Expectations

• Clearly defined, measurable objectives ensure learners understand how the course supports professional, academic, and personal growth.

• Best practices include aligning objectives with industry standards, using measurable action verbs, indicating tasks or knowledge relating to the course focus, and providing real-world examples.

• If institutionally mandated objectives exist, they should be transparently integrated and contextualized to highlight their relevance.

Considerations

• Course-level objectives should represent a learner's ability to demonstrate mastery and should not be treated as a "task list."

• Avoid verbs that cannot be defined well enough for effective measurement, such as "understand," learn," "know," "be aware," "realize," and "appreciate."

• Measurable learning objectives describe what learners will be able to do once they "understand," "know," or "realize" a concept in the course.

• Use verbs from Bloom's Taxonomy aligned with the course's level and learning activities.

• Use the ASUO Learning Objective Creator and edit the output to align with the course's level and learning activities.

• Use an alignment tool, chart, or column in your development worksheets to ensure alignment during development.

Examples

• A learning objective that calls for the learner to "understand the nature of reasoning" could be improved and made measurable by replacing the undefined verb "understand" with the more concrete verb "explain": "Explain the nature of reasoning."

• In an English course, an example of a measurable learning objective aligned with program objectives might be, "Apply rhetorical strategies to compose clear, well-supported academic arguments tailored to specific audiences and purposes."

• In a biology course, an example of a measurable learning objective aligned with program objectives might be, "Explain the process of cellular respiration and its role in energy production in living organisms."

• In an information technology course, an example of a measurable learning objective aligned with program objectives might be, "Demonstrate the ability to troubleshoot common hardware and software issues using industry-standard diagnostic tools."

Expectations

• MLOs should demonstrate a direct relationship with CLOs, ensuring a logical progression of knowledge and skill development.

• Designers and faculty should use backward design to ensure all materials, activities, and assessments align with these objectives.

Considerations

• Alignment must be clear between CLOs and MLOs because MLOs support the CLOs by addressing a foundational step in learning, at a more granular, focused level.

• Avoid verbs that cannot be defined well enough for effective measurement, such as "understand," learn," "know," "be aware," "realize," and "appreciate."

• Measurable learning objectives describe what learners will be able to do once they "understand," "know," or "realize" a concept in the module.

• Use verbs from Bloom's Taxonomy aligned with the course's level and learning activities.

• Use the ASUO Learning Objective Creator and edit the output to align with the course's level and learning activities.

• Use an alignment tool, chart, or column in your development worksheets to ensure alignment during development.

• If MLOs are modified, assessment questions (e.g., in a quiz item bank) should be reviewed for alignment. Edit questions as needed so that they explicitly assess objectives.

Examples

• In a STEM course, a course-level objective might be "Explain the process of cellular respiration and its role in energy production in living organisms," and an aligned module-level objective might be "Describe the stages of glycolysis, and identify points at which ATP is produced."

• In a Psychology course, a course-level objective might be, "Explain how biological structures and processes influence human behavior,” and an aligned module-level objective might be, "Identify the major components of the limbic system and their functions." 

Expectations

Transparent alignment documentation (e.g., a course map, alignment charts, or objectives table) is included to help learners understand how each component contributes to their learning journey.

Considerations

Include information in the overviews and/or descriptions of all course assessments, activities, and materials that clarifies how specific learning materials, activities, and assessments will support learning objectives at both the course- and module-level.

Use a numbering convention during development to make referencing course-level and module-level objectives easier when checking alignment (e.g., CLO 1 or MLO 1.1).

Examples

• A visual or table presented to learners in Module 0 that demonstrates the course's backward design and alignment between the materials, activities, and assessments.

• A checklist or table is provided on each module overview page that lists the module's required tasks, gives the approximate time needed for each task, and specifies the corresponding learning objectives that each task supports.

• A context-building statement on each module overview page that connects the module-level objectives to the course-level objectives.

• A context-building summary or introduction for all learning materials so learners can make connections between the purpose of those materials and the objectives at both the course and module levels.

• An "Objectives" section is included in the overview and/or directions of each course assessment, activity, and material to ensure learners understand how these specific assessments, activities, and materials support their learning.

Expectations

• Recurring elements on pages (e.g., learning material links, media files) and recurring types of pages (e.g., module overviews) are formatted and arranged consistently.

• While institutional templates provide structure, instructors are encouraged to personalize aspects that enhance the learner experience, such as customized introductions or thematic elements relevant to the course subject.

Considerations

• Module titles and recurring pages/elements should follow consistent naming conventions throughout the course outline to reduce cognitive load and enhance usability.

• Use Canvas technology to establish predictable pacing and clearly indicate all required tasks and deadlines, including but not limited to completing readings, watching videos, participating in activities, and completing assessments.

• Timestamps on all work and assessments can ensure consistent workload and pacing.

• Including resources that learners need to access frequently to complete work/tasks throughout the course in a centralized location (e.g., in the introductory module) and organizing these resources sequentially can help learners easily locate and access them whenever needed.

Examples

• A "Getting Started" area can include items such as assessment resources (e.g., directions and overviews), access and troubleshooting information for third-party tools used in the course, relevant program-related information, a Course Navigation video, and introduction activities for learners to get acquainted with the course and/or each other.

• Each module can be structured consistently to have an "Overview" or "Introduction" section, a "Learning Materials" or "Content" section, an "Assessments" or "Coursework" section, and a "Conclusion and Reflection" section, which provides a predictable and logical progression to each module's activities, tasks, and engagement opportunities.

Expectations

• Strong course and faculty introductions set expectations, establish relevance, and build a sense of community.

• Course and module introductions should clearly articulate the value proposition of the course/module and how it connects to learners' academic and professional goals.

• Module introductions should provide context for how each unit builds upon previous knowledge and contributes to course outcomes.

Considerations

• A welcoming tone creates an inclusive environment that encourages learner engagement from the start.

• Learner introductions build a sense of community.

• Scaffold module introductions connect to prior knowledge, preview upcoming content, and explain why the content matters in the context of the course and field.

• For specialized courses like internships or independent studies, introductions may focus more on course-related tasks, projects, or individual learning paths while establishing clear expectations and communication channels.

Examples

• A personalized welcome message from the faculty of record is posted at the start of a course that introduces them as the instructor, shares their teaching philosophy, and expresses enthusiasm for the subject matter.

• A separate "Meet Your Instructor" video details the faculty's connection to course topics, reasons for teaching, and plans for learner engagement.

• Instructor-created videos, storytelling, or real-world scenarios at the start of the course or a module to help engage learners and get them excited about the work ahead.

• Visually engaging elements (e.g., images, infographics, or concept maps) to complement text-based introductions and add appeal.

• As part of an introduction activity in a political science course, learners can record and share podcast videos communicating who they are, why they are in the course, and what they want to learn.

• As part of a low-stakes introduction activity in an engineering course, learners can design and share a prototype for a chair.

Expectations

• Policies should address pacing, deadlines, flexibility for special circumstances, and the ability to work ahead when applicable.

• Course schedules clearly indicate estimated time commitments for various activities (readings, discussions, assignments, etc.) aligned with credit hour requirements.

• Major assessments should be distributed throughout the term to avoid workload clusters that are overwhelming to learners.

• High-stakes applied assessments (e.g., course projects) are introduced at the beginning of the course to allow sufficient time for learners to review directions, work on the assessment, and seek information from their instructor.

Considerations

• Explicit workload expectations help learners manage their time effectively.

• Providing a visual course map or calendar can illustrate the distribution of workload across the term.

• A workload calculator or weekly time estimates can help learners plan accordingly.

• "To Do" lists in each module overview should include time estimates to communicate workload and pacing in each module.

• Emphasize the need for learners to be proactive when approaching coursework and avoid procrastination so that learners can complete everything by the scheduled due dates.

Examples

• Course pacing notes in the syllabus can set expectations early on for learners.

• A Course Navigation video, highlighting locations and course organization, can draw attention to unique pacing expectations.

• A "Looking Ahead" page in Module 0 can notify learners of major assessments (e.g., course projects) or course workload expectations (e.g., eighteen hours of work per credit hour).

• An instructor can specifically call out the need to begin working on coursework as soon as possible in a weekly announcement or a module overview video.

• The module overview pages can include time estimates so learners know how long each module and/or each learning material will take, helping learners to plan ahead:

  • Module 1 Learning Materials (~ 3 hours)

    • Lecture 1 (12 minutes)

    • Lecture 2 (10 minutes)

    • Lecture 3 (10 minutes)

    • Reading 1 (45 minutes)

    • Reading 2 (55 minutes)

    • Reading 3 (45 minutes)

Expectations

• The guide should include notes on course setup, technologies, instructional strategies, common learner questions, and assessment expectations to maintain course quality over time.

• The guide should document the use of any specialized tools and partnerships crucial to course delivery, as well as their accompanying resources.

Considerations

• The guide might include separate troubleshooting information for third-party tools specific to the course facilitator and their level of access. If learners and faculty have the same troubleshooting information available and the same level of access, a separate section for this in an instructor guide might not be necessary.

• Include information about the course lead who is the "decision maker" for permissions to complete structural changes, link updates, and content edits.

• In team-taught courses or courses with multiple sections, clarify roles and responsibilities for content development and maintenance.

• Include a link to the instructional design database page so the course facilitator can look up the instructional designer who supports that specific course/program. 

Examples

• The guide includes an explanation of course tool set-up and a "Troubleshooting" section for addressing technical issues specific to course tools or activities, which may include contact information for third-party tool support.

• The guide includes a "Frequently Asked Questions" section based on real previous learner inquiries to help new instructors anticipate common challenges. This section may describe common pain points, specific course concepts, and assessments that learners may struggle with.

• The guide includes background information on key assignment groups.

• The guide describes common pain points, course concepts, and assignments that learners may struggle with.

Expectations

• Every assessment should explicitly align with course and module objectives, ensuring it measures intended learning outcomes rather than unrelated tasks.

• Assessment instructions should explicitly tell learners which course or module objectives are being evaluated.

• Evaluation criteria of assessments reinforce the objectives being measured by that assessment, using a rubric when appropriate.

Considerations

• When appropriate for the discipline, use authentic assessments that mirror real-world applications of knowledge and skills.

• Build feedback mechanisms into the assessment design to support learning.

• For courses with professional standards or certifications, describe how assessments prepare learners for industry expectations or licensure requirements for added relevance.

Examples

• An alignment map (Standard 3) should show how each assessment connects to specific course objectives and which level of Bloom's Taxonomy it addresses.

• In module overview videos, describe the connection between the assessments in that module and the overall course objectives.

• Identify the objective(s) measured by each question in an item bank.

Expectations

• Instructors should include clear rubrics for appropriate assessments to provide transparency, guide learner achievement, and support equitable assessment.

• Instructors should provide examples of successful work when appropriate.

• Assessments include clear details regarding formatting expectations (e.g., APA, IEEE, MLA, etc.) and permitted or restricted resources (e.g., generative artificial intelligence).

• Faculty should provide a method for learners to ask grading questions (e.g., email or office hours).

Considerations

• Assessment instructions should be clear, aligned with the evaluation criteria, and include enough detail so that it is clear how learners can earn points.

• Scoring among evaluation criteria is fairly distributed, with greater emphasis on the most important criteria.

• Earnable points listed across evaluation criteria match the total number of points available for the assessment.

• The rubric's criteria and point values must accurately reflect the course’s overall grading scale, such that the median performance level equates to approximately 75%, reflecting a “C” grade in the final score.

• Provide or hyperlink to formatting support and resources where applicable, including examples.

• Use the ASU Online Rubric Generator, and edit the output to align with the purpose of the assessment and learning objectives. 

Examples

• Quizzes and/or exams clearly state point values, including information about partial credit if applicable. 

• Rubrics include multiple detailed criteria (2-3 criteria minimum) and ratings for each (at least 3 rating levels). 

• Each criterion description is detailed enough to support clear differentiation between ratings and to support fair, accurate, and expedited grading.

• AI-generated rubric example: COM110: ChatGPT Analysis of Identity Rubric. 

Expectations

• Incorporate varied assessment types aligned with Universal Design for Learning principles and provide multiple ways for learners to demonstrate mastery of objectives. 

Considerations

• Sequence the assessments to enable learners to build on previous knowledge and skills gained in the course and prerequisite courses.

• Pace assessments to give learners adequate time to complete work thoughtfully and demonstrate learning achievement based on instructor feedback.

• Weight assessment types based on the learning objective priority or focus.

• Within assessments, offer multiple means of expression, such as permitting several different submission format options (e.g., paper, audio, video).

• Provide opportunities in assessments for learners to apply course concepts to real-world scenarios, connect learning to their personal lives, or practice a skill that will be relevant in future career paths.

Examples

• Feedback for prior assessments is provided at least 2-3 days before the following assessment is due, so learners have adequate time to review and implement feedback before they submit the following assessment.

• Quizzes and exams have varied question types that assess higher Bloom's Taxonomy levels (e.g., scenario-based questions or critical thinking questions). 

Expectations

• Bloom's Taxonomy guides assessment design, ensuring a mix of lower- and higher-order learning levels.

• Learning objectives are phrased to promote higher-order Bloom's skills (e.g., critique, analyze, evaluate).

Considerations

• Ensure that assessments are suited to the level of the course.

• Consider designing assessments so they build skills step-by-step by breaking down complex tasks across multiple assignments.

• Provide opportunities for feedback throughout the course to extend the learning experience of each assessment and help learners continue to build their knowledge through iterations of application and reflection.

Examples

• In an English course, assessments progress from defining terms (quiz) to ideating paper topics (discussion) to outlining (short paper) to drafting and finally to a revised version (long paper).

• In a biology course, assessments progress from identifying cell structures (quiz) to analyzing experimental data (lab report) to designing an investigation (proposal) to conducting the experiment, and finally to presenting findings (research paper).

• In an engineering course, assessments progress from applying fundamental formulas (quiz) to modeling systems (problem sets) to proposing a solution to a real-world problem (design brief) to building a prototype and finally to delivering a final report with performance analysis.

Expectations

• All materials should support the achievement of learning objectives.

• Align with Universal Design for Learning (UDL) principles by providing multiple means of engagement (e.g., readings, videos, case studies, simulations).

Considerations

• Learning material should be able to "answer" a learning objective:

  • Does this material allow learners to "Identify X vocabulary word"?

  • Does this material include examples to illustrate "Compare X and Y"?

• Use an alignment tool, chart, or column in your development worksheets to ensure alignment during development.

• Instructional materials should contribute to the achievement of objectives by integrating effectively with tools, assessments, and activities.

• If a learning material is copyrighted, permission must be obtained from the copyright holder to incorporate these materials into the course.

Examples

• Aligned Example: To support the learning objective "Apply rhetorical concepts to analyze a written text," learners read a persuasive article and watch a short video on identifying rhetorical appeals. These materials prepare learners for the rhetorical analysis assignment by modeling how to examine an author's use of ethos, pathos, and logos in context.

• Unaligned Example: One of the module's learning objectives is "Conduct effective peer review by providing constructive feedback on structure, clarity, and rhetorical effectiveness." Learners are assigned a podcast episode on the history of typewriters and a video on the writing routines of famous literary authors. These materials are engaging and help learners appreciate the craft of writing, but do not directly contribute to the achievement of the learning objective. 

Expectations

• Written, visual, and multimedia content should adhere to best practices in clarity, accessibility, and professional standards.

• References are provided if using an outside open-source resource.

• Permissions are obtained from the publisher if using copyrighted material, and required citations are provided.

Considerations

• Materials make purposeful use of academic and industry-relevant vocabulary, and define this vocabulary clearly.

• Examples, demonstrations, and analogies are clearly explained, fusing theory and practice.

• Materials use process maps, data visualizations, etc., to introduce and reinforce key content.

• Materials use fonts that are appropriate for the specific content or materials.

• Refer to the ASU Brand and Marketing Guide and follow standards for ASU-created content.

• Refer to industry standards and accreditation requirements when determining how to format content or citations.

• Studio and media support and/or guidance are used to record videos and create multimedia assets.

Examples

• In a computer science course, instructional materials include coding style guides and version control workflows aligned with industry standards (e.g., PEP 8 for Python, GitHub-based collaboration). Sample projects mirror real-world applications like building REST APIs or deploying machine learning models using current industry tools.

• In a nursing course, the content incorporates the latest evidence-based practices and aligns with clinical guidelines from organizations like the American Nurses Association. Case studies simulate patient scenarios based on current healthcare protocols, helping students apply theoretical knowledge in realistic, professional contexts.

• In a business course, materials draw from frameworks used in industry, such as SWOT analysis, Porter’s Five Forces, and Lean Startup methodology. Case studies feature real companies and market data, encouraging students to apply strategic decision-making practices aligned with current business standards.

Expectations

• Incorporate scenario-based learning.

• Employ learning materials, activities, and assessments that are based on or informed by real-world data and datasets.

• Include varied experiences that encourage ethical decision-making.

• Regularly review and update course materials to highlight current events and their impact on industry and academic spaces.

• Provide materials that promote information and research literacy.

Considerations

• Case studies, industry examples, and practical applications make content more engaging and help learners connect learning to their future careers. 

Examples

• In an engineering course, students examine case studies of major engineering projects, such as the design and failure analysis of the Tacoma Narrows Bridge or the development of renewable energy systems. They engage in practical applications like evaluating design trade-offs and simulating system performance, mirroring tasks in civil and mechanical engineering careers.

• An economics course incorporates case studies analyzing the economic impact of real-world events, such as the effects of trade tariffs on global markets. Students apply economic models to these scenarios and explore career-relevant tasks like policy briefing writing or cost-benefit analyses, connecting theoretical knowledge to roles in government, finance, or consulting.

• A history course uses case studies such as the reconstruction of post–World War II Europe or the Civil Rights Movement to explore cause-and-effect relationships and historiographical debates. Assignments include tasks like curating digital exhibits or drafting policy memos from historical perspectives, helping students connect historical analysis to careers in education, public policy, and museum work.

Expectations

• Content should include global perspectives and represent various cultures and lived experiences, highlighting the contributions of different communities.

• Explain any clichés, figurative language, idioms, and popular culture references used, and include equivalent examples from other cultures.

• Explain bias based on historical context.

• Use media that represent individuals from diverse cultural and national backgrounds.

Considerations

• Introductory materials should address different learner needs by providing multiple ways to engage with course content and expectations.

• Account for global religious events in the course schedule.

• Create choice-based modules where learners get to pick how to access content (watch, read, listen).

• Provide localized examples in visuals or case studies to connect with different learners.

• Include various dialects, representations, and images in course media.

Examples

• In a literature course, readings include authors from various cultural backgrounds, and assignments prompt students to explore how themes like identity and migration resonate across cultures and connect to their own experiences.

• In a sociology course, case studies and data sets reflect a variety of racial, socioeconomic, and cultural contexts. Students examine how social structures affect individuals differently and reflect on how these issues appear in their communities and daily lives.

• In a math course, word problems and project-based assignments draw on diverse cultural contexts and real-world applications, such as analyzing income inequality using census data or modeling population growth in different countries.

Expectations

• Provide multiple formats (text, audio, video) to align with the best practices of Universal Design for Learning.

• Include alternative text, captions, and transcripts for visual and auditory media.

Considerations

• Invest time in procuring or creating multimodal content that includes interactive elements, and differentiate materials for various types of learners.

• Gamified media can provide rich, interactive experiences.

• Prioritize screen reader-compatible websites and documents.

• Enable language translation tools embedded in learning platforms.

Examples

• Audio or video feedback from instructors instead of only written comments.

• Include tutorial videos, animations, and diagrams with voiceover narration to provide clear and engaging visual explanations.

• Employ in-video questions that pause video playback so learners actively engage with lectures (e.g., quiz questions for content recall or survey questions to encourage learners to connect content to their personal experiences).

• Include extended reality (XR) learning environments, such as virtual science labs or museum tours, virtual simulations, or interactive modules that teach through doing.

• Utilize podcasts, audiobooks, or audio versions of texts that cover course-related topics.

• Prioritize digital formats and digital textbooks that allow highlighting, note-taking, text-to-speech, and/or social annotations.

• Include captioned GIFs or short video loops to show processes (e.g., chemical reactions, sign language movements). For accessibility, these loops need a pause button.

Expectations

• A dedicated, moderated discussion space that encourages collaborative learning between peers and the course facilitator(s). 

• A clear turnaround time for responses from faculty is specified.

• Instructions note that personal inquiries should be directed to private communication channels.

Considerations

• Best practices include structuring discussions with guiding prompts and ensuring instructor presence by replying to or acknowledging each post.

• Participation should be encouraged, but not mandatory.

• Language that discourages communication (e.g., “3 before me”) is avoided.

• Access links to the discussion space should be in a centralized, easy-to-access location (e.g., Canvas navigation menu or introductory module).

• Provide instructions and bullet-point guidelines for how to ask and answer questions (e.g., emphasize the need for details and what the learner has already done to address an issue). Encourage reviewing past threads/questions first before new ones are created.

• Include reminders and links to the discussion space in assessment instructions for easy navigation to receive support.

• Threads, topics, tags, etc., can be used for ease of searching. Consider customizing topic/tag/category titles by module, discussion topics, project/assignment, or other needs.

Examples

• Canvas Discussion Community Forum

• Third-party discussion tools (Inscribe, Ed Discussion, Harmonize, Yellowdig, Slack).

• Video conferencing tools (Zoom, Google Meet, Microsoft Teams, etc.)

• Private instructor Harmonize board for personal questions.

• Optional and recorded live sessions, such as office hours.

• Sample statement:
  Welcome to the Course Q&A Forum: a space within Canvas to ask questions, share insights, and support one another. Use this forum to engage with course content, clarify assignments, and collaborate with your peers. Before posting, please review existing threads to avoid duplication.
  
  

When asking a question, be specific: mention the concept or assignment you're referencing, explain what you've already tried, and include any helpful context such as error messages or materials consulted. Your instructional team will reply within 24 hours in this forum by replying to or acknowledging each post to help guide the conversation and support your success. For personal or private matters, please contact the instructor directly via their ASU email. 

Expectations

• If the instructor is different from the course developer, or if the course includes media made by multiple faculty, learners are informed about this in one of the course introduction spaces (e.g., “Meet your instructional team” page, home page, syllabus, etc.).

• Establish a predictable and consistent pattern of media use, type, and any embedded interactions.

• Adhere to best practices for media recording, including lighting, sound, and speaker(s) appearance.

• Videos are optimized for learners by clearly organizing the flow of topics and breaking larger topics into shorter video segments.

• Make slides used in faculty videos available to learners. Include any annotations made during the recording session.

Considerations

• Faculty can book appointments with the media studio for professional guidance and production value. The EdPlus Studio and Media Team can collaborate with faculty to create high-quality videos and animations.

• Employ in-video questions that pause video playback so learners actively engage with lectures. Learners frequently use these questions to guide their note-taking, so faculty are encouraged to add questions or other interactions to highlight key concepts.

• Evergreen and foundational content that will likely not change is present in most modules that deliver content.

• Include an instructor and/or developer introduction video within an introductory module. If applicable, clarify in the video(s) why the faculty giving the lectures is different from the faculty teaching the course.

Examples

• Informal media that reflects learner engagement trends, current events, reflections of learners' work, or instructor communication that exemplifies instructor presence.

• Video examples: course introduction video, module overview videos, lecture videos, quick mini-lectures (1-3 minutes) emphasizing a particular concept, introduction videos for major projects or assignments, announcement videos, course-wide feedback videos for specific modules or assessments.

• View examples of introductions, lectures, discussions, labs/demos, and fieldwork videos from the EdPlus Academic Media team. 

Expectations

• Interactive assignments should require learners to apply concepts, analyze problems, and engage in discussions that foster critical thinking.

• Activities promote meaningful interactions that facilitate the development of skills that bolster the achievement of learning objectives.

Considerations

• The purpose of the activity should support the course learning objectives.

• Activities throughout the course meaningfully prepare learners for the current professional landscape of the industry and field. Select industry-focused projects/tasks/skills that could be added to a portfolio or resume.

• State how the assessment is meaningful to learners to help them understand or envision its impact.

• Scaffold major projects, accompanied by scalable feedback, throughout the course.

• Provide learner agency wherever possible. Allow space for learners to choose the assignment topic, format, etc.

• Ensure that the course facilitator(s) can efficiently support the activity. Course assistants should be able to understand the activity's process quickly, be well equipped to answer learners' questions, and provide feedback when applicable.

Examples

• Hands-on projects that feature real-world applications and/or portfolio creation.

• Case studies, simulations, and scenario-based learning that enhance engagement.

• Collaborative work, including peer reviews and discussions.

• Assignments where learners create the study objects (e.g., guides, flash cards, content outlines, etc.).

• Feedback conversation loops through the comment feature in Speedgrader.

• Auto-graded assessments with enriching feedback.

Expectations

• Course tools should be intentionally selected to align with objectives and enhance engagement.

• Technical support and clear usage guides should be provided to reduce barriers to access and help learners use the tools.

Considerations

• The tool has passed security reviews and can be used by your department.

• The tool should be integrated with Canvas and not burden learners with an undue financial burden. 

• The tool is (or will be) familiar to learners in their program of study.

• Tools serve a specific purpose and are aligned with learning objectives.

• Ensure the selected tool is one that the faculty have the skills, instructions, and support needed to update, facilitate, and manage. 

• Provide set-up and troubleshooting instructions for future facilitator(s).

• Support and guides for interacting with and using the tool for course-related activities are provided in a centralized location for learners.

• Access to the tool is open for enrolled users at least by the sync date (3 days before the session start date), so learners can familiarize themselves with the tools and technologies leveraged in the course.

Examples

• To develop evidence-based arguments from primary sources, students use a collaborative annotation tool to analyze and discuss historical documents in context.

• To apply mathematical models to real-world problems, students engage with interactive simulations that let them test variables and observe outcomes dynamically.

• To communicate effectively in a professional context, students create video presentations or participate in recorded discussions, allowing for practice, feedback, and self-reflection.

Expectations

• Highlight support options early and provide links to support resources at the beginning of the course outline and/or in a centralized location.

• Provide links to resources in standard course documents (e.g., syllabus) that learners will likely access early on.

Considerations

• Clearly displaying IT, accessibility, and academic resource information in multiple locations (e.g., syllabus, course homepage) encourages learners to seek assistance.

• Remind students throughout the course about available resources, especially when they are most pertinent (e.g., tutoring before an exam).

• In assignment descriptions/instructions/overviews, include links to specific resources that can support that work.

Examples

• Sample statement on academic support: If you’re struggling with course material, please use the available support resources, including tutoring, study groups, and office hours. Seeking academic help early is a smart strategy for success, not a sign of failure.

• Sample statement on well-being support: Your mental health is important. ASU’s 360 Life Services offers free, confidential support 24/7 for stress, anxiety, and other personal concerns. Reaching out for help is a strong and healthy choice.

• The course "Home" page provides links to help or support pages that can guide learners to appropriate resources.

• In the introductory module (Module 0), highlight appropriate support resources in a "Getting Started" section and/or a "Course Introduction" video.

• Highlight SAILS information on the syllabus and/or before proctored assessments (e.g., exams) so learners who require accommodations know how to get that support on file.

Expectations

• Conduct accessibility testing for all materials (e.g., alt text, captions, screen-reader compatibility).

• Follow the FRAME expectations to meet this standard. 

Considerations

• Access to course content is foundational to learner success.

• Use Microsoft products to create documents and slides, and run Microsoft Accessibility Checker before saving files.

• Confirm the accessibility of files before loading them into Canvas.

• Use Canvas Accessibility Checker on Canvas Pages.

• Include verbal descriptions of important visual information.

• Upload videos to MediaPlus (or other platforms) to add captions and generate transcripts.

• Use FRAME to access training and resources. 

Examples

• All images have alternative (alt) text or are marked "decorative" if the image's content is not important for understanding the material or assessment.

• Images that are critical for correctly answering or completing assessments (e.g., "Analyze this image…") have detailed, descriptive alt text.

• All graphs and tables have descriptive text.

Expectations

• Third-party tools should be vetted for accessibility compliance, with alternative options provided when necessary. 

Considerations

• Only use licensed tools as approved by ASU. For more information, review the ASU Integrated Products list. If faculty are interested in adding a tool to the ASU Integrated Products list, they should contact their EdPlus instructional designer.

• Using non-approved tools can compromise learner privacy and safety.

Examples

• An interactive video platform used in the course provides accurate closed captioning, keyboard navigation, and screen reader compatibility, meeting WCAG 2.1 AA standards.

• A web-based simulation tool includes alt text for all images, supports color contrast requirements, and allows full functionality without a mouse.

• An external quiz platform offers accessible form fields, logical tab order, and compatibility with assistive technologies such as screen readers and voice input.

Expectations

• Course materials are tested for mobile accessibility.

• The course signals to learners which material, pages, tools, or activities may be accessed by a mobile device.

Considerations

• Common items that could have optional mobile access are documents, videos, formative assessments, and activities.

• Use icons to indicate which items are accessible in mobile applications and when items need to be completed on a desktop computer.

• Consider bandwidth limitations based on location or technology access.

• Consider creating mobile-friendly courses using mobile-friendly technologies.

Examples

• Use the Canvas LMS app to test mobile access.

• Use a mobile phone icon in the name of a Canvas page to indicate that it is optimized for mobile devices.

• Provide links to publicly available videos embedded in Canvas so learners can reduce the video quality to conserve mobile data.

Expectations

• Prioritize Open Educational Resources (OER) or low-cost materials.

• Use Ask a Librarian services to curate open education resources.

• Use the ASU Library Resource Organizer to curate free access to learning materials (e.g., eBooks, articles, videos, etc.).

• Add a justification in the syllabus for items that require a learner cost.

Considerations

• Learners have varied financial security, and access to materials is foundational to learner success.

• Review Fair Use considerations. 

Examples

• Learning materials that can be curated through the ASU Library include: eBooks, articles, videos, etc.