Detailed Design Review– criteria
The online course detailed design review is conducted each term on:
1. all new courses,
2. courses with new textbooks,
3. existing courses assigned to a faculty member who has not previously taught them OR, courses taught for the
first time by a seasoned faculty member.
4. new faculty teaching for the first time at eTROY,
5. courses that have been redesigned and
6. upon request by any faculty member.
Founded in best practice and evidence based literature, the detailed design review is meant to ensure that courses contain
the basic design elements, are collaborative and engaging, incorporate assignments that are meaningful, utilize alternative
assessment types, and include a variety of technical tools and formats. These design factors are essential in student
retention and success.
Goal 1: Overall Course Design Has basic course design elements and is aesthetic (e.g. common look-feel, usable, and clear
navigation)
Objectives
Criteria
eTROY technical requirements are
Course is built in a development shell.
addressed.
Content linked to the CMS.
All links/external content accessible/working.
Course is easy to navigate
Common eTROY buttons in the eCourse base template are used.
No duplicate buttons.
A Site Map that matches the course menu is included.
Content is chunked (topics/weeks/modules)
Course incorporates basic design
eCourse base template and prepopulated content is used (syllabus, resources)
elements.
The course entry point is set to the Announcements page.
A welcome announcement is posted and tells students how to get started.
Course Banner is in the correct location and appropriate size.
Two discussion board forums: 1. Ask the Instructor, 2. Student Lounge which encourages
community and connection among the students.
There is a common look and feel and consistent use of the same font and text size
Learning objectives are measurable.
College/department master syllabus with learning objectives is updated and attached.
Goal 2: Learning Environment Learning environment is collaborative, interactive, engaging, incorporates feedback and reflects the
TROY culture.
Objectives
Criteria
A variety of course materials is
Course materials may include presentations, documents, journal articles, external readings,
available to support the learning
photographs, NBC learn content, videos, audio MERLOT and much more.
objectives.
Course material is relevant and aligns with the course outcomes.
Supplemental information should be suitable for online learning.
Alternative formats are provided for
Multi-media and print formats are used for content delivery.
content.
Collaboration and interactivity among Course tools are aligned with the learning objectives.
students, content and the instructor is Students, content and the instructor is set up with a variety of tools : groups, discussion
set up with a variety of tools : groups, board, collaborate, mobile, Bb IM, wikis, blogs, journals.
discussion board, collaborate,
mobile, Bb IM wikis, blogs, journals.
Course reflects TROY culture
Welcome announcement uses multiple methods (audio/video, written)
Technology or techniques should be
utilized to promote integrity.
Links to Troy University
Reflected in the syllabus, instructional approaches and assignments
Use of Turnitin, Respondus
Instructor Persona is established in
the course.
Welcome announcement – audio/video/written
Picture/Bio is in the Instructor Contact section
Reflected in the syllabus, instructional approaches and assignments
Goal 3: Assignments Assignments are experiential, applied, meaningful, and/or reflective.
Objectives
Criteria
Meaningful assignments should be
Assignments are aligned with objectives.
used throughout the course to
A variety of assignments are used such as projects, papers, group work, experiential,
support the course learning
problem based, reflective.
objectives.
Assignment expectations, grading
Rubrics are posted in with assignment instructions and are used for grading.
criteria and submission requirements
Instructions for assignments are clear and concise with stated outputs/products/action.
are clearly stated for each
Assignments are set up through the assignment links.
assignment.
Goal 4: AssessmentUses alternative assessment approaches
Objectives
Criteria
Exams/Quizzes/Assessments align
Course map to ensure that assessments cover each of the learning objectives.
with the learning objectives and
measure learning.
Proctored Exams – external testing is
Instructions and required information is included, as specified by eTROY academics. In
incorporated as required.
syllabus and in the course section.
Uses alternative assessment
Alternative assessment approaches are used to include:
approaches.
Multiple choice – standardized testing
Project Based
Problem Based
Papers
Videos/Audio
Goal 5: Instructional TechnologyUses varied instructional technologies (mobile, BB Course Tools) and multiple formats (audio, video,
websites) in the course delivery
Objectives
Criteria
Current instructional technology and
multimedia formats are used.
Links to relevant materials and
Relevant external links should be included.
resources outside the classroom are
provided.
Technology requirements are present Technology requirements and plugin requirements should be noted in the course.
in the course.
Course should include Tech Support contact information.
The course is functional on mobile
Course material should be chunked for easy viewing and searching on mobile
devices, as designed and planned.
devices. (short mini lectures )
Use of podcasts
Limit the use of Flash media.
Documents are accessible on mobile devices , as planned.
Goal 6: Student Learning NeedsMeets needs of diverse body of student learners and ADA compliance
Objectives
Criteria
All learners should have the
Simple and easy instructions for all assignments.
opportunity to succeed in the course.
Include How to instructions on all outside technologies.
Course design should incorporate ADA Include transcripts for all video/audio content.
standards.
Course should be screen reader- friendly.
Alt tags on all images.