentaffairs/ssd) if you
have specific concerns about accessibility. WebAIM (http://www.webaim.org/) has information,
descriptions of various disabilities and techniques you can use to make your course more accessible to
those with disabilities.
Access eLearning (http://www.accesselearning.net/) is a free, online ten-module tutorial that offers
information, instructional techniques, and practice labs on how to make the most common needs in
distance education accessible for individuals with disabilities, and enhance the usability of online
materials for all students.
Clear, concise, and consistent course framework is used
Course Menu is designed for easy navigation
Concise and meaningful text is used for all links and file formats are indicated when necessary
Transcripts of any audio or video are provided
Images are optimized for speedy display and include alt-tag text
Alternative formats of materials are provided, when possible (e.g., optional print packet of
extensive reading materials available, CD of audio clips used in course, low bandwidth alternative
for multimedia elements, PDF for a print option, etc.)
Use of color adds interest but does not disadvantage those with color blindness (e.g., color of text
is not used to communicate meaning)
File formats meet accessibility guidelines (e.g. use of headings in word)
Use of background images is avoided, as these are distracting to some students with learning
disabilities
Typeface choice and contrast between text and background enhances readability. (e.g., light
background with dark text)
Design keeps course pages to a comfortable length with white space, if longer texts are used the
design is optimized for printout and offline reading
Appropriate images supporting course content add visual interest
Comments:
Fresno State | TILT | 278.6892 | Checklist for Online or Multi-mode/Hybrid Courses Page 5
ANALYSIS OF TECHNOLOGY – OPTIONAL
Use this section to review specific technologies you used that are available in the Blackboard course.
Discussion Board required as part of course grade
Group discussion areas, when appropriate, for group activities
Discussion area specifically for student questions - open to responses from other students as well
as the instructor
Discussion area for off-topic discussions to keep the instructional discussion areas focused on
course content
Email
Phone-In Office Hours
Virtual Classroom / Synchronous “Chat”
Teleconferencing (using synchronous audio or video technologies such as Collaborate)
Online “lecture” – text version
Online lecture – audio or video version
Course textbook information
Interactive Tools (ie. Blogs, Journals, Wikis)
Web searching in support of research papers
Instructor tracks student activity to monitor individual interaction with course materials and
classmates
Regular use of announcements area
Illustrations / animations
Audio clips
Video clips
CD-ROM or DVD supplemental materials
Comments:
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Completed 1 November 2019

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