Instructional Design “Starters”

Adapted from Quality Matters

Most of these considerations can be categorized in one of three ways–clarity, concision, and consistency.

I. Course overview:

Students need to know:

1.       Where to start (“Start Here” title or button).

2.       Exactly what will be expected for each unit or week.

3.       How to access the required documents and materials.

4.       Who you and his or her classmates are (post an introduction).                     Have students post intros—the instructor should reply to each one of them, even if it is brief.

5.       Your expectations for their behavior online (netiquette).

6.       Their own and the instructor’s obligations in terms of communication (discussion board posts, email, phone, teleconferencing for office hours, etc).

7.       The course prerequisites, if any (post this information).

8.       Minimum technology requirements and your help desk’s phone and email information. Put this on the home page so students see it each time they log in.

9.       The official learning objectives for the course. (For most courses, 4-6 is enough).

II.  Instructional Materials

Instructors should confirm that:

1.       Any instructional materials are clearly aligned to the course and module/unit objectives.

2.       The purpose for all instructional materials and the assignments or projects they are used to complete is clearly stated.

3.       All resources are appropriately cited.

4.       All instructional materials are current.

5.       Instructional materials, whenever possible, should represent a variety of perspectives on the course content.

6.       Mandatory and optional assignments are clearly differentiated.

III. Course Technology

Instructors should confirm that:

1.       Navigation throughout the online components of the course is logical, consistent, and efficient.  (Have students test it).

2.       All tools and media support the course learning objectives.

3.       All tools and media support student engagement and involve the student

in active learning.

4.     Students can readily access the technologies required in the course.

5.     The course technologies are current.

IV. Universal Design

Course developers should:

1.       Employ accessible technologies for all students whenever possible.

2.       Include equivalent alternatives to auditory and visual content.

3.       Build “clean” pages to enhance readability and minimize distractions.

4.       Design to accommodate the use of assistive technologies (ask for help).