Online/Blended Course Design: Quality Assurance Checklist*
Memorandum of Understanding
Course title:
Instructional Designer:
Faculty Content Expert:
Intended date of Course offering:
Introduction
Designing and teaching an online course requires a variety of skills that are different from teaching a course face-to-face;
this can include new forms of technology and access to specialized media production resources. Likewise, learning in an
online environment requires a skill-set many students are still developing when they come to college. To address these
unique challenges, and to better assist our students, a collaborative team-based approach to online course development is
an effective way to bring about new course offerings online; this would bring a faculty member, an instructional designer,
and multi-media expert together. In addition to contributing to student success and minimizing faculty stress, this
checklist allows for greater quality assurance for any public-facing Marquette digital educational offering. It can help
maintain a common Marquette familiarity and the value associated with taking a Marquette online course. Last, and just
as important, it insures that online courses meet legal requirements for ADA, FERPA and copyright compliance.
Typically, the development of a quality 3-credit course requires the following timeline and process:
1. Instructor or Chair notifies CTL, Director of eLearning of intent to develop an online or blended course/program.
2. Instructor and/or Chair meet with Director of eLearning to review guidelines for course development and
timeline. If not using CTL resources for course development, Department Chair and instructor sign off that they
have read and understand the guidelines.
3. If new to teaching online, it is recommended that the instructor completes the 3-week course - Facilitating an
Online Course
4. Development team begins course development at least three months prior to course start date and completes the
course two weeks prior to course start date.
5. Instructor conducts a mid-point student survey to address any issues or concerns that have arisen as a result of the
design or teaching of the online course.
6. Instructor and instructional designer review course after MOCES scores have been received to identify areas in
need of improvement
7. Director of eLearnning arranges a “peer review” after the course has been taught for one year
The representatives below have read the above statements and agree in principle to adhere to an agreed upon timeline and
to meet the checklists on the following pages:
Signatures:
_________________________________________________________________________________
Director of eLearning
Date
_________________________________________________________________________________
Chair
Date
_________________________________________________________________________________
Faculty
Date
_________________________________________________________________________________
Instructional Designer
Date
_________________________________________________________________________________
Media Services Representative (if appropriate)
Date
Met
Compliance Requirements
The course is FERPA compliant
Required web tools outside D2L are set as private and/ or student option for pseudonym
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The course is copyright compliant; minimizes risk of infringement
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Intellectual Property document signed
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The course adheres to ADA compliance** see attached checklist
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General Guidelines
Complies with style sheet
Verdana – 10-12
Heading 2 (main)
Heading 3 (sub)
Images included/appropriate
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Navigational instructions make organization of course easy to understand
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News Page contains an image and welcome message
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Course Overview and Intro
A statement introduces the student to the course and structure of the student learning
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Etiquette expectations are clearly stated
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Attendance policy is clearly stated
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Calendar or schedule of assignments and due dates is available
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Technology requirements are clearly stated
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Learning Objectives
Course learning objectives are clearly stated
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Module/unit learning objectives describe outcomes that are measurable and consistent with
the course – level objectives
Learning objectives address content mastery, critical thinking skills and core learning skills
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Assessment/Measurement
The types of assessments selected measure the stated learning objectives and are consistent
with course activities and resources
The course grading policy is clearly stated
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Specific and descriptive criteria (i.e. rubrics) are provided for the evaluation of students’
work and participation
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Self check or practice types of assignments are provided for timely student feedback
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Grade book in D2L is complete
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Mid course student survey is in place
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Resources and Materials
The instructional materials support the stated learning objectives
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The instructional materials are logically sequenced and integrated
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All resources /materials used are appropriately cited
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Resources and materials enhance student interactivity and guide students to become more
active learners
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Not completed - explanation
Learner Engagement
The learning activities promote achievement of stated learning objectives
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Learning activities foster instructor-student, content-student, and if appropriate, studentstudent interaction
Clear standards are set for instructor response and availability
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The requirements for course inter-action are clearly articulated
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The course design prompts the instructor to be active and engaged with students
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Course Technology
The tools and media support the learning objectives and are appropriately chosen to
optimally convey course concepts and information.
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The tools and media enhance student interactivity and guide the student to become a more
active learner
Technologies required are either provided or easily downloadable
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Instructions on how to access resources at a distance are sufficient and easy to understand
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Course design takes full advantage of appropriate tools and media
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Learner Support
Clear technical support documents are available
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Tutorials and resources that answer basic questions related to course content (research,
writing, technology) are available, including link to Marquette Tech Support
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Checklist for ADA Best Practice Compliance in Online Courses
Yes
No
N/A
a. Provides wording for the links. Avoids using “click here” for the links.
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b. Use text descriptions for the links.
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a. Uses sans serif fonts for easy readability.
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b. Uses dark font colors on light backgrounds (preferably use black text on white background)
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c. Avoids conflicting color combinations and the use of color to signify critical elements or to cue an
essential learning action
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d. Uses one font throughout the site.
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e. Avoids overuse of all CAPS, bold or italics.
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f. Avoids underlining words, as the screen reader can mistake it for a navigation link.
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a. Images are clear.
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b. Image files are optimized for efficient loading.
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c. Use of animated images is limited to only those that contribute to the learning experience—supporting the
course content.
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d. Avoids animated or blinking images, text or cursors. These can cause seizures for some people.
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e. All images essential to instruction have alt texts/long descriptions attached to them.
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a. Audio quality is clear.
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b. Audio file length is adequate to meet the goals of the activity without being too large to restrict users’
ability to download the file on computers with lower bandwidths.
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c. A written transcript is provided with all audio files.
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d. Audio file length is adequate to meet the goals of the activity without adding unnecessary information.
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e. Audio player required is compatible with multiple operating systems and requires only a standard, free
plug-in.
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a. Video quality is clear.
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b. Video file length is adequate to meet the goals of the activity without being too large to restrict users’
ability to download the file on computers with lower bandwidths.
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c. Provides closed-captioning or has accompanying text-based scripts for all videos.
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d. Video file lengths are adequate to meet the goals of the activity without adding unnecessary information.
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e. Video and audio files should be streamed
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f. Video player required is compatible with multiple operating systems and requires only a standard, free
plug-in.
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Links
Text
Images
Audio
Video
and
PPT
*Adapted from Quality Matters Rubric - https://www.qualitymatters.org/rubric and Washburn University’s “ADA Compliance Checklist”