King’s College Online Course Design Review

Instructor Name:	Instructor	Reviewer:	Click or tap here to enter text.
Course/Semester:	Click or tap here to enter text.	Date Reviewed:	XX/XX/XXXX

Standards that specifically address or can be leveraged to support the requirements for Regular and Substantive Interaction (RSI).	Standards that specifically address or can be leveraged to support the King’s College mission and institutional goals.

Sufficiently Present	Minor Revision	Major Revision	N/A	Action Plan
Estimated time needed for revision:	< 2 hr.	> 2 hr.

1.	Course Overview & Introduction
1.1	Course includes Welcome and Orientation (video preferred) to course organization at the course and weekly/topic levels to help students find activities, assignments, due dates, assessments, etc.	☐	☐	☐	☐
1.2	Course includes a course information area containing a course syllabus that has relevant policies (attendance/participation, academic integrity, privacy policy), course format, instructor contact, and support services.	☐	☐	☐	☐
1.3	Technical skills required for participation in course activities scaffold (orientation, practice, application) in a timely manner, where appropriate.	☐	☐	☐	☐

2.	Design & Layout
2.1	A logical, consistent, and uncluttered layout is established, making the course easy to navigate (related content organized together, precise and direct titles).	☐	☐	☐	☐
2.2	Large blocks of information are divided into manageable sections.	☐	☐	☐	☐
2.3	If required, tables are accompanied by title and summary description, as well as header rows and columns to increase accessibility.	☐	☐	☐	☐
2.4	Online text, documents, and presentations meet accessibility standards to optimize readability (appropriate contrast, formatting with titles and headings, a sans-serif font of at least 12-pt for files).	☐	☐	☐	☐
2.5	Instructions are easy to find, well-written, and clearly stated to avoid confusion.	☐	☐	☐	☐
2.6	Technology and content meet accessibility standards detailed in faculty training module.	☐	☐	☐	☐

3.	Content & Activities
3.1	Course offers access to a variety of engaging resources to present content, support learning and collaboration, and facilitate regular and substantive interaction with the instructor.	☐	☐	☐	☐
3.2	Course provides activities for learners to develop higher-order thinking and problem-solving skills, such as critical reflection and analysis.	☐	☐	☐	☐
3.3	Course provides activities that emulate real world applications of the discipline, such as experiential learning, case studies, and problem-based activities.	☐	☐	☐	☐
3.4	Text content is available in an easily accessed format, preferably HTML. All text content is readable by assistive technology, including any PDFs or any images of text.	☐	☐	☐	☐
3.5	A text equivalent for instructional non-text element is provided (transcripts, closed captions, audio description, alt-tags, etc.)	☐	☐	☐	☐

4.	Interaction
4.1	Regular and substantive instructor-to-student expectations, and predictable/scheduled interactions and feedback, are present, appropriate for the course length and structure, and are easy to find.	☐	☐	☐	☐
4.2	Expectations (respectful, timely) for all course interactions (instructor to student, student to student, student to instructor) are clearly stated and modeled in all course interaction/communication channels.	☐	☐	☐	☐
4.3	Learners have an opportunity to get to know the instructor.	☐	☐	☐	☐
4.4	Course provides activities intended to build a sense of class community, support open communication, promote regular and substantive interaction, and establish trust (e.g., ice-breaking activities, course bulletin board, planned office hours, and dedicated discussion forums).	☐	☐	☐	☐
4.5	Course offers opportunities for learner-to-learner interaction and constructive collaboration.	☐	☐	☐	☐
4.6	Course provides learners with opportunities in course interactions to share resources and inject knowledge from diverse sources of information with guidance and/or standards from the instructor.	☐	☐	☐	☐

5.	Assessment & Feedback
5.1	Course grading policies, including consequences of late submissions, are clearly stated in the Course Information/Syllabus materials.	☐	☐	☐	☐
5.2	Course includes frequent, appropriate, and authentic methods to assess the learners’ mastery of content.	☐	☐	☐	☐
5.3	Criteria for the assessment of a graded assignment are clearly articulated (rubrics, exemplary work samples).	☐	☐	☐	☐
5.4	Course provides opportunities for learners to review their performance and assess their own learning throughout the course (via pre-tests, self-tests with feedback, reflective assignments, peer assessment, etc.).	☐	☐	☐	☐
5.5	Learners are informed when a timed response is required. Proper lead time is provided to ensure there is an opportunity to prepare an accommodation.	☐	☐	☐	☐
5.6	Learners have easy access to a well-designed and up-to-date gradebook.	☐	☐	☐	☐
Additional Comments:
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