Course Content/Activities/Assignments… Review Checklist
Yukon College, Teaching and Learning Centre
Prepared by Martha Burkle
Elements of course design/redesign for online learning
Even if it is easy to assume that when working on course design for the online environment
the very first thing that instructors need to do is organize the course materials, this is not
always as easy to do as it looks. The Index proposed below will guide instructors as they
build their learning content, activities, quizzes, etc. , in what is called a “Module” or a “Unit”
or Chapter, etc.
The Index below is a guideline, but the Teaching and Learning Centre at Yukon college is
trying to implement this guide as a
1. Module Content.
One - three paragraphs that summarize the content for a particular module within the
course. These paragraphs hold the core of the content for the unit and should be selfcontained and self-explanatory so that students do not need to go to the instructor for
clarification of what is stated in the information provided.
2. PPT/Graphic with voice over
It is a plus (value added) to a lesson to have a PPT with voice over where the instructor (or
course developer) presents the course content for a particular unit to the students. In the
framework of Yukon College online learning, it is recommendable that each PPT has a
maximum of 15 slides and, similar to the module content that the information provided is
clear, and self – explanatory. A combination of short text with vivid, relevant, and appealing
graphics (or photos) is also recommendable.
3. Assignments
Every unit (or every other unit – this could follow the preference of the course
developer/instructor) should have an assessment that students need to complete in order
to demonstrate they have acquire the requested knowledge for the module or unit.
Assignments should always engage the interest of the students and could be done
independently or in teams, according to the preference of the instructor/course developer
and according to the particular characteristics of the content for that unit. It is
recommendable that Assignments follow the collaborative/problem solving principle of
learning, where students need to develop critical skills, or work in teams, or perform an
activity that challenges their comfort zones and invites them to think, analyze, and do.
4. Self-test Quizzes
In an online environment, students learn on their own, and since it is difficult (or sometimes
even impossible) to assess if they have understood the material presented in the
content/PPT/readings, it is recommendable to use a variety of self-test quizzes so students
and instructors can be sure learning has occurred. Quizzes should be short (3-5 questions
per unit of content), and a combination between Multiple choice/True-False/Open ended
questions is recommendable. It is relevant to mention here that Softchalk helps the
instructor in the development of these quiz – style questions as it holds a variety of question
design for a particular course module or unit.
5. Discussion Forum Questions
Forum Questions substitute the interaction between instructors and students -or among
students- that happens in the classroom environment. Every Learning Management System
holds a space where instructors/course developers can design a set of questions for
students to discuss the content presented in the module. It is important to note here that,
following the course design or the instructor’s preference, discussion forum questions can
also be created by the students, following the instructions provided by the course
developer/instructor. Also, it is recommendable that discussion forum questions hold a
percentage of the total value of the final mark so students take their participation in the
forums serious. For example, students’ participation in the forums could count as a 15% of
their final mark (grade).
6. Readings
Every course taught in the classroom environment makes reference to either a text book, or
to a series of readings from books in the library, or to a number of relevant journal articles.
In the same way, every online course needs to be supported by readings from
books/articles/journals, etc. that support the learning that happens in the module or unit.
Since this is an online environment, it is logical to conclude that these readings need to be
accessible through a web link.
7. Videos
Online courses should take advantage of the fact that learning happens already in the online
environment and there are thousands of resources, tools, references sources of information,
etc., available to students there. In particular, Youtube holds a fantastic collection of videos
to complement the contents presented in a module or unit. The instructor or course
developer, working closely with the faculty development instructor, should pull a variety of
videos to enrich/complement the content developed in the module. Videos are also a great
substitution for PPT, or instructor lead presentations, giving students the possibility of
looking for information on their own.
8. Complementary materials
This element of the module or unit holds all the complementary instructional materials (or
learning objects) for a course. This could be shown as complementary readings, videos,
graphics, web links, etc. Every course developed online should offer these materials to
students so that they can further explore these kind of documents.
9. Tests/Quizzes
As in any course within the classroom environment, online courses should have a series of
tests/quizzes so that instructors can provide a final grade to their students. It is indicated
above that self-quizzes, assignments, and discussion forums could also be part of the final
grade, but the instructor/course developer may also include a test rubric to assess the final
grade for a student completing the module or unit.