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COURSE
DESIGN
RUBRIC
The California Virtual Campus-Online Education Initiative (CVC-OEI) is a collaborative effort
among California Community Colleges (CCCs) to ensure that significantly more students are
able to complete their educational goals by increasing both access to and success in high-
quality online courses.
This work is licensed under a
Creative Commons Attribution 4.0 International License.
Revised October 2018
This page is intentionally left blank for printing purposes. If you plan to print the
document for your own reference, you may check the page numbers to print just
what you need.
2
Online Course Review Information
Date:
College:
Instructor Name:
Local Course ID:
Course C-ID:
(if applicable)
Reviewer Name:
Review Type: Self Peer Lead Accessibility
Information below this line will be completed by the Lead Reviewer
Aligned Sections:
A B C D
3
10/22/2019
LPC - FLEX DAY WORKSHOP
The OEI Course Design Rubric was developed in 2014 by the OEI Professional
Development work group to ensure that all courses offered as part of the initiative promote
student success and meet existing regulatory and accreditation requirements. It has undergone
revisions and updates since then in response to changes in available instructional technology
and feedback from both instructors and reviewers.
Courses that are peer reviewed and aligned to the OEI Course Design Rubric:
have met the CCC’s highest level of design standards to support online student
success and
can be made available for cross enrollment to students at participating colleges.
The Rubric is divided into four sections.
SECTIONS A-C
Section A: Content Presentation
The 14 elements for quality course design in this section address how content is
organized and accessed in the course management system. Key elements include
course navigation, learning objectives, and access to student support information.
S
ection B: Interaction
T
he six elements in this section address instructor-initiated and student-initiated
communication. Key elements of quality course design covered in this section include
regular effective contact, both between and among instructors and students.
Sect
ion C: Assessment
T
he eight elements in this section address the variety and effectiveness of assessments
within the course. Key elements include the alignment of objectives and assessments,
the clarity of instructions for completing activities, and evidence of timely and regular
feedback.
Following a review by a team of trained faculty peer reviewers, each element in Sections A-C
will be marked in one of three ways:
Incomplete:
The element is missing or present to a degree that does not adequately support student
success in online learning.
Aligned:
The element is present and effectively designed to support student success in online
learning.
Additional Exemplary Elements:
This designation recognizes design choices that are aligned and go even further to
enhance the student experience in the online learning environment.
4
SECTION D
Accessibility
The 16 elements in this section are reviewed to determine if a student using assistive
technologies will be able to access the instructor’s course content as required by Section
508 of the Rehabilitation Act of 1973 (also known as “508 Compliance”). The
accessibility elements in Section D focus on instructor-generated content that is primarily
under the control of faculty when developing a course. Since Section D addresses
elements that are required to be present, the elements in this section, when applicable,
are only marked as Incomplete or Aligned.
Creative Commons Licensed Content
In addition to preparing courses for the CVC Exchange, the OEI Course Design Rubric is
licensed under a Creative Commons Attribution 4.0 International License and can be used as:
• A roadmap for instructors designing new online courses.
• A tool for instructors seeking to update or improve existing courses.
• The foundation for starting a campus-based POCR (Peer Online Course Review) process.
Visit CVC.edu for more information on the OEI, the Rubric, and the Course Review Process. We
welcome your feedback and suggestions.
5
Table of Sections
Section A: Content Presentation
A1-A3: Unit-Level Objectives ..................................................................................7
A4-A8: Use of CMS.................................................................................................8
A9-A11: Learner Support ........................................................................................9
A12-A14: Institutional Support ...............................................................................10
Section B: Interaction
B1-B3: Instructor Contact.......................................................................................11
B4-B6: Student-to-Student Contact........................................................................12
Section C: Assessment
C1-C4: Effective Assessment ................................................................................13
C5-C8: Guidance and Feedback............................................................................14
Section D: Accessibility
D1-D10: Formatting ......................................................................................... 15-17
D11: Accessibility Checkers...................................................................................17
D12-16: Audio and Video................................................................................. 18-19
6
Section A: Content Presentation - Unit Objectives
Incomplete
Aligned
Additional
Exemplary Elements
A1: Placement of Objectives
Objectives are not
included in individual
learning units.
Objectives are included
in the individual learning
units.
Objectives are
consistently placed and
easy to locate in each
learning unit.
A2: Clarity of Objectives
Objectives do not
include demonstrable
learning outcomes.
Objectives consistently
include demonstrable
learning outcomes.
Objectives are written in
language that is student-
centered.
A3: Alignment of Objectives
Learning unit content is
not aligned with or
sufficient to meet unit
objectives.
Content is clearly
aligned with and
sufficient to meet the
learning unit objectives.
The connections
between content and
learning unit objectives
are made explicitly clear
to the students.
Criteria
A1 – A3 Comments:
7
A1-A3: Help students better understand the purpose of the work they are doing in a particular unit
of the course.
A1: Are the objectives easy to find and consistently located within each learning unit?
A2: Do objectives utilize Bloom's Taxonomy of demonstrable learning outcomes? For example,
learning objectives that note students should understand X, Y, or Z do not clearly indicate how
understanding may be measured. Instead, the learning objective should be rewritten to indicate how
understanding will be demonstrated. Using Bloom's Taxonomy as a starting point, there are several
learning verbs that can be used to "demonstrate" understanding (e.g., describe, explain, analyze,
synthesize, evaluate, etc).
A3: Are the content (e.g., reading, assignments, quizzes) meeting the learning unit objectives?
Section A: Content Presentation - Use of the CMS
Incomplete Aligned
Additional
Exemplary Elements
A4: Course Navigation
Navigation and content
flow are not easily
determined.
Navigation and content
flow are easily
determined by the user.
Clearly labeled tutorial
materials explaining how
to navigate the specific
course are included.
Content is not
presented in distinct
learning uni ts or
modules.
Content is meaningfully
segmented into distinct
units or modules to aid
learning.
Learning units or modules
are consistently structured
and sequenced to reduce
cognitive load.
Page content is not
chunked in manageable
segments using
headings, making online
reading difficult.
Page content is
chunked in manageable
segments using
headings that facilitate
online reading.
Page content uses
descriptive headings and
subheadings that enhance
student understanding o f
the material.
A5: Unit-level Chunking
A6: Page-level Chunking
A7: Effective Use of Course Management (CMS) Tools
CMS tools that could
reduce the l abor
intensity of learning are
not used e ffectively.
CMS tools are used to
reduce the l abor-
intensity of learning and
streamline access to
materials and activities
for students.
CMS tools are used to
provide integrated and
innovative learning
materials and activities for
students.
A8: Effective Use of Multimedia
Content is presented
primarily using one
medium.
A variety of media, such
as text, audio, video,
images and/or graphics
are used throughout.
Multimedia is used
creatively throughout the
course to facilitate
student-centered learning.
Criteria A4 – A8 Comments:
8
A4: Navigate the course as if you were a student. If you knew nothing about online courses or
Canvas, where does the home page guide you to start? Are there clear directions, or must the student
guess? How many "clicks" before you get to useful information that tells you what you need to do in
week 1?
A5: Unit-level chunking works hand-in-hand with clear navigation. Each instructor may define what
constitutes a unit differently, but is should be clear to students where one unit starts and another
begins. This may, in part, include chunking the work of the class into various units.
A6: Are pages of manageable length, and headings are included?
A7: Are CMS tools utilized? (e.g., Homepage, Announcements, Syllabus, Discussions, Assignments)?
A8: Is there a variety of media used throughout the class (e.g., not just text)?
Section A: Content Presentation - Learner Support
Incomplete Aligned
Additional
Exemplary Elements
A9: Instructions
Instructions for working
with course content are
missing or incomplete
(e.g., links to articles or
videos are provided
without any guidance
for how the student
should work with the
material).
Course design includes
instructions for learners
to work with content in
meaningful ways (e.g.,
guiding students to take
notes during a video,
explaining what to look
for in an article, etc.).
Instructions are directly
embedded with the
content.
A10: Learning Support
There are few or no
individualized learning
opportunities, such as
remedial activities or
resources for advanced
learning.
Individualized learning
opportunities, such as
remedial activities to
support Basic Skills or
resources for advanced
learning, are provided.
Frequent i ndividualized
learning opportunities
are provided throughout
the course.
A11: Learner Feedback
Learners do not have
an opportunity to give
anonymous feedback to
the instructor regarding
course design and/or
course content.
Learners have the
opportunity to give
anonymous feedback to
the instructor regarding
course design and/or
course content after
course completion.
There are opportunities
to give anonymous
feedback both during
course delivery and
after course completion.
Criteria A9 – A11 Comments:
9
A9: Are there instructions for each powerpoint, lecture notes, videos, so students know what to
focus on and why?
A10: Are there opportunities for extra credit work, optional learning to enhance or remediate
learning concepts in the units?
A11 Is there an anonymous course survey at the end of the course (and even during the course)?
Section A: Content Presentation - Institutional Support
Incomplete Aligned
Additional
Exemplary Elements
A12: Course Policies
Institutional/instructor
policies relevant for
learner success are not
included or are difficult
to find.
Policies relevant for
learner success (e.g.,
academic honesty,
course drop/withdrawal,
computer use, etc.) are
included and easy to
find.
Institutional/instructor
policies are provided in
units or activities where
they are most relevant.
A13: Student Services
Links to institutional
services are not
included, thus requiring
students to exit the
course to find support
resources.
Links to institutional
services (such as
disability services,
online counseling,
online tutoring, online
readiness, the library,
etc.) are included and
clearly labeled.
Links to institutional
services are provided in
the modules,
assignments, and/or
activities where they
may be needed most.
A14: Technology Support
Information about and
links to technology
support are not included
or easily found.
Technology support is
explained to students,
and relevant contact
information and/or links
are easily found.
Links to technology
support and trouble-
shooting tips are
provided where they
may be needed
throughout the course.
Criteria A12 – A14 Comments:
10
A12: Are course policies (academic honesty, plagiarism, add/drop policy, etc) provided? Are they
easy to find?
A13: Are institutional service links (such as disability services, online tutoring, online readiness,
online counseling, the library, etc) provided? Are they easy to find?
A14: Is technology support and relevant contact information (such as Canvas help, LPC technology
support, etc) explained clearly to students and easy to find?
Section B: Interaction - Instructor Contact
Incomplete Aligned
Additional
Exemplary Elements
B1: Pre-Course Contact
Instructor does not
initiate contact prior to
or at the beginning of
the course.
Instructor initiates
contact prior to or at the
beginning of course.
Instructor provides
multiple resources to
help students
successfully start the
course.
B2: Regular Effective Contact
The course design
appears to be lacking
opportunities for regular
effective student contact
initiated by the
instructor.
The course design
includes regular
instructor-initiated
contact with students
using CMS
communication tools.
The course design
includes ample
opportunities for regular
effective contact using a
wide variety of
communication tools.
B3: Student-Initiated Contact
Instructor contact
information, including
expected response
times, is missing or not
easy to find.
Students are
encouraged to initiate
contact with the
instructor through easily
accessed contact
information that
includes expected
response times.
Students are provided
with multiple means of
contacting the instructor
and are encouraged to
do so throughout the
course.
Criteria B1 – B3 Comments:
11
B1: Is there a welcome email or a first day of class announcement to students?
B2: Does this class contain an "instructor communication plan" that indicates how the instructor will
initiate contact with students? e.g., by email, office hours, etc.
B3: Are students encouraged to contact the instructor? Is the instructor contact information easy to
locate? When will the instructor respond to an email (e.g., expected response times)?
Section B: Interaction - Student-to-Student Contact
Incomplete Aligned
Additional
Exemplary Elements
B4: Student-Initiated Contact with Other Students
Students are not given
opportunities to initiate
interaction with other
students in the course.
Opportunities for
student-initiated
interaction with other
students are available
and encouraged.
The course makes a
variety of tools and
methods available for
student-initiated
interaction to
accommodate a variety
of communication
styles.
B5: Regular Effective Contact Among Students
Students have no or
limited opportunities to
engage in regular
effective contact with
other students (e.g.,
limited to a single Q&A
discussion forum only).
Regular effective
contact among students
is designed and
facilitated to build a
sense of community
among learners.
The design and
facilitation of
communication
activities are responsive
to the variety of cultures
and communication
styles in the learning
community.
B6: Participation Levels
Guidelines explaining
required levels of
student participation are
not provided.
Guidelines explaining
required levels of
student participation
(i.e., quantity and
quality of interactions)
are consistently
provided.
A rubric or equivalent
grading document is
included within
assignments/activities
to explain how
participation will be
evaluated.
Criteria B4 – B6 Comments:
12
B4: Are there any student-to-student forum that is not graded where students can "hang out" and
ask questions outside of the required discussion forums? For example, in a f2f class before a class
begins or after class, students might talk to one another.
B5: Are there consistent regular effective contact among students as part of this class? Now this
does not necessarily have to be only discussion boards (with responses); this may include group
work, collaborations, triads/pairs working via Zoom, etc.
B6: Are there explicit guidlelines explaining what is expected regarding student participation so that
students know how they will be graded?
Section C: Assessment - Effective Assessment
Incomplete Aligned
Additional
Exemplary Elements
C1: Authenticity
There is little or no
evidence of authenticity
built into assessments.
Assessment activities
lead to the
demonstration of
learning outcomes.
Assessments are
designed to mimic
authentic environments
to facilitate transfer.
C2: Validity
Students are evaluated
on performance
unrelated to the stated
objectives.
Assessments appear to
align with the
objectives.
Assessments match the
objectives and learners
are directed to the
appropriate objective(s)
for each assessment.
C3: Variety
Assessments are
limited primarily to one
type of assessment
(either formative or
summative).
Both formative and
summative
assessments are used
throughout the course.
Multiple types of
formative and
summative
assessments are used
(research project,
objective test,
discussions, etc.).
C4: Frequency
Assessments are few
and infrequent.
Multiple assessments
are administered during
the duration of the
course.
Frequent assessments
occur at regular
intervals throughout the
course, providing
students with timely
feedback on learning
and performance.
Criteria C1 – C4 Comments:
13
Section C: Assessment - Guidance and Feedback
Incomplete Aligned
Additional
Exemplary Elements
C5: Rubrics/Scoring Guide
Rubrics or descriptive
criteria for desired
outcomes are not
included for most
assessment activities.
Rubrics or descriptive
criteria for desired
outcomes are included
in most or all
assessment activities.
Rubrics and/or
descriptive criteria for
desired outcomes
include models of “good
work.”
C6: Assessment Instructions
Assessments include
little or no instructions.
Instructions clearly
explain to students how
to successfully
complete the
assessments.
Instructions are written
clearly and with
exemplary detail to
ensure understanding.
C7: Feedback
There is little to no
evidence of meaningful
feedback on student
assessments.
The course includes a
clear description of how
meaningful, timely
feedback on
assessments will be
provided.
Students are given clear
instructions on
accessing feedback in
the CMS and guidance
on applying feedback to
improve learning and
performance.
C8: Self-Assessment
There is little to no
evidence that students
are provided
opportunities for self-
assessment
Opportunities for
student self-assessment
with feedback are
present.
There are multiple
opportunities for student
self-assessment that
encourage students to
seek timely additional
help.
Criteria C5 – C8 Comments:
14
Section D: Accessibility
Instructors need to verify that content they create or add to their courses is accessible to all students. Third
party tools and platforms (publisher content, LTI/Apps, etc.) procured by the college or department represent
an institutional responsibility. It is important for faculty, administration, and vendors to work together to ensure
that such proprietary course materials meet prevailing accessibility standards. The following were noted in this
course and may require additional accessibility review by the college:
LTI/Apps Media Player Links to 3rd party websites Publisher content
3rd Party Resources in this course: __ ___________________________________________________________
Because the review of course accessibility is a snapshot in time, instructors and administrators should engage
in an on-going effort to ensure that equitable access to instructional content is maintained in the course and
that all areas of accessibility are addressed.
For information on the accessibility of services and tools made available through the California Community
College Chancellor’s Office CVC-OEI grant, please visit CVC.edu. For other web and information technology
accessibility needs, please visit the CCC Accessibility Center.
D1: Heading Styles
Heading styles are consistently used to aid navigation through the course
when using assistive technology. Heading levels (Heading 1, Heading 2, etc.)
are used in correct order. Fonts, colors, and formats (bold, italics, etc.) are
not used in lieu of heading styles.
Check:
Canvas Content Documents (e.g., MS Word) PDFs Digital Presentations
Spreadsheets
N/A
Incomplete
Aligned
D1 Comments:
D2: Lists
Lists are created using the bullet or numbered list tool instead of being
formatted manually so that lists are recognized when using a screen reader.
Check:
Canvas Content Documents (e.g., MS Word) PDFs Digital Presentations
Spreadsheets
N/A
Incomplete
Aligned
D2 Comments:
D3: Links
Links are identified with meaningful and unique text in place of displaying the
URL.
Check:
Canvas Content Documents (e.g., MS Word) PDFs Digital Presentations
Spreadsheets
N/A
Incomplete
Aligned
D3 Comments:
15
D4: Tables
Column and/or row header cells are designated so that screen readers can
read table cells in the correct order. A table caption is included for more
complex tables.
Check:
Canvas Content Documents (e.g., MS Word) PDFs Digital Presentations
Spreadsheets
N/A
Incomplete
Aligned
D4 Comments:
D5: Color Contrast
There is sufficient color contrast between the foreground text and background
to avoid difficulties for students with low vision.
Check:
Canvas Content Documents (e.g., MS Word) PDFs Digital Presentations
Spreadsheets
N/A
Incomplete
Aligned
D5 Comments:
D6: Color and Meaning
Color is not used as the only means of conveying information, adding
emphasis, indicting action, or otherwise distinguishing a visual element.
Check:
Canvas Content Documents (e.g., MS Word) PDFs Digital Presentations
Spreadsheets
N/A
Incomplete
Aligned
D6 Comments:
D7: Images
All images have appropriate alternative text, either explaining instructional
value or indicating the image is decorative. Alternative text does not contain
“image of”, “picture of” or file extension (e.g., “.jpg”).
Check:
Canvas Content Documents (e.g., MS Word) PDFs Digital Presentations
N/A
Incomplete
Aligned
D7 Comments:
16
D8: Reading Order
Reading order is correctly set so that content is presented in the proper
sequence when using screen readers and other assistive technologies.
Check:
Documents (e.g., MS Word) PDFs Digital Presentations
N/A
Incomplete
Aligned
D8 Comments
D9: Slides
Slides are created using built-in accessible slide layouts with each slide
having a unique title. All text is visible in Outline View to be sure that it can be
read by assistive technology.
Check:
Digital Presentations
N/A
Incomplete
Aligned
D9 Comments:
D10: Spreadsheets
Spreadsheets include labels for the rows and columns, detailed labels for
charts, and are accompanied by textual descriptions that draw attention to
key cells, trends, and totals.
Check:
Spreadsheets (e.g., Excel, Google Sheets, etc.).
N/A
Incomplete
Aligned
D10 Comments:
D11: Accessibility Checkers
Files and content pages pass any built-in accessibility check available in the
software.
Check:
Canvas Content Documents (e.g., MS Word) PDFs Digital Presentations
Spreadsheets
N/A
Incomplete
Aligned
D11 Comments:
17
D12: Video
All video must have accurate captions. If a video has no audio or
instructionally relevant soundtrack, a note explaining that should accompany
the video.
Check:
Required video content inside the course management system or external video
content linked to from within the course.
N/A
Incomplete
Aligned
D12 Comments:
D13: Audio
Audio files must be accompanied by complete and accurate transcripts.
Check:
Audio files inside the course management system and external audio-only content
linked to from within the course.
N/A
Incomplete
Aligned
D13 Comments:
D14: Flashing Content
Blinking or flashing content, including gifs, should only be used if
instructionally needed and not merely for decoration or emphasis. Flashing
content must not flash more than three times in any one second period or
exceed the general and red flash thresholds.
Check:
Videos Canvas Content Files, including slides, documents, etc.
N/A
Incomplete
Aligned
D14 Comments:
D15: Live Captions
Live broadcast and synchronous video conferences must include a means for
displaying synchronized captions if requested.
Check:
Plan for captioning any live, synchronous video events planned for the course.
N/A
Incomplete
Aligned
D15 Comments:
18
D16: Auto-play
Audio and video content should not be set to auto-play. If any audio on a web
page does auto-play for more than three seconds, a mechanism must be
available to pause, stop, and control the volume.
Check:
Audio and video content inside the course management system or linked to from
within the course.
N/A
Incomplete
Aligned
D16 Comments:
The California Virtual Campus-Online Education Initiative (CVC-OEI) is a collaborative effort
among California Community Colleges (CCCs) to ensure that significantly more students are
able to complete their educational goals by increasing both access to and success in high-
quality online courses.
This work is licensed under a
Creative Commons Attribution 4.0 International License.
Revised October 2018
19
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