SF College Online Course Design Checklist Revised 08-01-19 – Updated Resources Page 1
SF College Online Course Design Checklist
This checklist contains a list of design criteria that should be observable in any exemplary online course. It does not look at
discipline content, only research-based, best practice design elements that contribute to student success. The third column
includes links to examples and resources to help you better understand each criteria.
I. Course Overview Criteria
Comments
Support Resources
(CG=Canvas Guides)
a. Homepage gives a brief
description of course, faculty
information and how to begin.
The course should have a landing page/home
page that includes important course
information and links, instructor contact
information and contact guidelines, and an
indication of how to get started.
Section 1 Overview Video
How to et Front Page - CG
How to use ourse Home Page - CG
How to create custom button
How to create Hyperlink - CG
b. Early in the course students are
welcomed and provided an
overview of the course.
An overview of the course is important for
students to understand the purpose of the
course and how it is structured. Information
may be found on the homepage and/or the
first module.
c. Course layout is easy to
navigate.
Faculty should use the standard Canvas
navigation (left menu), place the course
content in the “modules” link, and inactivate
unused links. When content is organized in
modules, it creates a seamless flow that is
easy to follow. Placing all content in modules
and hiding redundant Canvas navigation links
will alleviate confusion.
Course Navigation Links - CG
Modules - CG
d. Course syllabus is posted and
contains all appropriate
information from the syllabus
template.
Using the syllabus template ensures all
appropriate information is provided: i.e.,
resources, netiquette, student code of
conduct, DRC info, and technical skills
needed, etc.
Syllabus template
e. Key information is located in
more than one location.
Key information (i.e., required proctored
exams, field work, institutional policies, etc.)
is found on the syllabus, and in additional
modules if needed; but avoid redundant links
and be sure all links are consistent and up-to-
date.
f. Course includes an introduction
of the instructor.
Faculty should include an introduction on the
homepage or in the first module. This can be
a video, photo or other image.
Creating a positive presence in an
Online course
g. Course includes an opportunity
for students to introduce
themselves to each other.
Introduction can be a self-introduction to the
class, an introductory discussion or
something similar. Suggest that students
post a picture or other image. Note – this is a
good activity for faculty to use to mark “has
attended.”
7 tips for successful student
introductions in an online class
SF College Online Course Design Checklist Revised 08-01-19 – Updated Resources Page 2
II. Instructional Material
Criteria
Comments
Support Resources
(CG=Canvas Guides)
a. Content is divided into separate
units.
Place content under “modules” link on the
left menu. Arrange content by weekly
modules, chapters, or topics as appropriate.
Instructional content is organized and
arranged in modules so that students can
easily move through the course without
having to click in multiple places to access
materials.
Modules Index Page - CG
b. Unit/course learning objectives
are provided and stated in
measurable terms.
Use terminology that is measurable such as
“define, explain, and articulate.” Avoid
terminology such as “know, understand,
appreciate." (Bloom’s taxonomy)
Video: Bloom’s Taxonomy Overview
c. Both internal content and
external links are up to date.
Be sure to remove old content and
announcements and check external links
each term.
How to validate links in a course - CG
d. A variety of instructional
materials are used to enhance
the learning experience
throughout the course.
Instructional materials can include text,
audio, video, and graphics as appropriate for
the course learning objectives. Note that all
media should be accessible.
III. Engagement Criteria
Comments
Support Resources
(CG=Canvas Guides)
a. One or more methods are
provided for interaction and
feedback between faculty
member and students.
Methods may include email, discussions,
phone conversations, Google Voice,
homework feedback, or others.
b. One or more methods are
provided for interaction
between students.
Methods may include collaborations,
discussions, projects, Canvas groups, and the
“Big Blue Button” tool for webinars.
c. Activities are present that
require students to interact
with the content.
Examples include tests, quizzes, self-
assessments, discussions.
d. Students are informed where
notifications can be found.
Notifications should be posted on a regular
basis and can include calendar postings,
announcements, etc.
Setting Instructor notifications
Setting student notifications
Notifications assignment
e. Expectations for reasonable
response times (based on
common standards) to student
inquiries have been provided.
Information should be included in a clear
location such as the syllabus; students should
not need to search for this information.
Common standards such as 24 to 48 hours
may be established by departments.
Syllabus template
SF College Online Course Design Checklist Revised 08-01-19 – Updated Resources Page 3
IV. Assessment Criteria
Comments
Support Resources
(CG=Canvas Guides)
a. A clear and detailed grading policy is
presented.
Provide rubrics if appropriate; provide
information about how to calculate
grades.
How to create a rubric - CG
b. A variety of assessments are used
that give students opportunities to
receive feedback and track progress.
Examples include tests, quizzes,
discussions, written assignments,
papers, projects and labs. Students
should have numerous opportunities to
receive grades, gauge their learning, and
make adjustments.
Why is assessment important?
Video - Assessment Terminology
V. Accessibility and Usability
Criteria *Not currently required
Comments
Support Resources
(CG=Canvas Guides)
a. Text-based materials are screen-
reader friendly.
Do not present PDFs as images. Be sure
documents (such as Word) are in a
format, which can be read by screen-
reader software.
View SF guide on accessible
documents
b. All audio and video are either close-
captioned or a full transcript is
provided.
Faculty should prepare a transcript in
advance of creating video presentations.
Faculty should continuously work
toward achieving full course accessibility
and cooperate with the DRC to
accommodate individual student needs.
View SF guide on captions &
transcripts
c. Alternate text is provided for all
images.
Describe images in detail so that
students with disabilities such as vision
impairments or learning disorders can
access the descriptions in addition to
images.
View SF guide on accessible images
d. Web links include descriptive names.
Provide descriptive names that will be
meaningful when read aloud by screen-
reader software.
View SF guide on accessible web links
e. The color of text is accessible.
Use high contrast colors. Do not use
color solely to convey meaning. Avoid
text colors that mimic hyperlinks and
text that blinks or flashes.
View SF guide on accessible text
f. Accessible text formatting is used.
Do not underline text unless it is a
hyperlink. Use a simple 12 point font or
larger.
View SF guide on accessible text
g. Information regarding DRC or a link
to the DRC is provided in multiple
locations.
DRC services should be described in the
course syllabus and elsewhere.
View SF guide on accessibility
statement
h. Faculty should use their own content
or comply with copyright law.
In order for DRC to convert materials
from one format to another, they must
be used in compliance with copyright
law.
View SF guide on copyright
SF College Online Course Design Checklist Revised 08-01-19 – Updated Resources Page 4
VI. Course Info Page Criteria
Comments
Support Resources
(CG=Canvas Guides)
a. Course information page is
posted and relevant to the
particular course section (not
generic or outdated).
Course information pages should be
available at the time at the time students
begin registering so that they may make
informed decisions about registration.
How to update SF course info page
Information page login
b. Course information page includes
textbook information and ISBN.
This information provides students
adequate time to get textbooks and
materials before the class begins.
c. Course information page includes
exam proctoring information
(online courses) and attendance
requirements (hybrid courses).
This information may be critical to success
in the course and should be available in
advance to prevent students from enrolling
in courses when they are not capable of
meeting all requirements.
It is important for learning outcomes to align with course activities and assessments to ensure you are
appropriately measuring the learning that you intended for your students upon completion of your class. The
Outcomes Alignment Grid template allows you to list your leaning objectives and match them with the activities
and assessments that go with them. CT3 will be offering workshops on how to create an Outcomes Alignment
Grid, and you should feel free to contact one of the instructional designers, Jason Frank and Andy Sheppard, if
you have questions.
Alignment of Learning Outcomes
Comments
Support Resources
(CG=Canvas Guides)
1. Instructional materials are
relevant and aligned with the
stated unit/course learning
objectives.
The instructional materials are aligned with
the subject matter of the course and
support the stated unit/course objectives.
https://canvas.instructure.com/course
s/803402/pages/course-alignment
2. Instructional activities are
relevant and aligned with the
stated unit/course learning
objectives.
The instructional activities are aligned with
the subject matter of the course and
support the stated unit/course objectives.
3. Assessments are aligned with the
stated unit/course learning
objectives.
Assessments are appropriate for the
subject matter of the course and indicate if
the stated unit/course objectives have
been achieved. (For example: a writing
course should require an assessment of a
student’s written work.)
