COURSE REVIEW GUIDELINES
Contents:
Structure
Content
Accessibility
Assessment
Technologies
E-Learning Heroes
Review Tips:
Does the design complement the subject matter?
Is the design cohesive throughout the course?
Are the objects aligned as they should be?
Are all the images of similar style and quality?
Are images and illustrations meaningful?
Or are they merely decorative?
Are fonts used consistently throughout (type and size)?
Do all buttons and hyperlinks look and behave the same (for example, if one button has a hover state, do they all?) so learners understand they’re clickable?
Quality Matters Standards for ID’s
General Standard 5 Course activities facilitate and support learner interaction and engagement.
5.1 The learning activities promote the achievement of the stated learning objectives or competencies.
Activities encourage active learning and are self-check features at key points throughout the content, automated exercises, and automated feedback on responses.
E-Learning Heroes
Review Tips:
Are there any grammatical or spelling errors?
Are you using punctuation and capitalization appropriately?
Are there any run-on sentences that you could split up into shorter, more concise sentences?
Are you using the active voice? Are you using the same voice throughout (for example, “I” or “you”?)
Can you replace any adverbs (for example, running rapidly) with more precise verbs (for example, sprinting)?
Are there any superlatives like "high-quality" or "excellence" that you could take out?
Is there any jargon you should take out or explain?
Quality Matters standards for ID’s
General Standard 4 Instructional materials enable learners to achieve stated learning objectives or competencies.
4.1 The instructional materials contribute to the achievement of the stated course and module/unit learning objectives or competencies.
4.2 Both the purpose of instructional materials and how the materials are to be used for learning activities are clearly explained.
4.3 All instructional materials used in the course are appropriately cited.
4.4 The instructional materials are current. From Annotation – The most recent information in such fields as information technology, medical coding, insurance regulation, tax and banking law, etc., is absolutely critical to the value of these courses. However, regardless of field, the instructional materials should always represent up-to-date thinking and practice in the discipline.
4.5 A variety of instructional materials is used in the course.
4.6 The distinction between required and optional materials is clearly explained.
E learning Heroes
Review Tips:
Go through the course from start to finish, click on all the Next buttons. Make sure there’s no Next button on the last slide.
Now go through the course again, starting from the beginning.
Click on any other buttons (that open a layer, for example) or hyperlinks and make sure they’re working as expected.
Menu: Can you access all the sections of your course from the menu? Are all the titles correct? Is everything in the right order?
Videos: Does the video play all the way through? Is the audio high quality? Were the navigational instructions provided explicit enough? Did you always know where to click, or did you sometimes feel lost and unsure where to click?
Quality Matters Standards for ID’s:
General Standard 8*
The course design reflects a commitment to accessibility and usability for all learners.
8.1 Course navigation facilitates ease of use.
8.2 Information is provided about accessibility of all technologies required in the course.
8.3 The course provides alternative means of access to course materials in formats that meet the needs of diverse learners.
8.4 The course design facilitates readability.
8.5 Course multimedia facilitate ease of use.
UDL Reference
https://udlguidelines.cast.org/
E-Learning Heroes
Review tips:
Go through the quiz, making sure to select the correct answers and review the feedback.
Make sure the score correctly shows you’ve gotten 100% at the end and that the correct amount of points is shown (if applicable).
Go through the quiz again, this time selecting the incorrect answers and reviewing the feedback.
Make sure the score correctly shows you’ve gotten 0% at the end and that the correct amount of points is shown (if applicable).
Do you think the quiz accurately assessed your understanding of the course materials?
Were the questions too easy, too hard, or just right? Was the feedback too detailed, not detailed enough, or just right?
Was the course helpful and relevant to your job?
How confident are you that you can apply the new skill(s) you learned on the job? Is there anything you didn’t understand?
Like acronyms not defined at least three times before using only abbreviations.
Quality Matters Standards:
General Standard 3
Assessment strategies are integral to the learning process and are designed to evaluate learner progress in achieving the stated learning objectives or mastering the competencies.
3.1 The assessments measure the stated learning objectives or competencies.
3.2 Course information specifies how successful completion of the course will be recognized. From Annotation - Since the course does not entail academic credit, specify the form of recognition to be received for completion of the course. Examples include a pass/fail grade, professional certification, printed certificate of completion, digital badge, and verification of participation.
3.3 Specific and descriptive criteria are provided for the evaluation of learners’ work and are tied to the course policy for determination of successful course completion.
3.4 The assessment instruments selected are sequenced, varied, and suited to the learner work being assessed. From Annotation - The number and range of opportunities for learners to measure their learning progress should fit the length of the course. If the course is very short (e.g., a single module or lesson), the number of feedback opportunities would be fewer.
3.5 The course provides learners with multiple opportunities to track their learning progress. From Annotation - The number and range of opportunities for learners to measure their learning progress should fit the length of the course. If the course is very short (e.g., a single module or lesson), the number of feedback opportunities would be fewer.
Quality Matters:
General Standard 6
Course technologies support learners’ achievement of course objectives or competencies.
6.1 The tools used in the course support the learning objectives or competencies.
6.2 Course tools promote learner engagement and active learning.
6.3 Technologies required in the course are readily obtainable.
6.4 The course technologies are current.
6.5 Links are provided to privacy policies for all external tools required in the course.