Course Overview & Introduction

Learning Objectives (Competencies)

Assessment & Measurement

Instructional Materials

Learning Activities & Learner Interaction

Course Technology

Learner Support

Accessibility & Usability

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Design

Delivery

Other?

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General Standard

Specific Review Standard

Annotation

D&I Annotation

Overview and Introduction: The overall design of the course is made clear to the learner at the beginning of the course.

1.3 Communication expectations for online discussions, email, and other forms of interaction are clearly stated.

Expectations for how learners are to communicate online and in the classroom are clearly stated. (Such expectations are sometimes referred to as “netiquette.”) Types of communication include email, discussion forums, assignments, and other interactions or collaborations.

Since learner behavior is culturally influenced, it is important to be explicit about expectations for communication that apply in the course.

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Set aside time at the beginning of the semester for students to agree on shared expectations for how they will treat and interact with each other. Unlike etiquette (sometimes referred to as netiquette) or a classroom code of conduct, community agreements are not forced on students without their input. Students collectively establish rules for engaging with each other.

General Standard

Specific Review Standard

Annotation

D&I Annotation

Course Overview and Introduction: The overall design of the course is made clear to the learner at the beginning of the course.

1.8 The self-introduction by the instructor is professional and is available online.

The initial introduction creates a sense of connection between the instructor and the learners. It presents the instructor as professional as well as approachable and includes basic information such as the instructor’s name, title, photo or other visual representation, field of expertise, email address, phone number, and virtual office hours. Reviewers, look for a self-introduction that is professional in content and tone and that includes contact information.

Normalize pronoun usage and preferred names. Include your own pronouns in a biographical introduction as well as in electronic communication. Make space in class to share pronouns, not assume student pronouns by their outward appearance or their names on university course roster.

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In discussion-based activities, model sharing pronouns as well as giving students the opportunity to share their name and pronoun with me and their peers.

1.9 Learners are asked to introduce themselves to the class.

Learner introductions at the beginning of the class help to create a welcoming learning environment and a sense of community. Learners are asked to introduce themselves and are given guidance on where and how they should do so.

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General Standard

Specific Review Standard

Annotation

D&I Annotation

Learning Objectives (Competencies): Learning objectives or competencies describe what learners will be able to do upon completion of the course.

2.3 Learning objectives or competencies are stated clearly, are written from the learner’s perspective, and are prominently located in the course.

The course and module/unit-level learning objectives or competencies are stated clearly and prominently in the online classroom. The learning objectives or competencies are written in a way that allows learners, including non-native speakers, to easily grasp their meaning and the learning outcomes expected. The use of educational or discipline jargon, unexplained terminology, and unnecessarily complex language is avoided.

Avoid hidden curriculum by explaining terms and concepts unique to higher education. Use a friendlier, more conversational tone to showcase your course and what it has to offer students.

General Standard

Specific Review Standard

Annotation

D&I Annotation

Instructional Materials: Instructional materials enable learners to achieve stated learning objectives or competencies.

4.5 A variety of instructional materials is used in the course.

The course presents a variety of relevant instructional materials that may include textbooks and other publications, instructor-created resources, websites, and multimedia. Variety may take the form of different types of media used to deliver content.

Review the examples, case studies, and media I use in class and evaluate the inclusivity of this course content. Make the effort to find examples that expand inclusive representation including race/ethnicity, class, gender, sexual orientation, country of origin, and ability as well as cultural, political, religious, or other affiliations. Understand the importance of representation for student learning and creating a connection to the content/discipline.