APPENDIX QUALITY RECOMMENDATIONS CHECKLISTAPPENDIXAPPENDIX - AMAZON S3
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Appendix
Quality Recommendations
Checklist AppendixAppendix
Welcome
■■ Created a message warmly welcoming students to the course
(video preferred) and posted it as an announcement to the online
classroom.
■■ Included instructions to read the entire Start Here module, post to the
Meet & Greet discussion, and take the short quiz at the end of the Start
Here module.
Meet & Greet Discussion
■■ Created a “Meet & Greet” discussion area.
■■ Provided instructions for students to introduce themselves (video
preferred; insert photo if a video is unavailable).
■■ Instructed students to post comments on one or more peers’ posts
(video or audio responses preferred).
■■ Posted own response to the discussion.
About the Instructor
■■ Created the “About the Instructor” page in the Start Here module. Page
includes:
■■ Instructor’s preferred name and pronouns
■■ Contact information
■■ Email address
■■ Phone number
■■ Alternative contact information (text messaging, Skype, etc.)
■■ Contact preferences and hours of availability
■■ Short academic biography
■■ Short philosophy of teaching
Copyright material from Bruce M. Mackh (2022), Pivoting Your Instruction: A Guide to Comprehensive
Instructional Design for Faculty, RoutledgeCourse Orientation
■■ Created “Course Orientation” page in the Start Here module.
■■ Posted a video (preferred) or written instructions that include the
following information:
■■ Explanation of how to navigate the online classroom.
■■ Statement about course prerequisites (if any).
■■ List of all textbooks and required materials, including links for
purchase or download.
■■ A printable copy of the syllabus (link or attachment).
■■ Course calendar (link or attachment).
Objectives and Outcomes
■■ Created “Objectives and Outcomes” page in the Start Here module.
■■ Wrote objectives and outcomes for the course that are:
■■ Suited to the level of the course.
■■ Stated clearly.
■■ Measurable.
■■ Written from the student’s point of view.
■■ Wrote objectives for each module that align with those for the course
as a whole.
Overview of Activities, Assignments, and Assessments
■■ Created “Course Overview” page in the Start Here module that
explains:
■■ How each assignment, assessment, or learning activity aligns with
course and module objectives and outcomes.
■■ How the course provides multiple opportunities for students to
demonstrate learning through varied assessments.
■■ How the course includes opportunities for students to review their
own performance and assess their own learning (self-graded tests,
practice quizzes, reflective assignments, etc.).
■■ The weight or value of each graded item in the course.
■■ Ensured gradebook is well-organized and up to date.
Policies and Expectations
■■ Created “Policies and Expectations” page in the Start Here module that
explains the instructor’s policies and expectations for
■■ Late work, make-up work, and resubmission of work
■■ Grading policies
■■ Attendance and participation
Copyright material from Bruce M. Mackh (2022), Pivoting Your Instruction: A Guide to Comprehensive
Instructional Design for Faculty, Routledge■■ Communication
■■ Netiquette and classroom civility
■■ What the instructor expects from students
■■ Clarified what students can expect from the instructor
■■ Where and when feedback will be provided
■■ When grades will be posted
■■ What students can expect from the instructor
■■ How students can provide feedback about the course
■■ Provided links to relevant or required university policies.
Student Support
■■ Created the “Student Support” page in the Start Here module that
provides a brief explanation, contact information, and links to each of
the following campus units:
■■ Technology help
■■ LMS support
■■ Tutoring services or online tutorials
■■ Writing center or academic support services
■■ Library
■■ Health, wellness, and mental health services
■■ Office of Disabilities Services
■■ Link to the university’s accessibility policy
Technology
■■ Created the “Technology” page in the Start Here module that
includes:
■■ Explanation of course format (online, hybrid, blended, hyflex, face
to face, etc.)
■■ List of minimum hardware, software, and equipment requirements,
including information on how to obtain required hardware and
software
■■ How the varied technologies used in the course support students’
achievement of course objectives and outcomes, deliver content,
and facilitate active learning, communication, engagement, and
collaboration
■■ List of technological skills and knowledge required in the course
along with resources such as video tutorials for required skills
■■ Page includes links to privacy policies and vendor accessibility
statements for all technology tools used in the course.
Copyright material from Bruce M. Mackh (2022), Pivoting Your Instruction: A Guide to Comprehensive
Instructional Design for Faculty, RoutledgeInstructional Materials
■■ Verified that all the instructional materials in the course:
Support students’ achievement of course objectives and outcomes
■■ Demonstrate up-to-date theory and practice in the discipline
■■ Model expectations for academic integrity by clearly stating
copyright or licensing status, permission to share (where
applicable), and include correct citations or references
■■ Where possible, free or low-cost student materials are used.
Course Content, Activities, and Interaction
■■ Ensured the following statements about the course are true:
■■ All learning activities promote students’ achievement of the course
objectives and outcomes.
■■ Course activities develop students’ higher-order thinking and core
competencies such as critical thinking, problem solving, reflection,
and analysis.
■■ Course includes activities that link to the real-world application
of the discipline, such as experiential learning, case studies, or
problem-based activities.
■■ Activities provide opportunities for interaction:
■■ Peer to peer
■■ Student to instructor
■■ Student to content
■■ Course incorporates active learning, collaboration, and peer-to-
peer sharing of knowledge and resources.
■■ Content is organized logically and follows a clear progression from
the beginning to the end of the course.
■■ Instructions clarify where to find necessary resources and how to
use them to complete assignments, activities, or assessments.
■■ Every graded item is associated with clear written directions and
includes a rubric, checklist, or other transparent grading criteria.
■■ Due dates and submission requirements for all graded items are
clear and evident.
Online Environment Design
■■ Ensured the following descriptions of the course’s online environment
are true:
■■ Frequently used tools are apparent and convenient.
■■ Navigation and learning paths are evident and intuitive.
Copyright material from Bruce M. Mackh (2022), Pivoting Your Instruction: A Guide to Comprehensive
Instructional Design for Faculty, Routledge■■ Page layouts are consistent and uncluttered.
■■ Color schemes and icons are consistent on all pages.
■■ Related content is organized together.
■■ Large blocks of information are divided into manageable sections.
■■ All instructions are clear, well written, and free from grammatical
and spelling errors.
Readability
■■ Ensured the following descriptions of the course’s readability are true:
■■ There is sufficient contrast between text and background.
■■ Formatting uses titles, headings, and other visual organization.
■■ Sans-serif font of no less than 12 points is used for all text.
■■ No flashing or blinking text is present.
■■ Slideshows:
■■ Use a pre-determined slide layout.
■■ Slides have unique titles.
■■ Simple, non-automatic transitions between slides.
■■ Adhere to the same readability requirements as the rest of the
course.
Access for Diverse Learners
■■ Ensured the following descriptions of the course’s accessibility for all
learners are true:
■■ Text is the primary means of conveying information.
■■ All text is:
■■ Available in easily accessed format (HTML preferred).
■■ Readable by assistive technology, including PDF files and any
text contained in images.
■■ Displayed as in-line text rather than tables whenever possible.
■■ Tables are accompanied by a title and summary description.
■■ All visual elements in the course are understandable when viewed
without color.
■■ A text equivalent is provided for every non-text element (alt-text
tags, captions, transcripts, etc.) in all documents, files, LMS pages,
multimedia, and web pages.
■■ Visual presentations include audio narration.
■■ Hyperlinks are descriptive and make sense if seen out of context.
■■ Students are informed of assessments with time limits and have
been provided sufficient lead time to arrange accommodations.
Copyright material from Bruce M. Mackh (2022), Pivoting Your Instruction: A Guide to Comprehensive
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