Instructor Checklist
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Area / Tool / Feature
Description
Announcements
Often, the first page displayed when any user enters a course site. Brief
messages should be posted here, such as a message welcoming students to the
class and messages conveying pertinent information about course assignments,
updates, reminders, and exams.
Welcome Message
Have you included a welcome message that greets students, invites them to
explore the course site, and directs them to specific information within the site?
Have you made the announcement a permanent announcement, so it will be
available throughout the semester?
Navigation Cues
Have you included a permanent announcement containing a table or list defining
what each of the main areas of the site contain (types of information, types of
tools, etc.)?
Updates
Have you instructed students to check announcements regularly? Are you using
announcements to keep students informed and updated on important
developments as the course progresses?
Email
If you are sending a time-sensitive or important announcement, have you also
sent the announcement to student emails? This is done by placing a checkmark
in the checkbox in section 4 of the Add Announcement screen. NOTE: Emails
are sent immediately. If you are setting up announcements to be sent at a future
date, do not select the email option.
Syllabus
This is your "contract" with the student.
Identifying Information
Does the Syllabus display the course title, course number, and the instructor's
name? Is the course number and course title the same as the listed in the
current College of DuPage Catalog?
Credit Hours
Are credit hours listed?
Course Start Date and
End Date
Are dates listed for the start and end of the course? This information is
particularly important for online courses, for which the start and end dates may
differ from those of on-campus courses.
Course Description
Does the course description contain, at a minimum, the official course
description found in the College of DuPage Catalog?
Prerequisites Defined by
Catalog
Are all prerequisites listed as they appear in the College of DuPage Catalog,
such as prerequisite courses or minimum test requirements?
Prerequisites Defined by
Instructor
Are all instructor-defined prerequisites listed, such as level of computer
experience, access to particular software, need to come to campus, or need to
arrange a proctor?
Textbook Information
(Bibliographic and
Purchasing)
Does the syllabus list the title, author, publisher, date of publication, and ISBN?
Is a link to the Bookstore provided, along with instructions for purchasing the
textbook? Suggested link: http://www.cod.edu/Service1/Bookstor/Bookstor.htm
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
Area / Tool / Feature
Description
Other Materials
Information
Does the syllabus list all other required or recommended materials?
System Requirements
Does the syllabus list the minimum system requirements for participation in the
course, including all necessary hardware and software? (Blackboard-specific
requirements: http://www.cod.edu/it/blackboard/require.htm) Are links provided
for any required helper applications or plug-ins, such as PowerPoint Viewer or
Adobe Acrobat Reader? Have you noted any special hardware or software
required for course work (for instance, modeling or graphing software)?
On-Campus Sessions
Does the syllabus list the dates and times of any on-campus sessions (such as
presentations, labs, or proctored exams)? Does the syllabus identify these
sessions as either required or optional?
Grading Criteria
Does the syllabus list grading criteria, including any specific criteria for individual
assignments?
Participation Criteria
Does the syllabus define expectations about participation in the class, including
the frequency, timing, and quality of participation? If participation is graded, are
grading criteria included?
Policies
Have you included information concerning:
 S/F policy?
 Withdrawal policy?
 Incomplete policy?
 Academic honesty policy?
Schedule
Does the schedule contain due dates of all assignments, activities, and tests?
Does it list class meetings and topics of discussion, where appropriate? Does it
list all on-campus activities, such as labs or proctored exams? Does it note that
the instructor reserves the right to make changes to the schedule and that
changes will be announced on the Announcements page?
Instructor Information
Contact information and biographical information about the instructor involved
with the course.
Biographical Information
Does “Staff Information” include the name and title of instructor? Does it contain
brief biography? Does it include a photo (optional)? Students need to know that
a real person is responsible for teaching the course – not a computer.
Office Hours
Are virtual office hours listed, along with an explanation of how virtual office
hours are conducted (through instant messaging, e-mail, virtual classroom,
etc.)? Are any on-campus office hours listed? Are both types of office hours
convenient for students with varied schedules?
Phone Number
Is an office phone number listed?
E-Mail Addresses
Is an e-mail address listed? Is a policy on response time provided (for example,
“I try to respond to all e-mail within 24 hours (except weekends.”)?
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Area / Tool / Feature
Description
Course Information
Content-specific area containing the majority of content information delivered
online, such as lecture materials, handouts, presentations, and related readings.
Organization
Have you placed content in folders within the Course Information area? Does
each folder have a unique, informative name? Have you organized the folders in
a logical, intuitive structure? For example, you might create folders organized
chronologically (Week 1, Week 2, etc.); by unit (Unit 1, Unit 2, etc.), by author
(Updike, Bellow, Smiley, etc.), or by type of material (Handouts, Presentations,
Lecture Notes, etc.). Not only does this help organize your materials, but dates
can be easily placed on folders so the material can be released on a schedule
you determine.
Statistics
Have you enabled statistics for key items so you can track a student's progress?
(optional)
Plug-Ins and Additional
Software
If the material requires plug-ins or additional software (such as RealAudio or
PowerPoint), have you included links to sites where the plug-ins or software can
be downloaded?
Assignments
Course assignments
Organization
If appropriate, have you placed assignments in individual folders within the
Assignments Area? Does each folder have a unique, informative name? Have
you organized the folders in a logical, intuitive structure? For example, you might
create folders organized chronologically (Week 1, Week 2, etc.); by unit (Unit 1,
Unit 2, etc.), or by author (Updike, Bellow, Smiley, etc.). Folders are the
recommended method to help you organize your materials. Additionally, dates
can be easily placed on folders so the material can be released on a schedule
you determine.
Submission Requirements
Does each assignment specify the manner in which students are to submit their
work? (Specify file name and file format, if necessary.) File name rules.
Statistics
Have you enabled "track views" for each assignment so you can view a
student's progress? (optional)
Plug-Ins and Additional
Software
If the assignment requires plug-ins or additional software (such as RealAudio or
RealVideo), have you included links to sites where the plug-ins or software can
be downloaded?
Assessments
Course tests, quizzes, surveys
Practice Tests
Have you provided a pre-test or practice test so students can see how
Blackboard tests work? This will also help students catch any possible problems
with their computer configuration. http://www.cod.edu/it/blackboard/require.htm
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
Area / Tool / Feature
Description
Exams
Have you placed exams in individual folders within the Assessments area (or
Course Information area)? Does each folder have a unique, informative name?
Have you organized the folders in a logical, intuitive structure? For example, you
might create folders organized chronologically (Week 1 Exam, Week 2 Exam,
etc.); by unit (Unit 1 Exam, Unit 2 Exam, etc.), or by author (Updike Exam,
Bellow Exam, Smiley Exam, etc.). Folders are the recommended method to help
you organize your materials. Additionally, dates can be easily placed on folders
so the material can be released on a schedule you determine.
Exam Instructions
Have you provided general exam instructions with exam-taking tips?
http://www.cod.edu/it/blackboard/TipsforExams.html and Taking a Test Online
Have you placed basic exam information outside of timed exams so students
don't have to waste exam time reading this information? Have you clearly stated
what penalties (if any) students may expect if they exceed the time limit?
Exam Security
Blackboard exams are not considered "secure." However, have you considered
ways to make your exam more secure? See
http://www.cod.edu/it/blackboard/facultyFAQ.htm#exams for tips.
Survey
Have you provided a survey at the beginning of the term to learn about your
students? You might ask about experience with the course topics, course
expectations, and how students plan to complete the course. You might ask
about technical skills. This is especially important for online course instructors.
Students may have the mistaken impression that online courses are "easier" and
less time is required for these classes. Or, you may find a student who does not
have regular access to a computer. How does he expect to complete an online
class?
Have you provided a final survey to find out what students thought about the
course? Ask what they liked and didn't like. What items might be adjusted or
even removed? Ask about technical problems they may have experienced. Ask
current students to provide "advice" for next semester. (You might even post
some of this advice for the next term.) Use this information to continually
improve the course.
Communication
Holds all of the communication tools. Links to the discussion board and e-mail
are located here, along with student and group pages. If you don't want students
to have access to a communication tool, turn it off via the Control Panel.
Collaboration
The Communication Area contains a link to the Lecture Hall (Virtual Classroom)
and Office Hours (Chat). See “Virtual Classroom,” below.
Discussion Board
The Communication Area contains a link to the Discussion Board, which is also
linked from the main navigation Panel. See “Discussion Board,” below.
Group Pages
If you have formed collaborative groups of students, have you enabled the
collaboration and communication tools for each group (e-mail, virtual classroom,
discussion board)? Have you provided an accurate, informative description for
each group?
Roster
The student roster is updated daily.
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
Area / Tool / Feature
Description
Send E-Mail
Have you considered creating groups of students to make sending e-mail more
efficient? When sending e-mail, do you send a copy to yourself so you maintain
an archive of e-mail you’ve sent?
Discussion Board
A web-based, asynchronous communication tool that permits users to carry on a
conversation without having to be available at the same time. Conversations
consist of messages posted by the instructor and students and are grouped into
forums containing threads and all related replies or responses.
Forums
Have you created forums with unique, informative titles and useful, informative
descriptions? Have you organized the forums in some logical, intuitive structure?
For example, you might create forums organized chronologically (Week 1, Week
2, etc.); by unit (Unit 1, Unit 2, etc.), or by author (Updike, Bellow, Smiley, etc.).
Have you provided a forum (Coffee Shop, Student Lounge, etc.) for off-topic
posts that may still be of interest to members of the class?
Content
Have you posted thought-provoking questions or assertions that will generate
discussion? Where appropriate, have you steered the discussion by posing
additional questions or assertions? Have you provided students with guidelines
for participating on the Discussion Board? Have you provided students with
examples of appropriate and inappropriate posts?
Security
Have you carefully weighed the advantages and disadvantages of allowing
anonymous posts? Have you considered any potential problems, such as
viruses, that might be caused by allowing files to be attached to posts?
Grading
Have you enabled grading for forums that generate points? Have you provided a
rubric for discussion points? Example:
http://shulman.ucsur.pitt.edu/doc/Rubrics/DC/DiscussionRubric.pdf or
http://www.cos.edu/view_page.asp?nodeid=3885&parentid=3872&moduleid=1
Setup
Have you carefully considered whether students should be able to start new
threads? Edit or remove their posts? Upload file attachments? Rate posts? Post
anonymously? NOTE: Anonymous posts cannot be graded.
Have you allowed students to subscribe to threads? Subscribe is a great option
if you want to be immediately notified by email about new postings.
Virtual Classroom
Synchronous tool consisting of a chat room, a whiteboard, and a question-andanswer area, primarily for advanced users. If you won’t be using the Virtual
Classroom, you may wish to disable it in Course Settings.
Applications
Have you considered using the Virtual Classroom to hold "live" classroom
discussions, tutoring sessions, or virtual office hours? Have you considered
asynchronous alternatives to synchronous Virtual Classroom sessions, which
require that everyone participate at the same time?
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Area / Tool / Feature
Description
Logistics
Have you informed students that they must have a Java-enabled browser to use
the Virtual Classroom? Have you provided instructions for enabling Java? Have
you notified students of the start times and dates of any Virtual Classroom
activities? Are the activities scheduled to accommodate working students (for
example, with alternative or multiple times and dates outside of work hours)?
Have you considered creating small groups when using the Virtual Classroom, to
keep the conversation manageable and reduce confusion?
Groups
Pages that allow groups of students to use collaborative tools (e-mail, virtual
classroom, discussion board, and file exchange).
Collaboration Tools
If you have formed collaborative groups of students, have you enabled the
appropriate collaboration and communication tools for each group (e-mail, virtual
classroom, discussion board, and file exchange)?
External Links
Links to web sites and other online resources that contain content relevant to the
course.
Course Content Links
Have you provided links to websites, newsgroups, mailing lists, or other online
resources relevant to the course content?
Distance Education
Services
Have you provided links to information provided by on-campus distanceeducation services? Suggested link: COD Online http://www.cod.edu/online/
Other COD Resources
Have you provided links to other online resources provided by COD? Suggested
links include:
 Library Research Guide for your subject,
http://www.cod.edu/library/research/
 Academic Calendar, http://www.cod.edu/NewsEvnt/Acad_Cal.htm
 Online Class Schedule, http://myaccess.cod.edu
 Faculty Directory, http://www.cod.edu/People/Faculty/Index.htm
 Academic Support Center,
http://www.cod.edu/academic/support/center.htm
 Blackboard Student Tutorials,
http://ondemand.blackboard.com/students.htm
 Library Workshops and Tutorials,
http://www.cod.edu/library/research/instruction.htm
Tools
Blackboard provides a variety of tools for students to send email, create blog
and journal pages, create a list of tasks, calendar items, etc. You can give
access to specific tools on the course menu, or give students access to the
entire tool menu (which still allows you to turn off specific tools).
http://ondemand.blackboard.com/r91/movies/bb91_course_content_create_tool_
link.htm
Address Book
Users may create address book contacts. This tool is not course specific.
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
Area / Tool / Feature
Description
Calendar
Have you used the Course Calendar to enter the due dates of all assignments,
activities, and tests? (optional) You may also list class meetings and topics of
discussion. The Calendar may also include institutional term information, such
as course start/end dates, holidays, and withdrawal dates.
Glossary
You can create course-specific glossaries. Glossaries can be imported into
Blackboard from existing sources.
Student Web Page (using
Blog, Journal, or Wiki tool)
Have you encouraged students to create a page containing information about
themselves, their studies, and their other interests (optional)? Student web
pages can help to build a sense of community and camaraderie. Have you
provided guidelines for appropriate content? Have you reviewed student pages
to ensure that no inappropriate content is present?
http://ucmo.edu/centralnet/Blackboard/help/Student_Profiles_Bb_Learn.pdf
My Grades
Have you informed students that they can check their grades online? Have you
assigned meaningful names to the entries in the gradebook, so students can
easily identify a particular assignment? Have you kept the gradebook current?
Personal Information
Have you notified students that they can use this tool to set the CD-ROM drive
on their computer, and restrict, limit private information available to others, set
the availability of the Visual Text Box editor, or set the Language Pack?
FYI: Students who need to update their personal information must do this
through Registration. See http://www.cod.edu/it/blackboard/login.htm for
information about changing a password.
Tasks
Have you encouraged students to use the Tasks feature to help them schedule
their time? Have you considered ways to use the Tasks feature in conjunction
with scheduled exams, upcoming assignments, etc?
User Manual
Have you notified students that an online manual is available? Have you
encouraged students to use it?
Course Options
(in Control Panel)
Tools that enable you to manage and revise the structure and appearance of
your course web site.
Manage Course Menu
Have you arranged your Course Menu in a logical order for students?
Course Design
Have you selected an appealing color scheme for navigation buttons (optional)?
Have you considered adding a banner to the course entry point? See
http://ondemand.blackboard.com/r91/movies/bb91_course_design_adding_cour
se_banner_entry_point.htm
Settings
IMPORTANT! Have you made your course available to students?
User Management
(in Control Panel)
Tools that enable you list and modify users of the course, and create groups of
users.
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
Area / Tool / Feature
Description
List/Modify Users
As necessary, are you using the Users feature to list students enrolled in your
class and to find contact information (phone numbers and addresses)?
Manage Groups
If you have formed collaborative groups of students, have you enabled the
appropriate collaboration and communication tools for each group (e-mail, virtual
classroom, discussion board, and file exchange)?
Assessment
(in Control Panel)
Tools for creating quizzes and surveys, as well as tools for displaying grades
and course statistics.
Pool Manager
Have you considered creating pools of questions that can be used to create
quizzes and surveys consisting of randomly generated questions?
Grade Center
Have you informed students that they can check their grades online? Are you
posting grades as soon as possible? Have you created unique, informative titles
for each grade entry, so students can easily find a particular assignment?
IMPORTANT! Are you regularly backing up your grade center by exporting it as
a comma-separated value file (.CSV) or saving the spreadsheet view as an
HTML file?
Course Statistics
Have you considered ways in which you can use the course statistics to
determine how students are using the course web site? Have you considered
using course statistics to identify areas of your course that need to be refined,
revised, or further developed?
Performance Dashboard
Have you considered ways in which you can use the Performance Dashboard to
monitor course progress?
Early Warning System
Have you considered setting up the Early Warning System to notify students
who have fallen below specified levels of performance? Performance options
include grades, due dates, or date of last access.
Help
Links to technical support and other online resources.
Support
Have you visited the Online Support pages at Blackboard.com to see what kind
of technical support is available for instructors and students?
Online Manual
Have you reviewed the online manual for instructors (as opposed to the manual
for students)?
Contact System Admin
Self-explanatory: E-mail link to COD's Blackboard Administrator
On-Demand Tutorials
Are you aware of the tutorials available on Blackboard.com?
http://ondemand.blackboard.com/
This checklist is based on a checklist developed by Boise State University. Many thanks to BSU Academic
Technologies.
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