The 14 elements for quality course design in this section address how content is organized and accessed in the course management system. Key elements include course navigation, learning objectives, and access to student support information.

Aligned courses meet the following criteria: 

1. Placement of Objectives: Unit objectives are included in the individual learning units

2. Clarity of Objectives: Unit objectives consistently include demonstrable learning outcomes.

3. Alignment of Objectives: Content is clearly aligned with and sufficient to meet the learning unit objectives.

4. Course Navigation: Navigation and content flow are easily determined by the user.

5. Unit-level Chunking: Content is meaningfully segmented into distinct units or modules to aid learning.

6. Page-level Chunking: Page content is chunked in manageable segments using heading styles that facilitate online reading.

7. Effective Use of CMS Tools: CMS tools are used to reduce the l abor-intensity of learning and streamline access to materials and activities for students.

8. Effective Use of Multimedia: A variety of media, such as text, audio, video, images and/or graphics are used throughout.

9. Instructions: Course design includes instructions for learners to work with content in meaningful ways (e.g., guiding students to take notes during a video, explaining what to look for in an article, etc.).

10. Learning Support: Individualized learning opportunities, such as remedial activities to support Basic Skills or resources for advanced learning, are provided.

11. Learner Feedback: Learners have the opportunity to give anonymous feedback to the instructor regarding course design and/or course content after course completion.

12. Course Policies: Policies relevant for learner success (such as academic honesty, course drop/withdrawal, late work) are included and easy to find.

13. Student Services: Links to institutional services (such as disability services, online counseling, online tutoring, online readiness, the library, etc.) are included and clearly labeled.

14. Technology Support: Technology support is explained to students, and relevant contact information and/or links are easily found.

The six elements in this section address instructor-initiated and student-initiated communication. Key elements of quality course design covered in this section include regular effective contact, both between and among instructors and students. 

Aligned courses meet the following criteria: 

1. Pre-course Contact: Instructor initiates contact prior to or at the beginning of course.

2. Regular Effective Contact: The course design includes regular instructor-initiated contact with students using CM S communication tools and a clear explanation for students of when and how communication will happen.

3. Student-initiated Contact: Students are encouraged to initiate contact with the instructor thr ough easily accessed contact information that includes expected response times.

4. Student-initiated Contact with Other Students: Opportunities for unstructured student-initiated interaction with other students are available and encouraged.

5. Regular and Effective Contact Among Students: Regular effective contact among students is designed to facilitate interaction with and about course content.

6. Participation Levels: Guidelines explaining required levels of student participation (i.e., quantity and quality of interactions) are consistently provided.

The eight elements in this section address the variety and effectiveness of assessments within the course. Key elements include the alignment of objectives and assessments, the clarity of instructions for completing activities, and evidence of timely and regular feedback. 

Aligned courses meet the following criteria: 

1. Authenticity: Assessment activities lead to the demonstration of learning outcomes.

2. Validity: Assessments appear to align with the course objectives.

3. Variety: Assessments appear to align with the course objectives.

4. Frequency: Multiple assessments are administered during the duration of the course.

5. Rubric/Scoring Guide: Rubrics or descriptive criteria for desired outcomes are included in most or all assessment activities.

6. Assessment Instructions: Instructions clearly explain to students how to successfully complete the assessments.

7. Feedback: The course includes a clear description of how meaningful, timely feedback on assessments will be provided.

8. Self-assessment: The course includes a clear description of how meaningful, timely feedback on assessments will be provided.

The 16 elements in this section are reviewed to determine if a student using assistive technologies will be able to access the instructor’s course content as required by Section 508 of the Rehabilitation Act of 1973 (also known as “508 Compliance”). The accessibility elements in Section D focus on instructor-generated content that is primarily under the control of faculty when developing a course. 

Aligned courses meet the following criteria: 

1. Heading Styles: Heading styles are consistently used to aid navigation through the course when using assistive technology. Heading levels (Heading 1, Heading 2, etc.) are used in correct order. Fonts, colors, and formats (bold, italics, etc.) are not used in lieu of heading styles.

2. Lists: Lists are created using the bullet or numbered list tool instead of being formatted manually so that lists are recognized when using a screen reader.

3. Links: Links are identified with meaningful and unique text in place of displaying the URL.

4. Tables: Column and/or row header cells are designated so that screen readers can read table cells in the correct order. A table caption is included for more complex tables.

5. Color Contrast: There is sufficient color contrast between the foreground text and background to avoid difficulties for students with low vision.

6. Color and Meaning: Color is not used as the only means of conveying information, adding emphasis, indicating action, or otherwise distinguishing a visual element

7. Images: All images have appropriate alternative text, either explaining instructional value or indicating the image is decorative. Alternative text does not contain “image of,” “picture of” or file extension (e.g., “.jpg”).

8. Reading Order: Reading order is correctly set so that content is presented in the proper sequence when using screen readers and other assistive technologies.

9. Slides: Slides are created using built-in accessible slide layouts with each slide having a unique title. All text is visible in Outline View to be sure that it can be read by assistive technology.

10. Spreadsheets: Spreadsheets include labels for the rows and columns, detailed labels for charts, and are accompanied by textual descriptions that draw attention to key cells, trends, and totals.

11. Accessibility Checkers: Files and content pages pass any built-in accessibility check available in the software.

12. Video: All video must have accurate captions (not auto-generated). If a video has no audio or instructionally relevant soundtrack, a note explaining that should accompany the video.

13. Audio: Audio files must be accompanied by complete and accurate transcripts.

14. Flashing Content: Blinking or flashing content, including gifs, should only be used if instructionally needed and not merely for decoration or emphasis. Flashing content must not flash more than three times in any one second period or exceed the general and red flash thresholds.

15. Live Captions: Live broadcast and synchronous video conferences must include a means for displaying synchronized captions if requested.

16. Auto-play: Audio and video content should not be set to auto-play. If any audio on a web page does auto-play for more than three seconds, a mechanism must be available to pause, stop, and control the volume.

POCR Lead

Heather Kokorowski, Associate Professor of Earth Science, kokorohd@laccd.edu 

POCR Review Team

1. Wendy Bass, LAPC DE Coordinator, Professor of Child Development 

2. Kaycea Campbell, Professor of Economics

3. Chris Corning, Associate Professor of English

4. Monique Gevorkian, Professor of Communication Studies

5. Cara Gillis, Professor of Philosophy

6. Yvonne Grigg, Professor of English

7. Stefan Ignatovski, Professor of Accounting 

8. Brett Marschall, Assistant Professor of Economics

9. Wendy Mazon, Associate Professor of Music

10. Benny Ng, Associate Professor of Chemistry

11. Margarita Pillado, Professor of Spanish

12. E. Shannon Rohrer, Associate Professor of Health and Kinesiology

13. Karen Sabbah, Adjunct Assistant Professor of Sociology

14. Saša Stojic, Adjunct Assistant Professor of Health and Kinesiology, LACCD Online Multimedia Specialist 

15. Mia Wood, Professor of Philosophy