Design Standards

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Met: This standard is met when the ASU Online Canvas Template is applied to the course or

• Course menu elements (Syllabus, Resources, Accessibility, ASU Course Policies) exist

• Module overview pages for each module list an introduction and the learning objectives

• Syllabus includes or links to all ASU statements, policies, and procedures 

• A consistent black font (such as standard Canvas font) is used for accessibility and consistency and the ASU Online color and branding scheme is implemented.

• Course setup information exists for Instructors

Exemplary: This standard is exemplary met when the course also includes

• Course menu navigation element (Time in AZ) also exists 

• Syllabus uses the ASU Online Syllabus template page in Canvas and has been customized to include course specific-information regarding expectations and assignments. 

• Module overview pages for each module include a banner image that represents the diversity of students, if applicable.

• Each module overview includes a paragraph outlining the context of the module to engage or motivate students.

• Instructor has reviewed the Syllabus Review Guide (provided by USC Rossier), which is an inquiry tool for promoting racial and ethnic equity and equity-minded practice when designing a syllabus.

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ASU Online Courses are designed to support successful self-directed achievement and assessment of the learning objectives in the accelerated time frame. You may wish to review recommendations for course workload in case there are modifications that you’d like to implement. Ensuring that the course is organized and optimized for the session length helps prepare students to be able to complete the work within the time frame and allows students to balance workload and learning progress.

Met: This standard is met when the course exhibits both of the following requirements.

• The total approximate coursework load meets the ABOR requirement of 45 hours per credit, i.e. 135 coursework hours for a 3-credit course

• Modules in the course are organized to be consistent in terms of both timespan to complete across the course and total student workload. 

Exemplary: This standard is exemplary met when the course also includes at least two of the following:

• Video length, readings, and activities are timed to support students to successfully complete within the scheduled timeframe

• Time estimates are provided for activities

• A guide or checklist for assignments is provided to help students plan and track progress. 

• Canvas area titles are descriptively labeled based on the activity, such as “Module 1: Assignment - Mitosis Worksheet” instead of “Module 1: Worksheet”, “Mitosis” or “Module 1: Mitosis”

ABOR Requirements suggest that for a 7.5-week, 3-credit course may feature 7 modules at one module per week, with work divided into approximately 18 hours of coursework per module to meet the 135 hour total workload requirement.  Another example may be a 6-week, 3-credit summer course with three modules, each spanning two weeks and requiring approximately 45 hours of coursework, totaling 135 total hours for the course.

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Met: This standard is met when the setup information (typically hidden from student view and located at the top of "modules" page) outlines prompts and details for the instructor (such as unique assignments, opportunities for expanded learning, special tools used in the course, etc.) that can guide them as they facilitate the course (Link to Sample Instructor Guide).

Exemplary: This standard is exemplary met when the instructor guide area of the "course setup information" clearly communicates to-dos for the instructor, which may include answer keys, clarifications of which elements should or should not be modified or provides other useful tips for whomever teaches the course in the future.

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Videos are an effective teaching tool that can help increase instructor presence, build stronger instructor-student relationships, and promote engagement and learning.  Relevant videos can be developed for each module, such as micro-lectures with content, slides, images and audio to enrich the student experience and enhance comprehension. Below are some common videos we recommend faculty create to enhance instructor presence and promote student engagement:

• Instructor Introduction Video

• Course Overview Video

• Weekly/Module overview video

• Weekly/Module summary video 

You can schedule time in one of our New Media Studios to record your video lectures. They will record and edit the video, and send you a link to place it to your course. Or, you can record your videos at home using Zoom or Screencast-O-Matic. Here is a link to a video on tips for at-home video recording. 

Met: This standard is met when multiple relevant videos exist in the course that align with the learning objectives and course content

Exemplary: This standard is exemplary met when the course includes videos that are:

• Instructor-created 

• Consistently and thoughtfully used throughout the course to enhance learning of key concepts

• Not longer than 10-15 minutes each

• Easily audible, with clear and engaging audio (with a natural speaking tone), good lighting, and a non-distracting background

• Have accurate captions and/or transcripts

• Captivating to viewers: Short, relevant, centered around points of interest, focused on solving a problem, authentically appealing, tells a story, or incites wonder
  
  

S5 VIDEO

A course overview is the first step to engaging your students! It provides the purpose and structure of the course and may include a course schedule, modes of communication, types of learning activities and how learners will be assessed. It can be done via a simple video walking through the elements or a paragraph and relevant images or screenshots. 

Met: This standard is met when the introduction exhibits all of the following requirements:

• Paragraph or video explaining the purpose of the course and the significance of topics covered either on the course welcome page or home page

• Explanation on how to get started

• Canvas course tour video from the ASU Online template or a custom navigation tour is present in the course

Exemplary: This standard is exemplary met when the course contains one or more custom videos explaining the purpose, navigation, and structure of the course.  

• A “Course Welcome” video that welcomes students, clarifies the purpose or significance of the course, and outlines topics and why they are important within the field

• A “Course Tour” video explaining how to get started that navigates the course and is tailored to the specific elements of the Canvas shell 

• An “Instructor Introduction” video separate from the course tour video.

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A welcoming introduction to the course can have a huge impact on student perception as it's the first impressions of the course and when done well it can set the tone for a positive learning experience that builds rapport with faculty, creates a welcoming atmosphere for the diverse community of students.

Met: This standard is met when the course welcome and introduction include both A) at least one of the Course Welcome Examples 1-5 below and B) at least one Diversity and Inclusion Statement like those listed below.

Exemplary: This standard is exemplary met when the course includes multiple examples of both Course Welcome and Diversity and Inclusion Statements that helps foster a positive personal connection with students.

Course Welcome Examples

• Comments on your teaching philosophy and the role of an instructor

• A summary of past experience(s) with teaching online courses 

• Personal information such as hobbies, family, travel experiences, etc. 

• A graphic representation, audio message, or video (including alternative formats to ensure accessibility) introduction or welcome message.

• Details regarding how the instructor prefers to be addressed and/or how they would like to be contacted

Diversity and Inclusion Statements

Within the welcome and introduction, statements which encourage a personal connection among students and emphasizes that each unique student’s participation and success in the course is valued such as:

• Statements that help to deepen connections among class participants by encouraging them to connect with ASU and the discipline more broadly.

• Statement(s) that communicate that student success is valued.

• Evidence of encouraging personal connections (within course welcome/introduction) such as:

  • A prompt that encourages personal/professional introductions

  • A grading rubric for the introductory prompt with criteria related to diversity and inclusion.  

  • Statements such as:

    • “Please feel free to call me, “John”

    • “I value your success.”

    • “There are a number of resources available for support.”

    • “I look forward to supporting your journey to meet your goal of.... (Here’s a resource)”

    • “I look forward to hearing the perspectives of diverse ideas and backgrounds.”

    • “I am excited to connect with you.”

    • “This is how I arrived here…” and explain your own professional journey

    • “I encourage you to update your Canvas profile and include your picture.”

    • “This course provides opportunities for diverse perspectives through a discussion of biases, rubrics that promote flexibility in student work, formative feedback, lenient late policies, supportive netiquette statements, or opportunities for students to introduce themselves and share their backgrounds.

  • Avoid using statements that would likely cause students to feel as outsiders due to their political, social, gender, economical, religious, or community affiliations

Additional Annotations for Creating an Exceptional Welcome and Introduction

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The Human Bias criterion of the Peralta equity rubric asks us to manage the different types of bias we all have and to help us think about a) the ways in which bias shows up in our curriculum and b) how we interact with students. An aligned course will provide a space in the course for the students and instructor to converse about bias and how to manage it. In an exemplary course, an instructor will openly acknowledge ways in which they work to manage their own biases and attempt to guide students into seeing and learning about their own biases.  It’s important to identify and consider potential human biases that may impact online student’s motivation as they proceed through the course material.” 

Met: This standard is met when the faculty developer has reviewed and thoughtfully considered the recommendations for limiting human bias.

Exemplary: This standard is exemplary met when three or more like the examples below exist in the course:

• A discussion topic that encourages students to think outside their frame of reference or take a different perspective.

• A rubric or discussion topic that acknowledges inherent biases and/or provides multiple perspectives with alternative viewpoints. 

• An opportunity for students to point out perceived biases in the course content and activities.

• An activity which includes prominent people in the field and clarifies whether biases exist.

• Experts from marginalized groups are highlighted or included within the course.

• A rubric or discussion topic that acknowledges inherent biases, multiple perspectives, and alternative viewpoints

• Students are encouraged to use resources that provide different perspectives on the same topic.

• A statement exists in the course that identifies areas of unconscious bias or confirmation bias.

Additional Annotations for Reducing Human Bias

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Met: This standard is met when the course and module learning objectives are measurable and appropriate to the level of the course and also align with course materials. 

Exemplary: This standard is exemplary met when the learning objectives are explicitly listed within each module overview with activity and assignment alignment outlined.

Alignment

The QM concept of alignment is intended to convey the idea that critical course components work together to ensure that students achieve the desired learning objectives. Measurable course and module/unit-level learning objectives form the basis of alignment in a course because all instruction and activities should support them.

Measurable Learning Objective Examples: 

• Create original musical compositions using computer technology. 

• Select appropriate tax strategies for different financial and personal situations. 

• Apply microeconomic principles to explain why environmental problems occur. 

• Analyze a business situation to determine an information management need. 

Not Measurable Learning objectives:

• Understand the nature of reasoning. 

• Know basic statistical vocabulary and appropriate data collection methods. 

• Be aware of the grammar conventions of standard American English. 

• Appreciate contemporary art. 

Learning Objectives Should be Suited to the Level of the Course

While a course may start with objectives that are lower in the cognitive realm, as the course proceeds, the objectives may increase appropriately. Similarly, introductory courses may address basic core fundamentals, while more advanced courses often transcend an individual course.  Consider reviewing Bloom's Taxonomy, which helps to identify thinking skills from lower to higher. Your Instructional Designer can help as you determine which sorts of objectives may work the best for your course. There is also a 10 Minutes for Excellence module on Meeting Your Course Goals.

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Met: This standard is met when all learning activities are aligned to learning objectives.
Confirm that a clear connection between learning objectives and assigned learning activities is explained. The learning activities should not be seen as arbitrary or disconnected. Making explicit the relationship between learning objectives and learning activities enables students to understand how everything aligns.

Exemplary: This standard is exemplary when a statement is provided that outlines the relationship between the learning activities or one of the other examples listed exist in the course. 

• Course map connecting learning objectives with individual learning activities 

• Module or unit introductory page provides a summary or overview of module- or unit-level learning objectives, related course-level learning objectives, and course activities (learning activities, assessments, and use of instructional materials). 

• An explanation is provided for how the course-level and module- or unit-level learning objectives are met through each learning activity. 

• A numbering system or matrix demonstrates the relationship between course level objectives, module- or unit-level objectives, and learning activities. 

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Alignment of Assessments: 

Course assessments (ways of confirming learner progress and mastery) should be consistent with the course and module/unit-level learning objectives by measuring the accomplishment of those objectives. The Instructional materials, learning activities, and course tools should support the learning objectives and enable learners to be successful on the assessments.

Met: This standard is met when all assessments align with the learning objectives.

Exemplary: This standard is exemplary met when all assessments align with stated learning objectives and include at least two like the examples listed below exist in the course:

• Essay or discussion shows students can “explain” or “describe” something. 

• Multiple-choice quiz verifies that learners can “define” or “identify” vocabulary. 

• Assignment shows that students can “write” or “compose” a composition. 

• Video of a student presentation in a foreign language shows that learners can “speak” or “translate” a foreign language. 

• Simulation or case study reveals learners can “analyze” and “evaluate” complex factors and “make good decisions” towards positive outcomes

• Additional examples of assessments are provided within the 10 Minutes for Excellence Module on Strategizing Assessment.

Lack of Alignment

Examples of lack of alignment between a learning objective and an assessment include:

• The objective or competency is to “write a persuasive essay,” but the assessment is a multiple-choice test. 

• The objective or competency is to “create a body of work that illustrates your photographic vision,” but the assessment is a thesis about photographers. 

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Met: This standard is met when a clear, written statement exists at the beginning of the course which fully explains to the learner how the course grades are calculated.
The points, percentages, and weights for each component of the course grade are clearly stated and the relationship(s) between points, percentages, weights, and letter grades are explained. If grades are reduced because of late submission, the instructor’s policy on late submission clearly states the amount of the reduction. Review the clarity of the explanation and presentation to the learner, not the simplicity or complexity of a given grading system itself. Even a relatively complex grading system can be made easy to understand. Look for a clearly explained grading policy in the syllabus, Start Here folder, or another place that is open to learners at the start of the course. 

Course Grading Examples:

• List of all activities, tests, etc., that will determine the final grade, along with their weights or points 

• Explanation of the relationship between the final course letter grade and the learner’s accumulated points or percentages 

• Explanation of the relationship between points and percentages, if both are used 

• Clear statement about how late submissions will be graded, including information on any point deductions for assignments submitted late

• Syllabus clearly communicates a timeframe for typical email responses

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Students should be provided with a clear and complete description of the criteria that will be used to evaluate their work in the course. Evaluation criteria (often called rubrics) are typically provided prior to beginning a particular assessment and outlines clear guidance on the instructor’s expectations to succeed on various elements of the graded work.

Met: This standard is met when all learning activities have clear instructions and any *high-stakes assignments have corresponding rubrics (which outline the specific grading criteria as well as the levels of achievement. High-stakes assignments are significant assignments that students must succeed on in order to pass the course.

Exemplary: This standard is exemplary met when all of the learning activities have clear instructions and corresponding rubrics outlining grading criteria such as:

• Evidence that the instructor has stated the evaluation criteria for all graded work. Criteria may be in the form of a detailed checklist, rubric, or other evaluation instrument. 

• A description exists of how learners’ participation in discussions will be graded, including the number of required postings per week; the criteria for evaluating the originality and quality of learners’ comments or responsiveness to classmates’ comments; and the grade or credit learners can expect for varying levels of performance.

• For group or team projects, an explanation of the criteria used to evaluate individual or team performance and whether scores or grades will be assigned by individual or by team should be outlined.

S13 VIDEO

Multiple assessment strategies should be used that require students to apply what they learn in a variety of ways and to help them to think critically. Examples of various assessment types include exams, essays, discussions, reflective journals, group projects, portfolios, written papers, presentations, multimedia projects, and interviews.  

 
Good Assessment Characteristics:

• Sequenced so as to promote the learning process and to build on previously mastered knowledge and skills gained in this course and prerequisite courses. 

• Paced to give learners adequate time to achieve mastery and complete the work in a thoughtful manner. 

• Varied in order to provide multiple ways for learners to demonstrate progress and mastery, and to accommodate diverse learners. 

Met: This standard is met when at least one of the examples below exist in the course:

Exemplary: This standard is exemplary met when two or more like the examples below exist in the course:

• A series of assessments progress from the definition of terms, to a short paper explaining the relationship between the terms, to a longer paper that includes the application of a critical analysis of a journal article. 

• Assessments in a public speaking course include first submitting an outline of a speech and next a draft of the speech; and, finally, delivering the speech. 

• An upper-level course in world history has multiple-choice quizzes and discussions, and it also includes a term paper and final presentation that ask students to analyze and evaluate the various events leading up to World War II. 

• Research paper or project with multiple milestones (research question/outline/bibliography/rough draft/peer review, final paper)

• Module exams with a cumulative final exam

• Projects or papers with multiple rounds of instructor or peer feedback

• A choice of assignment is given (research paper with an outline or a presentation with slides and a script)

• Benchmark assessments for a report may include an outline or project plan , a bibliography, a summary or précis of the paper or project, and one or more preliminary drafts

Assessments that do not meet the standard

• Assessments  that only consist of multiple-choice tests. 

• Course where no (or very few) assessments are administered during the first 75% of the course, and then an essay, project, and final exam are all due during the final portion of the course.

• Assessments in an introductory course consist of only answering the questions at the conclusion of each textbook chapter. 

• Assessments in a graduate-level course includes only lower-level assessments, such as multiple-choice, “knowledge-check” types of quizzes and short essays asking learners to define terms. 

S14 VIDEO

Students need to be able to gauge their level of progress and understanding throughout the course and learning is most effective when students receive frequent, substantive, and timely feedback. Feedback on how students are doing may come from the instructor directly, from assignments and assessments that have feedback built into them, or from other students. 

Met: This standard is met when tracking and feedback opportunities similar to the examples below exist in the course.

• Writing assignments that allow for the submission of a preliminary draft for instructor comment and suggestions for improvement 

• Self-mastery tests that include informative feedback based off each answer choice 

• Interactive games and simulations that have feedback built-in 

• Self-scoring practice quizzes 

• Practice written assignments that receive feedback, such as journals, reflection papers, or portfolios 

• Peer reviews and critiques 

• The opportunity for learners to compare their work to model papers or essays, sample answers, or answer keys prior to completing an assessment, thereby encouraging reflection and improvement 

Examples that may not meet this standard: 

• Feedback on automatically scored or instructor-graded quizzes provides learners with a grade, but does not tell them which questions they got wrong, or provide any additional information that helps them track their learning. 

• A preliminary draft of a major paper is due, and three days later the final draft is due. 

• The learner receives credit for submitting a preliminary draft of an assignment, but no feedback on the draft is given. 

• Assignments (e.g., discussions, brief reflections) are graded as “complete” or “not complete,” and students will get credit for participating in the assignment but will not receive any feedback.

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Students should be provided with an explanation of how the instructional materials and learning activities are used in the course, and how each will help them achieve the stated learning objectives. Additionally, if optional instructional materials are provided, they should be marked as optional.

Met: This standard is met when instructional materials align with the course and module/unit-level learning objectives. Also, for courses in which learners are expected to find their own learning materials, guidelines should be developed to assist the learner in identifying relevant and appropriate materials.

Exemplary: This standard is exemplary met when two or more like the examples below explain the relationship between materials and activities:

• A schedule of assigned readings is accompanied by an explanation of how the readings will be used in online discussion forum posting. 

• Links to external websites include a description of the site and an explanation of how the information at the site is to be used in the learning activities. 

• Interactive games, simulations, media and other exercises include a statement on how their use helps to meet the specific learning objectives.

• An explanation outlines how required or optional publisher materials, including presentation slides, practice quizzes, videos, and other content, are to be used in the learning activities.

Provide context in Instructional Materials

Context should be provided before lecture videos and readings, which helps to make the explicit connection between learning objectives and activities and describes how this activity fits into the learning for this module. Similar to a face-to-face course, giving context or upfront information about an activity helps students make sense of the purpose of that activity. For example: 

• Watch this lecture video that focuses on___

• This lecture builds background on___

• Some key ideas to note include___

• While you’re reading, think about how the author describes___

• While you’re reading, be sure to reflect on the connection between___

S16 VIDEO

Demonstrate that diverse ideas and perspectives are valued by visually representing diverse images, examples, and perspectives throughout the course.

Met: This standard is met when at least one or more like the examples below exist in the course

Exemplary: This standard is exemplary met when three or more like the examples below exist in the course:

• Course text or video explicitly states the purpose and value of diverse perspectives, images, and instructional materials for each module

• Text or readings represent diverse perspectives or conflicting viewpoints

• Materials challenge stereotypes

• Materials incorporates diversity in several demographics

• Students are provided with opportunities to counter argue differing viewpoints

• Statement explicitly acknowledges that student learning occurs within the context of their individual culture

• Statement exists that the instructor values diverse ideas and approaches

• Images used in the course reflect diversity

• Publisher materials reflect diversity in imagery and content

Additional Annotations on Valuing Diversity and Perspectives within Instructional Materials

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The Content Meaning criterion of the equity rubric asks us to look at our course content and determine ways to make it personally relevant to students. This relevance should be based upon students' sociocultural background in connection with others. Sociocultural contexts consider the societal forces that impact our values, beliefs and attitudes about learning and life in general. Making connections between course content and these value sets can make a tremendous positive impact on students' ability to succeed. 

Met: This standard is met when at least one of the examples like those below exist in the course:

Exemplary: This standard is exemplary met when three or more like the examples below exist in the course:

• Statement for a topic or activity explicitly explains how the content is relevant to students lives.

• Instructional materials/activities invite students to consider or reflect on how the material is relevant to them:

  • Personally relevant

  • Culturally relevant

  • Community relevant

• Discussion provided on how theory can be applied in practice

• Connections to local cases are providedS

• Subject matter is related to everyday applications

• Current newsworthy issues and events are discussed that relate to the course material.

• Value of course content is communicated

Additional Annotations on Making Instructional Materials relevant to Students

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Met: This standard is met when instructional materials include references and permissions are obtained to use the materials in the course.

Sources for materials used in the course are clearly identified with references. This requirement applies to previously published, instructor created materials, journal articles, publisher materials, textbooks, images, graphic materials, tables, videos, audio recordings, websites, slides, and other forms of multimedia.  At a minimum, a reference should include the author or owner name; date of publication; resource title, if supplied; and URL or source, such as a publisher. The format of references in instructional materials should follow the style prescribed in a recognized guide, such as APA, MLA, or Chicago. 

Examples of Instructional Materials for Which references Should Be Provided: 

1. Images that appear in a module 

2. Videos that are linked from a video repository tool 

3. Journal articles that are linked from a library portal for download 

When an extensive body of material comes from a single source (e.g., instructional materials from a publisher), a single reference suffices. Reviewers might look for reference information in a list of materials, in the course syllabus, or in another course document. For example, under “Instructional Materials” in a syllabus, the instructor may have included “All PowerPoint Files” and then listed an appropriately formatted reference, rather than individually citing each PowerPoint slide set in each module. A course might include a single document that lists the sources of all materials. If you have questions, an ASU Librarian can further discuss approaches to copyright and fair use. There is also a 10 Minutes for Excellence on Fair Use and Copyright that may be helpful.

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The purpose of learning activities is to facilitate the student’s achievement of the stated course and module learning objectives. Learning activities should incorporate interaction, which promotes achievement of the stated objectives by actively engaging students with the course content. They should be varied in order to provide reinforcement and mastery in multiple ways and may include class discussions, simulation exercises, practice quizzes, tests, case studies, role-playing, student presentations, or labs.

Met: This standard is met when the activities clearly align with the learning objectives for each module.

Examples of alignment between activities and objectives: 

• The objective requires that students deliver a persuasive speech. Activities include choosing an appropriate topic for the speech, creating an outline, and recording of the speech delivery. 

• The objective requires that students prepare a master budget. Activities may include preparing a budget and explaining the importance of each element in the overall budgeting activity.

S20 VIDEO

Active learning involves students engaging by "doing" something, such as discovering, processing, or applying concepts and information. It also entails guiding students to increasing levels of responsibility for their own learning. Consider the purpose of the interactions and not just the number of opportunities for interaction to increase engagement. 

Met: This standard is met when interactive learning activities are identified within the course which promote active learning and engagement through interaction that includes student-content, student-instructor, and student-student interactions. Examples are listed below.

Exemplary: This standard is exemplary met when the course contains multiple active learning components like those listed below.

Student-Content Activities

• Watching a video and answering questions (Playposit)

• Students are asked to watch examples of effective persuasive speech delivery and identify components of effective delivery, and then receive feedback from the instructor on that assignment. 

• Answering related questions when reading course material 

• Virtual flashcard practice or FAQ page

• Creating infographics, flowcharts, images, and illustrations

• Annotating text

• Minute papers

• Student-generated test questions

Student-Instructor Activities

• Instructor feedback on course assignments 

• Student-instructor discussion in a synchronous session or an asynchronous discussion board exchange

• Virtual instructor office hours 

• A frequently-asked-questions (FAQ) discussion forum moderated by the instructor.

Student-Student Activities

• Peer critiques 

• Discussions where students respond to peers 

• Small-group projects; group problem-solving assignment 

• Students are asked to interact with peers by recording a practice of the speech delivery and posting it for peer feedback.

• Think-pair-share

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The tools selected for the course should align with the course and module/unit-level objectives or competencies.

Met: This standard is met when all course technologies used in the course support the course learning objectives.

Tools

Several examples include discussion boards, chat rooms, gradebooks, social media, games, whiteboards, wikis, blogs, virtual classrooms, web conferencing, announcements, assignment and quiz tools, plagiarism detection tools, video repositories, online proctoring tools, and collaboration tools. Clear information and instructions are provided regarding how the tools support the learning objectives or competencies. For example, a course that requires posting to a discussion forum makes it clear how the discussions support a learning objective or competency. Tools are not used simply for their own sake. 

Examples of Alignment Between Tools and Objectives

• A course learning objective requires students to compare and contrast two different periods in U.S. history and the LMS assignment tool is used for learners to submit a short essay comparing and contrasting the two periods. 

• A module-level objective where students should demonstrate the steps of performing CPR and students use a simulation tool to demonstrate the steps on a virtual patient.

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Tools used in the course should help students actively engage in the learning process rather than passively absorb information. The selected course tools should help students actively engage by facilitating ongoing interactions with the instructor, course materials, and other students. 

Met: This standard is met when at least one like the examples below exist in the course:

Exemplary: This standard is exemplary met when two or more like the examples below exist in the course:

Examples of Tools that Support Engagement and Active Learning: 

• Software that facilitates interaction in real-time (synchronous), such as collaborative tools, webinars, and virtual worlds 

• Software that facilitates asynchronous interaction, such as shared documents or wikis 

• Animations, simulations, and games that require learner input and allow for faculty feedback (automated or instructor-initiated) 

• Discussion tools with automatic notification of new posts 

• Automated self-check exercises.

• Wikis and blogs

• Additional examples are available within the 10 Minutes for Excellence on Using Course Technologies

S23 VIDEO

This standard asks the instructor to clearly delineate the technology that will be used and provide ample resources for students in case there are issues that arise. Where can students go if they are having technology problems in the course? What if there is a problem with the technology? Is there an alternate format students can submit or an alternate assignment students can complete? 

Met: This standard is met when all technology required outlines:

• A location where students may go to learn more about using the technology is clearly provided.

• A way to contact someone if technology issues arise is clearly available

Additional Annotations on Supporting the Use of Course Tools

S24 VIDEO

Met: This standard is met when technical support information and how to access it is provided and easily located within the course.

Technical support contact information should be provided to students. A link to Student Resources is found on the ASU Online Canvas template menu on the left side of the screen. Additionally, courses with externally provided resources, such as publisher sites or materials, should include directions for obtaining assistance if the resources are not supported by the institution’s internal technical support. 

S25 VIDEO

Accessibility policies or accommodation statements should state how to access services and accommodations available for students with disabilities.

Met: To meet this Specific Review Standard, the course should include either: 

• A link to the Accessibility Resources page as found in the ASU Online Canvas Template

• A statement that informs the student how to connect with the SAILS (Student Accessiblity and Inclusive-Learning Services) Team

S26 VIDEO

Met: Academic support services and resources are easily located within the course. The ASU Online Canvas template includes a link in the main navigation to Student Resources that meets this standard but you might consider reviewing the list below for ways to help connect students to available supports and services.

Additional Ways to Connect Students with Academic Support Services: 

• A description on the institution’s website of academic support services, with information about each service (e.g., location of testing center or proctored test sites, hours of operation, phone numbers and email addresses for key personnel) and links included for each service 

• Links to online orientations or demo courses 

• Links to the ASU Library, including information on how to gain access to library materials and databases, and how to contact a librarian 

• Links to tutorials or guides on conducting research, writing papers, and citing sources.

• More approaches are shared within the 10 Minutes for Excellence module on Providing Learner Support

S27 VIDEO

Navigation refers to the process of planning, controlling, and recording the movement of a learner from one place to another in the online course. Navigation throughout the course should be consistent, logical, and efficient and course materials facilitate ease of movement through modules and activities.

Met: This standard is met when at least all of the items below exist in the course:

• Course content is organized in a clear and logical pattern

• Written content is free of errors in spelling, grammar, punctuation, word choice, and syntax

• Text is in a contrasting color that makes it clearly distinguishable from the background.

• Similar content is grouped together; headings are used to indicate change of topic. 

Exemplary: This standard is exemplary met when two or more like the additional examples also exist in the course:

• Heading and body styles are used regularly and consistently throughout the course

• A video transcript OR closed captioning is provided for each video.

• Heading and body styles are consistent throughout the course.

Additional Annotations How to Facilitate Ease of Use in Courses

S28 VIDEO

Met: This standard is met when a digital textbook alternative is mentioned in the course, if one is available.

ASU Online has students all around the world. For some locations, ordering a textbook can take up to 5 weeks to arrive. Do your syllabus and online course provide a link to a digital alternative to the physical version of the textbook? If not, we recommend you:

• Review the textbooks used in the course

• Search the Internet to determine whether there are digital versions or equivalents for the text

• Include a link to the digital version or encourage students to seek a digital version of the textbook if available

• Consider discussing the course material with an ASU Librarian to see if the first chapter of the text can be placed in the course
  

By providing a digital alternative, students can gain quick access to their course materials, which for some courses and locations may be the difference between jumping right into the course the first day or waiting for a text to arrive. At a minimum, you might consider mentioning in the syllabus that there is a digital alternative available so they know of the option.

If you’d like to discuss digital resources and alternatives for your online course, please connect with an ASU Librarian.

S29 VIDEO

Text and images used in the course should be accessible and represent the diversity of our students. If course content is accessible, most students will be able to access content, complete activities, and interact with others without the need for accommodations. On the other hand, if a course or website has barriers to accessibility, students with disabilities will require accommodations to access content, complete activities, and interact with others. Additionally images and text in the course should represent the ethnic, race, gender, and diversity of various students to help motivate and communicate that they are valued and included in the field and subject area.

Met: This standard is met when at least one of the accessibility examples like those below exist in the course and that there is also evidence of one or more images reflecting diversity in the course.

Exemplary: This standard is exemplary met when all of the course examples listed below are accessible.

• Images and graphics are diverse and are described via an alt-tag, long description, or audio description. 

• Images and/or banners reflect the diversity of ASU students and the world.

• Text and images presented in the course use accessibility principles in their design. Additionally, digital course alternatives are recommended to make course content most accessible for the diverse global learners.

• All tables are set up as text and not embedded as images. They are not presented as screen captures. 

• Tables are set up with headings for columns and rows and are used only for summarizing data, not for formatting. Tables have captions, alt-text or alt-tags, and are formatted so that headings repeat. 

• Document or HTML titles, headings, etc., are formatted using styles (Heading 1, Heading 2, etc.) found in the word processing software (such as Word) style gallery; they do not merely utilize a larger or bold or italic font. 

• PDFs that contain text are not merely image scans; any text contained in PDFs is selectable and searchable. 

• Text colors alone are not relied on to convey meaning. The meaning is also conveyed in another way that does not require perceiving different colors. 

• Underlined text is avoided unless used for navigation. When alternative formats are provided, check the object properties to confirm alt-text and heading codes are actually present. Verification is important because not all attempts to provide alternate formats meet the goal of providing equivalent access for diverse learners.