QM Guidelines for Remote/Blended Instruction

	A	B	D	E	F
1			Course Name & #		Peer Reviewer:
2	Standard	Descriptions for Online Requirements	Suggestions for Remote/Blended Instruction	Check	Feedback

3	Course Overview Introduction		Course Overview Introduction		Date of Review:
4	1.1	Instructions make clear how to get started and where to find various course components.	Create a START HERE page for getting started, navigational elements, and what items to accomplish at the beginning of the course.
5	1.2	Learners are instructed to the purpose and structure of the course.	Course Description and details regarding sychronistic and asychronistic activities.
6	1.3	Etiquette expectations (sometimes called "Netiquette") for online discussions, email, and other forms of communication are clearly stated.	Address: How will discussion forums be conducted; i.e. timeframe for posting, response to others, any scoring guide? How can you be reached? Is your email and office phone included in your BIO? Are there other ways that students can reach you; e.g. Remind text app?
7	1.4	Course and/or institutional policies with which the learner is expected to comply are clearly stated, or a link to current policies is provided.	Syllabus Statements & Learner Support tabs are included and visable.
8	1.5	Minimum technology requirements are clearly stated and instructions for use provided.	What technology do you expect students to use? Are all assignments uploaded to Blackboard? Will you accept those emailed to you? Do you need them to have a gmail account for Google applications?
9	1.6	Prerequisite knowledge in the discipline and/or and required competencies are clearly stated.	Discipline specific (any?)
10	1.7	Minimum technical skills expected of the learner are clearly stated.	Provide link to IT Tech Check
11	1.8	The self-introduction by the instructor is appropriate and is available online.	Complete the 'Meet your Professor' section. Include a video introduction (or) be a part of student introductions.
12	1.9	Learners are asked to introduce themselves to the class.	Ask students to give an introduction & picture (following a prompt). May use Voicethread, Blackboard Discussion Area, FlipGrid, other...
13	Learning Objectives (Competencies)		Learning Objectives		Learning Objectives
14	2.1	The course learning objectives, or course/program competencies, describe outcomes that are measurable.	Give at least one measurable learning objective per module.
15	2.2	The module/unit learning objectives or competencies describe outcomes that are measurable and consistent with the course-level objectives or competencies.
16	2.3	All learning objectives or competencies are stated clearly and written from the learner's perspective.
17	2.4	The relationship between learning objectives or competencies and course activities is clearly stated.
18	2.5	The learning objectives or competencies are suited to the level of the course.
19	Assessment and Measurement		Assessment		Assessment
20	3.1	The assessments measure the stated learning objectives or competencies.	Include within each learning module.
21	3.2	The course grading policy is stated clearly.	Include on syllabi
22	3.3	Specific and descriptive criteria are provided for the evaluation of learners' work and are tied to the course grading policy.	Provide scoring guides/rubrics for projects.
23	3.4	The assessment instruments implemented are sequenced, varied, and suited to the learner work being assessed.	Consider using a variety of assessments; e.g. online quizzes, discussion boards, essay, collaborative post, infographics, video, storyboards, presentations, etc.
24	3.5	The course provides learners with multiple opportunities to track their learning progress.	Include at least one activity/assignment per learning module.
25	Instructional Materials		Instructional Materials		Instructional Materials
26	4.1	The instructional materials contribute to the achievement of the stated course and module/unit objectives or competencies.	Establish a learning module for each week. Within the module, create a folder for every assignment that includes all materials needed in support. Follow the CRAAP test for currency, relevance, authority, accuracy, and purpose.
27	4.2	Both the purpose of instructional materials and how the materials are to be used for learning activities are clearly explained.
28	4.3	All instructional materials used in the course are appropriately cited.
29	4.4	The instructional materials are current.
30	4.5	A variety of instrctional materials is used in the course.
31	4.6	The distinction between required and optional materials is clearly explained	Include a folder for 'optional readings and other materials'.
32	Course Activities and Learner Interaction		Course Activities & Learner Interaction		Course Activities & Learner Interaction
33	5.1	The learning activities promote the achievement of the stated learning objectives or competencies.	See Standards 2.1-5
34	5.2	Learning activities provide opportunities for interaction that support active learning.	Include several collaborative activities throughout the course. Ideas: Padlet, Google Applications, Discussion Forums
35	5.3	The instructor's plan for classroom response time and feedback on assignments is clearly stated.	Indicate when students should expect a response on an email. Let students know how often you will be grading work submitted.
36	5.4	The requirements for learner interaction are clearly stated.	Specify if the lesson is sychronistic or asychronistic. If collaborative, give a timeline for participation.
37	Course Technology		Course Technology		Course Technology
38	6.1	The tools used in the course support the learning objectives and competencies.	Use a variety of blended learning strategies throughout the course. See examples!
39	6.2	Course tools promote learner engagement and active learning.
40	6.3	Technologies required in the course are easily attainable.
41	6.4	The course technologies are current.
42	6.5	Links are provided to privacy policies for all external tools required in the course.	Follow FERPA guidelines for student privacy.
43	Learner Support		Learner Support		Learner Support
44	7.1	The course instructions articulate or link to a clear description of the technical support offered and how to obtain it.	Include a direct link to Student IT Support
45	7.2	Course instructions articulate or link to the institution's accessibility policies and services.	Include link to Learner Support
46	7.3	Course instructions articulate or link to an explanation of how the institution's academic support services and resources can help learners succeed in the course and how learners can obtain them.
47	7.4	Course instructions articulate or link to and explanation of how the institution's student services and resources can help learners succeed and how learners can obtain them.
48	Accessibility and Usability		Accessibility & Usability		Accessibility & Usability
49	8.1	Course navigation facilitates ease of use.	Seek the assistance of your IT Instructional Designer for help with this. Also consider doing an 'Open Classroom' with a faculty member currently teaching online.
50	8.2	Information is provided about the accessibility of all technologies required in the course.
51	8.3	The course provides alternative means of access to course materials in formats that meet the needs of diverse learners.
52	8.4	The course design facilitates readability.
53	8.5	Course multimedia facilitate ease of use.
54			*Template modifications by sfinelli
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