A government website registered with the Digital Government Authority.A government website registered with the Digital Government Authority.In accordance with the regulations of the National eLearning Center, which aim to assure the quality of eLearning in the Kingdom of Saudi Arabia, the Center has launched the Excellence Standards for eLearning covering all major education sectors: general education, higher education, and training.
These standards address aspects related to the design and delivery of eLearning and training programs, with the aim of applying practices that meet the needs of the eLearning ecosystem. The standards provide a comprehensive set of indicators to support educational institutions in establishing eLearning benchmarks, designing and implementing programs, developing and enhancing methods and practices, and ensuring quality assurance to achieve the intended learning outcomes.
K.1.1.1 The institution has established a clear vision and mission (purpose) that reflects clear beliefs and philosophy, explains the value of eLearning, and includes clear expectations for the students.
K.1.1.2 The institution’s leadership provides a productive and collaborative environment for learning and working for all school stakeholders.
K.1.1.3 The institution’s leadership engages in a continuous improvement process in which policies and procedures are regularly reviewed and updated.
K.1.1.4 The institution’s leadership engages stakeholders to support the achievement of the institution’s purpose and direction.
K.1.1.5 The institution’s leadership implements staff supervision and evaluation processes to improve professional practice and institutional effectiveness.
K.1.1.6 The institution’s leadership implements operational processes and procedures consistently and in a manner that ensures institutional effectiveness in support of teaching and learning.
K.1.1.7 The institution’s leadership establishes annual goals, directly connected to the vision and mission, and monitors and communicates progress on goals to all school stakeholders.
K.1.1.8 The program clearly organizes course offerings in a way that stakeholders can easily navigate.
K.1.1.9 Leaders utilize ethical marketing and communication practices including adherence to appropriate guidelines concerning confidentiality in communications.
K.1.1.10 The school is provided with effective leadership, support, and continuity, including succession planning to ensure stability of the school’s leadership.
K.1.2.1 The governing authority and the school leadership execute responsible resource planning for the future.
K.1.2.2 Institution-wide, qualified professional, administrative, and support staff are provided to achieve the school's mission and annual goals.
K.1.2.3 Individual and team responsibilities for eLearning administering are clearly defined, checked, and monitored by program leadership.
K.1.2.4 The school’s leadership maintains knowledge of current trends in the educational and business environments in order to inform budget projections and resource allocation requests.
K.1.2.5 On-going training and support are provided to the teacher and staff to carry out the institution's mission, vision, and goals. This includes the development and use of new technologies and skills related to eLearning.
K.1.2.6 The school has access to training, online resources and support related to Fair Use, plagiarism, and other relevant legal and ethical concepts.
K.1.4.1 The school demonstrates a student-centered focus that also addresses online student needs rather than trying to fit on-campus institutional services to a program for online students.
K.1.4.2 The school provides stakeholders with access to orientation programs to equip them with the necessary knowledge and skills to access course content, as well as continuous support to trouble-shoot throughout the school year.
K.1.4.3 The school communications provide clear and timely information to students on where to access academic supports and programmatic resources (counselling, technology, library, etc.)
K.1.4.4 The school ensures the appropriate level of technical assistance and technical support staff to programs, teacher, students, and parents.
K.1.4.5 The school ensures that students have access to training and information about library resources.
K.1.4.6 The school ensures that appropriate level of resources is in place to support students with disabilities.
K.1.6.1 The institution assesses its eLearning program(s) through a regular and recurring evaluation process that applies specific established standards.
K.1.6.2 A variety of data (academic and administrative information) are used to evaluate institutional effectiveness. These data drive instructional and management decision-making and ensures continuous improvement.
K.1.6.3 Intended learning outcomes at the institution-level are reviewed regularly to ensure alignment, clarity, utility, appropriateness and effectiveness.
K.1.6.4 A process is in place and followed for the assessment of institutional support services for teacher and students.
K.1.6.5 A process is in place and followed for the assessment of institutional student retention initiatives for online courses and programs.
K.1.6.6 The Institution demonstrates compliance and review of accessibility standards.
K.1.6.7 A process is in place and followed for the assessment of stakeholder (e.g., students, parents, teacher, staff) satisfaction with the eLearning program.
K.1.6.8 Evaluation results are timely and communicated to program stakeholders.
K.2.1.2 The program has clearly defined and communicated the strategic value of eLearning to all stakeholders.
K.2.1.3 The program has a governance structure that enables clear and effective decision making regarding eLearning.
K.2.1.4 The program’s leadership establishes annual program goals, implements action plans designed to meet or exceed those goals, and monitors and communicates progress on goals to stakeholders.
K.2.1.5 The program’s leadership ensures the program is adequately resourced and secures and/or approves new resource allocations in a timely manner that aligns with the program mission, vision, and strategic goals.
K.2.1.6 The program governance articulates the institution to which it belongs and reports to, the roles and responsibilities of its leaders, and its compliance with applicable governing regulations and accreditation requirements.
K.2.1.7 Mechanisms are in place across the program for student identity verification to confirm that a student participating in an eLearning program is the same student who receives the course or program’s academic credit.
K.2.1.8 The program clearly organizes course offerings in a way that stakeholders can easily navigate.
K.2.2.1 Qualified professional, administrative, and support staff are provided to achieve the institution’s mission and annual goals, and tend to varying aspects of eLearning program administration.
K.2.2.2 Individual and team responsibilities for administering the eLearning program are clearly defined, ensuring effective eLearning program administration.
K.2.2.3 Ongoing training and support are provided to the teacher and staff to carry out the program’s mission, vision, and goals. This includes the development and use of new technologies and skills related to eLearning.
K.2.2.4 Teacher has access to training, online resources and support related to Fair Use, plagiarism, and other relevant legal and ethical concepts.
K.2.2.5 Clear standards are established for teacher engagement and expectations about online teaching responsibilities (e.g. email response time, office hours, grading turnaround time information, etc.) and periodically reviewed.
K.2.2.6 Evaluations (formal and/or informal) of teacher and staff occur on a regularly scheduled basis and feature components specific to online teaching or program administration.
K.2.3.1 Guidelines regarding minimum requirements for online course design and delivery (such as syllabus elements, course materials, assessment strategies, teacher feedback) are in place and followed across subjects and grade levels throughout the entire eLearning program.
K.2.3.2 Course development guidelines are in place and followed to ensure courses are designed so that students develop necessary knowledge and skills to meet measurable course and program learning outcomes.
K.2.3.3 Online curriculum development is a core responsibility for the teacher, though technical assistance is provided for him completing course development responsibilities.
K.2.3.4 Each program course includes a syllabus outlining course objectives, learning outcomes, evaluation methods, books and supplies, technical and other related course information, making course requirements transparent.
K.2.3.5 There is consistency in the design of course navigation and utilization of course components to support eLearning quality and student retention.
K.2.3.6 Instructional materials and course syllabi are reviewed periodically to ensure they are aligned to course and program learning outcomes.
K.2.3.7 Student-centered instruction is considered during the course development process and monitored in implementation programmatically.
K.2.3.8 A process is followed that ensures appropriate permissions (Creative Commons, Copyright, Fair Use, Public Domain, etc.) are in place for online course materials and teacher has access to program policy about intellectual property concerning online materials.
K.2.3.9 Instructional materials are easily accessed by students with disabilities via alternative instructional strategies and/or accommodations. Usability tests are conducted and applied, and recommendations based on Web Content Accessibility Guidelines (WCAG) are incorporated.
K.2.4.1 Students and their parents have access to information about programs, including book and supplies, technical requirements, and student support services necessary for the eLearning program.
K.2.4.2 Students have access to required course materials in print and/or digital format, and delivery modes prior to course enrolment.
K.2.4.3 Course embedded technology is actively used to support the achievement of learning outcomes.
K.2.4.4 Teachers use effective strategies to create presence in their courses. For example, student-to-student and teacher-to-student interaction are essential program characteristics and are facilitated by school staff.
K.2.4.5 Teachers feedback on student work, assessments, and questions is constructive and provided in a timely manner.
K.2.4.6 Opportunities are provided to engage students within the program in order to minimize feelings of isolation.
K.2.4.7 Students are provided access to library professionals and resources to help locate, analyze, evaluate, synthesize, and utilize a variety of information resources.
K.2.4.8 Links or explanations of technical support are available in the course (i.e., each course provides suggested solutions to potential technical issues and/or links for technical assistance).
K.2.4.9 Rules or standards for appropriate online student behaviour (often called netiquette) are provided within the course.
K.2.5.1 The eLearning program demonstrates a student-centered focus that also addresses online student needs rather than trying to fit on-campus institutional services to a program for online students.
K.2.5.2 Institutional communications provide clear and timely information to students on where to locate assistance (educational counselling, technology, library, etc.).
K.2.5.3 Throughout the duration of the course/program, students have access to personal and educational counselling resources.
K.2.5.4 Throughout the duration of the course/program, students have access to appropriate technical assistance and technical support staff.
K.2.5.5 Throughout the duration of the course/program, students have access to training and information they will need about library resources (electronic databases, interlibrary loans, etc.) to ensure they can access all necessary learning resources.
K.2.5.6 Policy, processes and resources are in place to support students with disabilities.
K.2.5.7 Support personnel and administrators are available to address student questions, problems, and resolve complaints about the online experience.
K.2.6.1 Program and course technologies and tools are current, facilitate instructional objectives, and promote engagement in student learning.
K.2.6.2 A documented program technology plan is present and suggests resource allocation considerations, continuous improvement initiatives, and compliance with standards or regulatory requirements.
K.2.6.3 A centralized technology system provides support for building and maintaining the eLearning program’s education infrastructure. Course delivery technology is considered a mission-critical enterprise system.
K.2.6.4 Program and course technologies protect student privacy and maintain confidentiality of student information (e.g., password protection, encryption, multi-factor authentication).
K.2.6.5 The technology delivery systems are highly reliable and operable with measurable standards. Technology systems are administered in compliance with established data management practices such as the Information Technology Service Management (ITSM) standards, which include appropriate power protection, backup solutions, disaster recovery plans, etc.
K.2.6.6 The institution has established a contingency plan for the continuance program administration (data centers and support services backups) which address the potential of prolonged service disruption.
K.2.7.1 The program is assessed through a regular and recurring evaluation process that applies specific established standards.
K.2.7.2 A variety of data (educational and administrative information) are used to evaluate program effectiveness. This data drives instructional and management decision-making and ensures continuous improvement.
K.2.7.3 Intended learning outcomes at the program level are reviewed regularly to ensure alignment, clarity, utility, appropriateness and effectiveness.
K.2.7.4 A process is in place and followed for the assessment of support services for teacher and students.
K.2.7.5 A process is in place and followed for the assessment of student retention in online courses and programs.
K.2.7.6 Program demonstrates compliance and review of accessibility standards.
K.2.7.7 A process is in place and followed for the assessment of stakeholder (e.g., students, parents, teacher, staff) satisfaction with the eLearning program.
K.2.7.8 Evaluation results are timely and communicated to program stakeholders.
K.3.1.1 The qualifications of the eLearning leader are adequate and recognizable so that program needs are supported. The leader has the appropriate level of experience.
K.3.1.2 The eLearning leader is a sharing teacher who participates in determining the curriculum to be offered in an online format.
K.3.1.3 The eLearning leader ensures high-quality curriculum content is updated as necessary by teachers.
K.3.1.4 The eLearning leader ensures opportunities have been appropriately included in the curriculum to ensure student engagement.
K.3.1.5 The eLearning leader encourages that the collaborations and opportunities for input on the eLearning processes are given to teachers.
K.3.1.6 To maintain academic integrity in the online curriculum, the eLearning leader ensures that measures are in place and followed.
K.3.1.7 The eLearning leader regularly communicates with key stakeholders (administrators, the curriculum coordinator, teachers, and students).
K.3.1.8 Issues related to technology security are addressed pursuant to program policies and measures put in place by the eLearning leader to protect student information.
K.3.1.9 Appropriate student support services are in place.
K.3.1.10 The eLearning leader regularly advocates for and communicates the value of eLearning to stakeholders.
K.3.1.11 The eLearning leader regularly communicates with parents.
K.3.1.12 The eLearning leader embraces equity and inclusion initiatives.
K.3.1.13 The eLearning leader supports teachers in leveraging technology that meets students’ diverse learning, cultural, and social-emotional needs.
K.3.1.14 The eLearning leader ensures that staff and students adhere to effective privacy, security, and data management policies.
K.3.1.15 The eLearning leader serves as the program’s primary spokesperson and actively raises awareness of the program’s value, benefits, and purpose.
K.3.2.1 A vision and a mission have been developed for eLearning, and guide the eLearning leader’s work.
K.3.2.2 The eLearning leader engages stakeholders in implementing the purpose and direction of eLearning.
K.3.2.3 The eLearning leader helps in developing an annual strategic plan that aligns with the mission and vision.
K.3.2.4 Staff and teachers are encouraged to participate in developing the strategic plan.
K.3.2.5 The eLearning leader supervises the development and implementation of annual goals.
K.3.2.6 The eLearning leader ensures that a process for supervising teachers and staff is in place and followed.
K.3.2.7 Appropriate eLearning policies have been implemented and communicated to staff and teachers to support the needs of students, teachers, and staff.
K.3.2.8 The eLearning leader models and pursues the program’s mission and vision in all leadership aspects.
K.3.3.1 The eLearning leader actively participates in professional learning networks.
K.3.3.2 The eLearning leader uses technology to engage in active reflection and professional growth.
K.3.3.3 The eLearning leader provides the moral direction of the program and promotes ethical and professional behaviour among all staff.
K.3.3.4 The eLearning leader’s ability to communicate the program’s purpose and value is critical.
K.3.3.5 The eLearning leader keeps up-to-date with developments in eLearning, evaluates new tools and services as they emerge, and engages in professional development where necessary.
K.3.4.1 The eLearning leader ensures resource allocation and planning at least annually.
K.3.4.2 The eLearning leader ensures that qualified staff are available to adequately support eLearning needs.
K.3.4.3 The budgeting process is led by the eLearning leader to ensure financials are adequate to support quality eLearning.
K.3.4.4 The eLearning leader advocates for the eLearning program’s needs.
K.3.4.5 All educational technology resources supporting eLearning are appropriate and reviewed regularly to ensure they continue to meet the eLearning program’s needs.
K.3.4.6 Technology support is provided and offered at times that best support the needs of online students, teachers, and staff.
K.3.4.7 An orientation to eLearning is provided for students and teachers.
K.3.4.8 Technology training is available for teachers, staff, and students.
K.3.4.9 The eLearning leader establishes and maintains an effective induction and mentoring program for new online teachers.
K.3.4.10 The eLearning leader ensures that all students have equitable access to high-quality teachers, courses, and academic and social supports necessary for success.
K.3.5.1 The eLearning leader ensures that a continuous improvement process is in place and followed.
K.3.5.2 The eLearning leader embraces innovation by seeking emerging trends and supporting opportunities for pilot testing.
K.3.5.3 The eLearning leader regularly seeks and reviews feedback from key stakeholders (students, teachers, etc.).
K.3.5.4 The eLearning leader regularly engages in data-driven and evidence-based decision-making to drive changes and identify new curriculum needs.
K.3.5.5 A process has been implemented to ensure that students get timely and substantive feedback on all course assignments or activities.
K.3.5.6 Creating an improvement plan based on students’ grades and course completion rate if unsatisfactory to stakeholders and program leaders.
K.3.5.7 A process has been implemented to collect and respond to complaints from students, teachers, staff, and other stakeholders.
K.3.5.8 Key stakeholders are provided with regular updates on online curriculum’s success metrics.
K.3.5.9 A communication strategy has been developed and implemented to update all stakeholders on changes to the eLearning program.
K.3.5.10 The eLearning leader creates a community of professional learning among teachers to collaborate, seek feedback, and share knowledge.
K.3.5.11 Ensuring effective partnership between the school and stakeholder community to improve the institution and opportunities available to staff and students in support of online learning.
K.4.1.1 A teacher introduction/bio with contact information is provided.
K.4.1.2 Course orientation materials that explain how the course is organized are provided to students and parents.
K.4.1.3 Course modules/lesson units are clearly identified and easily located.
K.4.1.4 The student learning outcomes are clearly stated and measurable for each course module or lesson unit.
K.4.1.5 Each course module includes an overview of learning module activities and which learning outcomes are addressed. Learning modules clearly state how student work should be completed (e.g., self-paced, individually, with parental assistance, group work).
K.4.1.6 Each lesson or course module is structured into meaningful content chunks to reduce cognitive load.
K.4.1.7 Course materials are appropriate to the course subject matter and are offered in various forms (e.g., text, audio, and visual materials) when possible.
K.4.1.8 Easy access to curated and curriculum-aligned extended learning resources is provided through assets like online library resources.
K.4.1.9 Copyright guidelines are followed by the course teacher, media specialist, eLearning coordinator, and/or instructional designer (if applicable).
K.4.1.10 The course structure is designed with consistency, easy to navigate, and user-friendly (e.g., there is a “Start Here” button).
K.4.1.11 Easy access to tutorials and tutoring support are provided.
K.4.1.12 Easy access to technical support is provided.
K.4.1.13 Provide diverse learning tracks in accordance with student needs.
K.4.1.14 There is active learning support.
K.4.1.15 The online course protects student privacy and adheres to all applicable privacy laws.
K.4.1.16 Information literacy skill building is included in online course materials when appropriate.
K.4.1.17 Learning activities and other opportunities are developed to foster student-student communication and/or collaboration.
K.4.1.18 The course content strives to reflect a culturally diverse perspective that is free from bias.
K.4.1.19 The online course provides regular opportunities for student-student interaction.
K.4.2.1 Appropriate font, color, text spacing, and image spacing are used to facilitate optimal readability.
K.4.2.2 Videos include closed captioning and text transcripts.
K.4.2.3 Audio recordings include text transcripts.
K.4.2.4 All images and links include alternative text tags.
K.4.2.5 The online course materials are tested for good readability for use with screen readers, different browsers, and mobile technologies.
K.4.2.6 Web Content Accessibility Guidelines (WCAG) are followed, and adherence is evaluated.
K.4.3.1 The course syllabus is easily accessed when students enter the online course.
K.4.3.2 The course syllabus includes the teacher’s contact information, virtual office hours, expected response times for student questions and grading, and availability for possible meetings.
K.4.3.3 The course syllabus provides the minimum technology requirements for student success.
K.4.3.4 The course syllabus includes information for required and ancillary textbooks and course materials.
K.4.3.5 The course syllabus includes measurable student learning outcomes.
K.4.3.6 The course syllabus includes suggestions on formative assessments and assignments with clearly identified due dates.
K.4.3.7 The course syllabus includes clear information for the student grading evaluation and grading scale.
K.4.4.1 The course syllabus details expectations for required student participation with course materials and course discussions.
K.4.4.2 The course syllabus includes online student behaviour guidelines (netiquette).
K.4.4.3 The course syllabus includes a definition of cheating and plagiarism and a policy with clear penalties identified.
K.4.4.4 The course syllabus includes policies (and penalties) that address late submission of assignments, including discussion postings.
K.4.4.5 The course syllabus includes a policy regarding the acceptance of extra credit work or replacement assignments.
K.4.5.1 Course assignments are identified to show how they support course learning outcomes.
K.4.5.2 Multiple types of assessment activities are used (portfolio assessment).
K.4.5.3 Clear guidelines and instructions are provided for each assignment that is an assessment, including how the submission of an assignment is completed.
K.4.5.4 Estimated time amounts for the completion of each student assignment are provided.
K.4.5.5 Scaffolding is used to support large assessment activities.
K.4.5.6 When possible, a sample assignment activity is provided.
K.4.5.7 When possible, students are offered a choice of optional types of assignments for their assessment activities (e.g., written papers and presentations).
K.4.5.8 If online quizzes or tests are used, students are offered a prior opportunity to test out the process to troubleshoot browser compatibility.
K.4.5.9 Grading rubrics are used for student assessment to provide feedback and are included with the assignment overview information.
K.4.5.10 Rubrics are used for online course discussions.
K.4.5.11 An online grade book is used to promptly record grades, communicate feedback, and offer parental access to students’ graded work.
K.4.5.12 High-stakes student exams are proctored to ensure unassisted completion by student without assistance.
K.4.6.1 Students are offered opportunities to provide feedback — which is reviewed regularly for course improvement — on course organization and online course materials.
K.4.6.2 Online course materials are regularly reviewed in detail for continuous improvement after a course has been taught.
K.4.6.3 The accuracy of all external course hyperlinks and resources is checked before the course is taught each time.
K.5.1.1 Teacher demonstrates subject matter expertise and shares relevant experience related to the subject matter.
K.5.1.2 Teacher facilitates class discussions (asynchronous and synchronous).
K.5.1.3 Teacher connects course activities to the relevant learning outcomes.
K.5.1.4 Teacher provides students with opportunities for reflection and closure on the lesson to consolidate their understanding.
K.5.1.5 Teacher designs the course material to encourage student engagement/interaction.
K.5.1.6 Teacher shows motivation for course topics.
K.5.1.7 Teacher appropriately shares engaging experiences related to the subject matter.
K.5.1.8 Teacher actively assesses student learning outcomes throughout the course.
T- K.5.2.1 Teacher’s communications with students reflect a positive tone, cultural competency, and inclusivity.
K.5.2.2 Teacher responds quickly to students’ questions (via email and in class discussion forums).
K.5.2.3 Teacher delineates clear participation and behaviour guidelines for online classes.
K.5.2.4 Teacher differentiates communication using all possible strategies to ensure the equitable engagement of students with disabilities.
K.5.2.5 Teacher provides overviews of course learning modules (email, video, etc.) and frequent class announcements.
K.5.2.6 Teacher reiterates course assignment due dates, expectations regarding assignments, and any other relevant policies (e.g., academic integrity) related to the class.
K.5.2.7 Teacher provides clear guidelines for response time and preferred communication method.
K.5.2.8 Teacher respects cultural differences and reviews communications for clarity of intended message before sharing with students.
K.5.2.9 Teacher models appropriate class behaviour and establishes a learning environment that educates and empowers students to apply digital tools safely and positively.
K.5.3.1 Teacher provides a video introduction (or a synchronous video introduction).
K.5.3.2 Teacher works to alleviate students’ feelings of isolation and demonstrates commitment and concern regarding student's success.
K.5.3.3 Teacher motivates students with positive encouragement and provides a place for students to form a community and discuss non-course related topics.
K.5.3.4 Teacher provides video introduction (or synchronous video introduction) to engage with parents and other key stakeholders to build a community for social caring and online classes.
K.5.3.5 Teacher attempts to motivate student's learning with positive encouragement and shows empathy for students.
K.5.3.6 Teacher focuses on equity and inclusion.
K.5.3.7 Teacher maintains a safe and positive learning environment that encourages student participation and reaches out to students who stop participating.
K.5.3.8 The online teacher promotes student-student interaction in online groups to foster collaboration and promote higher-order thinking skills such as analysis, synthesis, and/or evaluation.
K.5.3.9 Teacher acknowledges and recognizes excellence in student efforts.
K.5.3.10 Teacher encourages students' awareness of other perceptions or perspectives.
K.5.4.1 The teacher communicates to parents about students’ progress in a culturally sensitive manner.
K.5.4.2 Tracking the eLearning knowledge and skills continuously.
K.5.4.3 Spreading knowledge and best practices across learning communities.
K.5.4.4 Effective and efficient planning and time management while balancing assignments with the course workload.
K.5.4.5 Using learning analytics to identify the students' needs.
K.5.4.6 Teacher carefully monitors student attendance and reaches out to students who stop participating or are frequently late on assignments.
K.5.4.7 Teacher respects and protects student privacy and adheres to all applicable privacy laws and guidelines.
K.5.5.1 Teacher explains how course activities connect to student learning outcomes.
K.5.5.2 Teacher cultivates curiosity.
K.5.5.3 Teacher considers alternative viewpoints.
K.5.5.4 Teacher encourages students to develop good organizational skills.
K.5.5.5 Teacher encourages students to carefully manage their time.
K.5.5.7 Teacher encourages student feedback on course materials.
K.5.5.8 Teacher provides prompt, clear, and relevant feedback on student work.
K.5.5.9 Teacher encourages student feedback on a teacher’s method of online teaching.
K.5.6.1 Teacher demonstrates comfort with the technology used to support learning objectives.
K.5.6.2 Teacher enhances the teaching/learning experience using technology.
K.5.6.3 Teacher provides a link to the recording of each synchronous class meeting.
K.5.6.4 Teacher quickly addresses/resolves any basic technical issues.
K.5.6.5 Teacher uses clear grading criteria (rubrics).
K.5.6.6 Teacher maintains an accurate and current grade book.
K.5.6.7 Teacher knowledgeably and skilfully applies the basics and prototypes of online pedagogical practices.
K.5.6.8 Teacher collaborates with the instructional design and support staff.
K.5.6.9 Teacher aligns all course elements: goal, content, activities, and assessments.
K.5.6.10 Teacher chunks the course and the lessons into smaller units.
K.5.6.11 Teacher develops and employs multimedia in the online course.
K.5.6.12 Teacher uses and integrates technology and learning resources in multi-educational contexts to meet the students’ needs.
K.5.6.13 Teacher demonstrates flexibility (e.g., course schedule, assignments) when possible.
K.6.1.1 The school administration has defined blended learning and its strategic value for its stakeholders to ensure its alignment with the school’s overarching mission, vision, and strategic direction.
K.6.1.2 The school administration completes a site readiness assessment of the blended learning initiative before implementation that includes stakeholders.
K.6.1.3 The school administration has a planning process to ensure adequate resources for the continuous monitoring of recent developments in education and technology to inform blended learning strategic planning, resource allocation, and decision-making.
K.6.1.4 The school administration has maintained and regularly updated appropriate technology infrastructure to deliver high-quality blended learning experiences based on reliable and secure data management systems.
K.6.1.5 The school administration has a governance structure to enable systematic and continuous improvement for the whole process of design, development, and delivery of blended learning experiences.
K.6.1.6 The school administration develops and implements a communication strategy for blended learning that includes teachers, parents, leadership, students, and staff.
K.6.1.7 The school has a plan ensuring that the requisite expertise and experience are developed to design and deliver high-quality blended learning experiences that achieve sustained results and include parental support and guidance.
K.6.1.8 Blended learning experiences are supported with appropriate contingency plans and administered in compliance with established data management practices and security measures.
K.6.1.9 The leadership team promotes equitable access to the blended learning program by ensuring all students have the resources required to participate.
K.6.1.10 The leadership team engages in annual professional development to enhance their knowledge of blended learning.
K.6.1.11 The institution provides the necessary support resources (e.g., academic, technical, administrative) to ensure student success in blended programs.
K.6.1.12 The school administration carefully monitors at-risk students who may need additional resources for success.
K.6.1.13 The blended learning program’s strategic plan is reviewed for its continuing relevance and compliance with relative standards. It is periodically improved and updated.
K.6.2.1 A comprehensive course blueprint is developed to support alignment of course goals, learning activities, resources/materials, assessments, and learning objectives to ensure students develop the necessary knowledge and skills to meet learning outcomes.
K.6.2.2 Instruction is student-centered, and the learning approach is cooperative, collaborative, and community-oriented unless the learning is independent.
K.6.2.3 Course orientation materials clearly state the relationship and/or complementary connection between the face-to-face and online blended course design components, making it an integrated learning experience.
K.6.2.4 The course learning outcomes are clearly stated and measurable for each course module or unit, whether delivered face-to-face or online.
K.6.2.5 Given the integration of both face-to-face and online components, the course workload is structured to ensure suitability for the designated seat time.
K.6.2.6 The school administration ensures that all course materials and activities conform to universal design principles and the Web Content Accessibility Guidelines (WCAG) standards. This ensures all students have access to the same information and can engage in the same interactions and within the same time frame.
K.6.2.7 Each course module is structured into meaningful grade-level/age-appropriate chunks that maximize each student’s potential, offering differentiated tasks so that each student can fully benefit from the added value of multiple modalities.
K.6.2.8 Blended course design promotes teacher and student engagement, focusing on building community online and face-to-face (unless it is self-paced).
K.6.2.9 An appropriate mix of blended learning assessments is included in the course design, measuring student success relative to course outcomes regardless of the course modality.
K.6.2.10 Blended course design includes rubrics for grading and feedback with checklists to keep students on task.
K.6.2.11 Copyright guidelines are followed by the teacher and instructional designer.
K.6.3.1 The teachers’ roles and responsibilities in blended learning are clearly defined in school policies.
K.6.3.2 Teachers responsible for delivering the blended curricula are appropriately qualified and empowered to monitor and evaluate student success in achieving course or program learning outcomes.
K.6.3.3 The school provides training for teachers to develop, adapt, or use blended course materials, including those ensuring that students remain on task in a blended environment.
K.6.3.4 Training for teachers is provided for teaching in blended learning.
K.6.3.5 The blended learning program affords the teachers access to on-demand resources that promote current research and reflect best practices in teaching with technology.
K.6.3.6 The blended learning program establishes a virtual professional learning community where teachers may engage in meaningful collaboration and knowledge sharing with their peers.
K.6.3.7 Teachers are provided with adequate time and resources for blended course development and preparation.
K.6.4.1 Students’ rights, roles, and responsibilities in blended programs are clearly defined in school policies and communicated with parents.
K.6.4.2 Online and face-to-face access to the library and other curated and approved school and classroom resources is provided.
K.6.4.3 Students receive information concerning the technology requirements (hardware and software) to succeed in a blended course before the course start.
K.6.4.4 The school provides effective technical, academic, and administrative services to support students enrolled in a blended program.
K.6.4.5 The school provides training and resources for students who are new to blended learning.
K.6.4.6 Students are sufficiently advised regarding the blended course format and provided strategies for success.
K.6.4.7 All students are provided with training modules on new and emerging technologies.
K.6.5.1 The rights, roles, and responsibilities of the parents of students in blended learning classes are clearly defined and communicated in school policies.
K.6.5.2 Parents of students receive information concerning the technology requirements (hardware and software) to succeed in a blended course before the course start.
K.6.5.3 The institution provides training and resources (e.g., onboarding resources and technology training) for parents of students who are new to blended learning.
K.6.5.4 The teachers and school provide appropriate communication channels with parents.
K.6.6.1 The school and teachers analyze and use data, including student grades, course completion, persistence rate, and graduation rate for the effective management of blended learning courses and programs.
K.6.6.2 Teachers assess the effectiveness of blended learning offerings, including the extent to which goals and student outcomes are achieved, and compares results to other modalities (face-to-face and all virtual). These results are used to inform and update subsequent instructional practices.
K.6.6.3 The school administration conducts regular needs assessments for blended learning initiatives.
K.6.6.4 The blended learning program conducts regular and consistent teacher evaluations and provides rich feedback for their professional growth.
K.6.6.5 The satisfaction of stakeholders (i.e., students, teacher, parent, staff, and community) with the blended learning courses and programs is regularly and consistently evaluated.
K.6.6.6 Teacher support services are regularly evaluated for continued improvement.
K.6.6.7 Student and parent support services are regularly evaluated for continued improvement.
K.6.7.1 Students and parents are offered opportunities to provide feedback on blended course design and delivery of both face-to-face and online components.
K.6.7.2 The effectiveness of blended learning is regularly evaluated using a variety of academic and administrative data.
K.6.7.3 Instructional materials (both online and in-class) and course assignments and activities are systematically reviewed to ensure alignment with the student learning outcomes.
K.6.7.4 The blended learning program systematically reviews all instructional materials, curriculum, digital technologies, and tools (both online and in-class) to ensure alignment with student learning outcomes, relevance, and reflectiveness of research.
K.6.7.5 Teachers provide colleagues and other providers with feedback on blended learning course resources. Data about blended learning technology, student support services, and infrastructure are collected to ensure systematic improvements.
K.6.7.6 A formal monitoring system allows student and parent complaints and concerns over blended learning and support for continuous improvements to be understood and addressed.
K.6.7.7 A formal monitoring system allows teacher complaints and concerns over blended instruction and support for continuous improvements to be understood and addressed.
K.7.1.1 Video productions are planned and delivered with a plan for rigor, scaffolding to prior knowledge, and easy access for all online students.
K.7.1.2 Video productions have been thoroughly reviewed to determine their relevance to learning objectives and content.
K.7.1.3 Video productions are reviewed to ensure compliance with all appropriate copyright laws (governing music, photography, film and video clips, etc.).
K.7.1.4 The necessary tools for pre-production, production, and post-production of video assets are provided.
K.7.1.5 Video productions are created with the understanding that institutional leadership has the ultimate responsibility and accountability for instructional use.
K.7.2.1 Goals are clearly stated and covered through the entirety of the educational video.
K.7.2.2 A script or storyboard is used for planning visual and audio elements.
K.7.2.3 Video productions abide by the Web Content Accessibility Guidelines of the World Wide Web Consortium and all government laws, regulations, and policies for creating, using, and disseminating videos by and to students.
K.7.2.4 The video content is appropriate for the target audience as per their prior knowledge.
K.7.2.5 Visual productions are paired with guided notes, activities, and/or questions to aid students in accessing and processing video content.
K.7.2.6 Visual productions ensure that not more than one or two learning objectives are covered through the video’s entirety (chunking).
K.7.2.7 Video run time is kept short (ideally, a teacher’s direct instruction portions are capped at or around six minutes).
K.7.2.8 Videos use “signaling” and “cueing” (the use of on-screen text or symbols to highlight important information) to support student understanding. All educational content is labeled to provide clear guidance for students. This includes the use of images, graphs, and/or charts and visual presenters.
K.7.2.9 Videos use “weeding” (eliminating interesting but extraneous information that does not contribute to the learning objective).
K.7.2.10 Audio and visual elements are complementary to ensure students’ engagement.
K.7.2.11 All related texts are limitedly used, presented with graphics contextually to add meaning to the content and complement each other to ensure students’ engagement.
K.7.2.12 Video includes animations and visuals that reinforce knowledge and help with students’ engagement.
K.7.2.13 A conversational and enthusiastic speaking style is used to engage students and develop a sense of social partnership.
K.7.2.14 The video content is practiced and rehearsed before recording.
K.7.2.15 The video content is free from language and technical errors and is up-to-date.
K.7.2.16 The video is free from any commercial and advertising signs/logos.
K.7.2.17 Practical components of the content are demonstrated with a theoretical explanation.
K.7.2.18 The videos end with a summary of learning objectives.
K.7.2.19 The videos are free from ethnic and gender discrimination and is culturally responsive.
K.7.2.20 Appropriate language that suits the targeted students is used.
K.7.2.21 The video has questions to motivate critical thinking.
K.7.3.1 The series of videos has a consistent style, including title slides, learning objectives, graphics, and audio choices.
K.7.3.2 Video technology (camera, microphone, and visuals) does not reflect datedness; sound and audio quality are high, and video orientation and resolution are consistent.
K.7.3.3 The audio recording is free of distracting environmental noises.
K.7.3.4 The speaker’s sound level is audible and consistent throughout the video series, and a microphone is used for clearer and higher-quality audio.
K.7.3.5 Video foreground visuals match the audio narration.
K.7.3.6 Subjects are even and well-lit from the front.
K.7.3.7 Video backgrounds are free from distracting elements and backlighting.
K.7.3.8 In talking-head-style camera shots, the camera is at or slightly below eye level.
K.7.3.9 All visual elements are clear and uncluttered.
K.7.3.10 Permission has been granted to use video, images, and audio that haven't been created by the teacher.
K.7.3.11 Transitions between different videos and images are simple and not distracting.
K.7.3.12 Video and audio edits and cuts are hidden and unnoticeable.
K.7.4.1 Closed captions and transcripts are provided based on preference and need.
K.7.4.2 Videos are hosted in a way that students can access on multiple systems and platforms.
K.7.4.4 Videos and materials mentioned in the video are posted with the video in the learning management system.
K.7.4.5 Videos are downloadable for users with limited or inconsistent internet access in their homes.
K.7.4.6 The video player should have interactive features to give students control, such as the ability to speed up, slow down, pause, and rewind the content.
K.7.4.7 Videos adhere to Universal Design for Learning (UDL) principles and consider the video processing needs of students with disabilities.
K.7.4.1 Closed captions and transcripts are provided based on preference and need.
K.7.4.2 Videos are hosted in a way that students can access on multiple systems and platforms.
K.7.4.4 Videos and materials mentioned in the video are posted with the video in the learning management system.
K.7.4.5 Videos are downloadable for users with limited or inconsistent internet access in their homes.
K.7.4.6 The video player should have interactive features to give students control, such as the ability to speed up, slow down, pause, and rewind the content.
K.7.4.7 Videos adhere to Universal Design for Learning (UDL) principles and consider the video processing needs of students with disabilities.
K.7.5.1 Training in effective filming, editing, and sound recording of the video output is made available for anyone engaged in production; educational media requires polished quality for optimal use.
K.7.5.2 Training is made available for on-camera presentation focused on the effective use of presentation and voice; while camera technology is readily available, quality considerations remain for optimal educational use.
K.7.5.3 Systems exist for peer review and quality assurance of video outputs before use in the classroom and over time.
K.8.1.1 The virtual classroom teacher’s instructional space is well organized and conducive for leading synchronous learning experiences promoting efficiency, effectiveness, and minimal distractions for students.
K.8.1.2 The virtual classroom teacher establishes a positive learning culture, responds to students’ questions with compassion, and always demonstrates a professional attitude.
K.8.1.3 The virtual classroom teacher acts professionally, dresses appropriately, and uses inclusive language during synchronous instruction.
K.8.1.4 The virtual classroom teacher provides a virtual orientation to ensure students and parents know and understand the tools and/or apps to be used, the expectations and procedures, and the process for seeking technical assistance when needed.
K.8.1.5 The virtual classroom teacher establishes contact with the room moderator to plan and prepare for synchronous instruction.
K.8.1.6 The virtual classroom teacher creates a respectful and welcoming working environment with the room moderator. They work as a singular team to deliver engaging and personalized learning experiences.
K.8.1.7 The virtual classroom teacher collaborates with the room moderator to implement rules and set expectations for live class procedures and empowers students to model appropriate etiquette and digital citizenship behaviours.
K.8.1.8 The virtual classroom teacher uses private chat or breakout room features when needed to remind students of expectations or adjust student functionality and privilege permissions to redirect behaviour.
K.8.1.9 The virtual classroom teacher anticipates technology-related issues during class and provides the students and the moderator with solutions, support, and resources before class.
K.8.1.10 The virtual classroom teacher checks at the beginning and frequently during the class to ensure all students have appropriate audio and access to synchronous materials, monitors bandwidths for a stable Internet connection.
K.8.1.11 The virtual classroom teacher uses educational tools and apps ensuring student security, privacy, and appropriate confidentiality, including securing their live instruction from external users.
K.8.1.12 The virtual classroom teacher records synchronous instruction where applicable, informs students of the recording, and provides access to recordings within their course platform.
K.8.1.13 The virtual classroom teacher ensures equitable access to course materials and the appropriate deployment of live instruction for students with disabilities or needing accommodations.
K.8.1.14 The virtual classroom teacher is visible or audible at all times and for the duration of the synchronous class.
K.8.1.15 The virtual classroom teacher is adept at monitoring students for appropriate behaviour during whole-group, small-group, 1:1, and breakout room instruction.
K.8.1.16 The virtual classroom teacher is always mindful of the social-emotional well-being and safety of students, themselves, and the moderator. The virtual classroom teacher also minimizes security risks and promotes a safe, secure learning space.
K.8.1.17 The virtual classroom teacher recognizes the differences between hosting a webinar and meeting online and selects the best medium for their intended audience and learning objectives.
K.8.1.18 The virtual classroom teacher uses the appropriate process to take student attendance and limits synchronous class size to under 40 students; teachers facilitating larger classes recognize the importance of utilizing more break-out rooms for student interaction and engagement.
K.8.1.19 The virtual classroom teacher promotes student readiness by informing students which gallery view to focus on, how to signal when they have questions, and when to have their mics on or off to minimize distractions.
K.8.1.20 The virtual classroom teacher manages the classroom by consistently monitoring the participants list, identifying who has or has not turned their cameras on, and mutes or unmutes students when appropriate.
K.8.2.1 The designing class length is adapted to ensure maximum engagement and attention from students according to age, lesson format, and design.
K.8.2.2 The learning objectives for each virtual class are given as a verbal or visual display, ensuring students know what to expect, how the class connects to the prior sessions, and so on. The class is summed up at the end by reiterating the learning objectives.
K.8.2.3 Teaching time is interspersed at regular intervals with activities for students, question-and-answer sessions, and/or sharing of multimedia resources.
K.8.2.4 Breakout rooms are used from time to time for students to work together on group projects or for discussion activities. Younger students are supervised in any breakout activity by an adult helper, with the teacher visiting each room in turn. Timing of breakout room activities will vary according to student age and other logistical or learning considerations.
K.8.2.5 Frequent opportunities exist for the students to work together through interactive and collaborative techniques deployed by the teacher.
K.8.2.6 Lesson pacing ensures that all students can ask questions for clarification using the system’s functionality without interrupting the lesson flow. The teacher regularly stops and asks students to share their understanding, ask and answer questions, or give their perspective.
K.8.2.7 Diversity of students is considered, and activities are differentiated to ensure every student has the chance to achieve to the best of their ability. This includes a range of different ways of presenting new knowledge and information that account for a virtual classroom’s functionality to share a wide range of resources.
K.8.2.8 Students with accessibility issues, such as sight or hearing impairments, are supported in other ways if a parent/carer/helper is unavailable. These might include speech-to-text or printed work for those with hearing difficulties and audio descriptions for those with sight impediments.
K.8.2.9 Engaging questioning techniques are honed to encourage students to engage in the virtual class; the teacher models appropriate time for students to think and respond. The teacher uses different response tools, including whiteboard annotations, hands up, chat, and polls and quizzes.
K.8.2.10 The teacher uses various multimedia tools to maintain student engagement and attention.
K.8.2.11 Teachers’ multimedia presentations, not just text, are engaging and consider Mayer’s 12 principles in their design.
K.8.2.12 Interactions with students are frequent, checking for attention, posing questions, and seeking ideas from the whole class and individuals.
K.8.2.13 Students prepare presentations for the virtual classroom, either as feedback from breakout group discussions or pre-prepared presentations, and other students in the class are encouraged to offer comments and ask questions.
K.8.2.14 Guest speakers and industry experts are invited to participate in the virtual class to give authenticity, relating the learning to the world beyond the classroom and providing additional motivation for students.
K.8.2.15 Feedback on the student presentations and responses to questions is given by students and teachers, either verbally or in the chat box.
K.8.2.16 Formative assessment is conducted through polls and quizzes of varying nature.
K.8.2.17 Summative assessment is conducted through tasks completed after class and submitted via electronic means. Some summative assessments address the student presentations given during the virtual class.
K.8.2.18 Self-reflection is encouraged, and prepared polls and quizzes are used to gather information.
H.1.1.1 The eLearning strategy and business model relate to the institution's overarching mission, vision and strategic direction(s).
H.1.1.2 At an institutional level, there are adequate resources to research and continually monitor recent developments in education and technology to inform eLearning strategic planning, decision making and evaluation processes.
H.1.1.3 The institution provides sufficient financial and human resources to support and, if appropriate, expand its eLearning offerings in order to achieve its goals.
H.1.1.4 eLearning is incorporated into the institution’s existing systems of governance and academic oversight to enable systematic and continuous improvement.
H.1.1.5 The institution has clearly defined and communicated the strategic value of eLearning to all stakeholders.
H.1.1.6 The institution has reviewed and modified, if necessary, existing systems, processes, policies and practices that are related to eLearning stakeholders to ensure seamlessness in operations.
H.1.1.7 The institution has clear and effective leadership in place for eLearning who serves as both internal and external advocates for innovative approaches to higher education.
H.1.2.1 The course delivery technology systems related to the delivery of eLearning experiences are considered mission critical enterprise systems and supported as such (with appropriate contingency plans and administered in compliance with established data management practices and security measures).
H.1.2.2 The institution assures sufficient technology systems are used and maintained for ongoing support for all eLearning programs.
H.1.2.3 The institution has effective procedures for authenticating and ensuring eLearning students are the ones participating and completing course activities.
H.1.2.4 The institution assures adherence to web content accessibility guidelines (WCAG) for online course materials.
H.1.2.5 All advertising, recruitment, and outreach utilize ethical marketing and communication practices including adherence to appropriate guidelines concerning confidentiality in communications.
H.1.2.6 The institution is provided with effective leadership, support, and continuity, including succession planning to ensure stability of the institution's leadership.
H.1.3.1 The institution consistently and systematically uses established standards and best practices for eLearning course and program development including Universal Design for Learning principles.
H.1.3.2 Curricula for the institution's eLearning offerings are coherent, cohesive, and comparable in academic rigor and learning outcomes to courses and programs offered in other instructional formats.
H.1.3.3 Clearly defined roles, responsibilities, operational agreements and policies exist among the faculty and institution addressing student support in addition to other ethical and legal dimensions.
H.1.3.4 The institution has the requisite expertise and experience to design and deliver high quality eLearning initiatives achieving sustained results.
H.1.3.5 Faculty and other key personnel are actively involved in the review of new and/or emerging teaching/training technologies.
H.1.3.6 Faculty teaching eLearning courses or eLearning programs are recognized for teaching excellence similarly to faculty teaching in other instructional formats.
H.1.4.1 Faculty responsible for delivering the eLearning curricula and evaluating a student's success in achieving course or program learning outcomes are appropriately qualified.
H.1.4.2 Faculty utilize appropriate pedagogical or andragogical approaches based on the audience to be served.
H.1.4.3 The institution provides training for eLearning faculty for the development of course materials.
H.1.4.4 Training for eLearning faculty is provided for teaching in an online or blended environment.
H.1.4.5 Faculty (full-time, part-time, new, continuing) and other eLearning professionals are provided with training modules on new and/or emerging technologies.
H.1.4.6 Professional development and collaboration opportunities exist to provide a support network for faculty (and other key eLearning professionals) looking to develop engaging and meaningful eLearning experiences.
H.1.5.1 The rights, roles and responsibilities of eLearning students are clearly defined in institutional policies.
H.1.5.2 The institution provides effective technical, academic and administrative services to support students enrolled in eLearning offerings.
H.1.5.3 Students receive information concerning the technology requirements (hardware and software) necessary to be successful in an eLearning course or program prior to enrolment.
H.1.5.4 The institution provides training and resources for students new to eLearning.
H.1.5.5 All students are provided with training modules on new and/or emerging technologies.
H.1.6.1 Evaluation of instructional performance of all eLearning faculty is undertaken on a regular and consistent basis in alignment with courses and programs offered in other instructional formats.
H.1.6.2 The institution evaluates the effectiveness of its eLearning offerings, including the extent to which the eLearning goals and outcomes are achieved, and uses the results of its evaluations to enhance the attainment of the goals.
H.1.6.3 Stakeholders’ (students, faculty, staff, community) satisfaction with eLearning courses and programs is evaluated on a regular and consistent basis.
H.1.6.4 Alumni satisfaction surveys are sent shortly after degree completion (periodically thereafter for an institutionally determined length of time) to assess program outcomes, job success, and overall satisfaction with their experience at the institution.
H.1.6.5 The institution collects, analyzes and uses data for effective management of eLearning including student retention, course completion, persistent rate, graduation/completion rate, faculty satisfaction and student satisfaction.
H.1.6.6 The institution evaluates student achievement of course and program outcomes.
H.1.6.7 Faculty support services are regularly evaluated, and results are utilized for continuous improvement.
H.1.6.8 Student support services are regularly evaluated, and results are utilized for continuous improvement.
H.1.6.9 The institution conducts regular and ongoing needs and market assessments for eLearning.
H.1.7.1 The institution has an ongoing planning and review process of the strategic plan for eLearning for continuous improvement.
H.1.7.2 The institution uses a variety of data (academic and administrative) regularly to evaluate the effectiveness of eLearning and for continuous improvement.
H.1.7.3 Formal monitoring of student complaints or concerns about support services is used to understand if systemic issues exist, to determine if gaps in services can be minimized, and/or to inform improvements over time.
H.1.7.4 Formal monitoring of faculty complaints or concerns about support services is used to understand if systemic issues exist, to determine if gaps in services can be minimized, and/or to inform improvements over time.
H.1.7.5 The institution engages in benchmarking of eLearning operations with other institutions to self-assessment operations, identify best practices, as well as understand similarities and differences between peer institutions.
H.2.1.1 The program has the necessary leadership in place to guide program development, management, and evaluation.
H.2.1.2 The program’s mission and strategic plan is aligned with the overarching institutional mission, vision and strategic direction(s).
H.2.1.3 The program’s leadership establishes annual program goals, creates and implements action plans to meet and/or exceed goals, and monitors and communicates progress to stakeholders.
H.2.1.4 Program resources (curriculum, financial, human, technology, support) are appropriate to build and sustain the program in order to achieve its goals and mission.
H.2.1.5 The program utilizes the institution’s existing systems, processes, policies and practices to ensure seamlessness in operations for all stakeholders.
H.2.2.1 The program curriculum utilizes and adheres to the institution’s existing system of governance, academic approvals and oversight processes.
H.2.2.2 The program utilizes institutionally supported mission critical enterprise-wide technology systems (with appropriate contingency plans, and administered in compliance with established data management practices and security measures) in order to support all instructional activities.
H.2.2.3 The program leadership pursues appropriate discipline-specific curricular standards or accreditation, if applicable.
H.2.2.4 The program curriculum adheres to web content accessibility guidelines (WCAG), copyright law, fair use guidelines, etc.
H.2.3.1 The program consistently and systematically deploys the institution’s established eLearning standards and best practices for program development, including Universal Design for Learning principles to support an equitable and inclusive learning environment.
H.2.3.2 Curriculum for the program is coherent, cohesive, and comparable in academic rigor and learning outcomes to courses and programs offered in other instructional formats.
H.2.3.3 Clearly defined roles, responsibilities, operational agreements and policies exist among the faculty and program addressing student support, in addition to other ethical and legal dimensions.
H.2.3.4 The program has access to the requisite expertise and experience to design and deliver high quality eLearning initiatives achieving sustained results.
H.2.3.5 Faculty and other key personnel are actively involved in the review of new or emerging teaching/training technologies.
H.2.3.6 Faculty teaching in the eLearning program are recognized for teaching excellence based on program and institutional best practices.
H.2.4.1 Courses within the program are sequenced in a logical way to support program-level learning outcomes.
H.2.4.2 For each course in the program, a comprehensive course blueprint is developed to support alignment of course goals, learning activities, resources/materials, assessments, and learning objectives to ensure students develop the necessary knowledge and skills to meet learning outcomes.
H.2.4.3 Instructional materials and other resources are selected to enhance the learning experience of each course in the program and the overall program-level learning outcomes.
H.2.4.4 For each course, student-centered instruction is considered, and the learning approach is designed to be cooperative, collaborative, and community-oriented.
H.2.4.5 Courses throughout the program provide opportunities for interaction that enhance active learning and community building.
H.2.4.6 Courses throughout the program are designed to use a variety of activities and assessment approaches.
H.2.4.7 Courses offered throughout the program may include opportunities for both synchronous and asynchronous learning opportunities.
H.2.5.1 Faculty responsible for delivering the curricula and evaluating a student's success in achieving program learning outcomes are appropriately qualified.
H.2.5.2 Faculty utilize appropriate pedagogical or andragogical approaches based on the audience to be served.
H.2.5.3 The program leadership ensures faculty receive the necessary training for the development of eLearning course materials.
H.2.5.4 Faculty and other eLearning professionals are provided with training modules on new and/or emerging technologies.
H.2.5.5 Professional development and collaboration opportunities exist to provide a support network for program faculty (and other key eLearning professionals) looking to develop engaging and meaningful eLearning experiences.
H.2.6.1 The rights, roles and responsibilities of students in the program are clearly outlined in institutional and program policies.
H.2.6.2 Students in the program are provided technical, academic and administrative services to ensure success.
H.2.6.3 Students receive information concerning the technology requirements (hardware and software) necessary to be successful in the program prior to enrolment.
H.2.6.4 The program leadership ensures students new to the program receive adequate training and resources.
H.2.6.5 All students are provided with training modules on new and/or emerging technologies.
H.2.7.1 The program collects, analyzes and uses data for effective management of student retention, course completion, persistent rate, graduation/completion rate, faculty and student satisfaction.
H.2.7.2 The program’s goals and learning outcomes are assessed and program leadership uses the results of its evaluations to enhance instructional quality as well as consistency, currency, and relevancy of the curriculum.
H.2.7.3 Stakeholders’ (students, faculty, staff, community) satisfaction with the program is evaluated on a regular and consistent basis and results are communicated to stakeholders.
H.2.7.4 Alumni satisfaction surveys are sent shortly after degree completion (periodically thereafter for an institutionally determined length of time) to assess program outcomes, job success, and overall satisfaction with their experience at the institution.
H.2.7.5 Evaluation of instructional performance of all faculty is undertaken on a regular and consistent basis.
H.2.7.6 Faculty support services are regularly evaluated and results are utilized for continuous improvement.
H.2.7.7 Student support services are regularly evaluated and results are utilized for continuous improvement.
H.2.7.8 The program conducts regular needs and market assessments.
H.2.8.1 The program engages in planned and periodic program reviews, either internally or externally conducted, in order to receive an objective and comprehensive evaluation as part of its continuous improvement efforts.
H.2.8.2 The program uses a variety of data (academic and administrative) regularly to evaluate the effectiveness of the program’s continuous improvement.
H.2.8.3 Program leadership elevates student and/or faculty complaints or concerns about support services to institutional offices so the institution can understand if systemic issues exist, to determine if gaps in services can be minimized, and/or to inform improvements over time.
H.2.8.4 The program engages in benchmarking activities with other institutions to self-assessment operations, identify best practices, as well as understand similarities and differences between peer institutions.
H.3.1.1 The eLearning leader has the appropriate level of experience and qualifications to support the program’s needs.
H.3.1.2 Appropriate student support services are in place.
H.3.1.3 The eLearning leader regularly advocates and communicates the value of eLearning to stakeholders.
H.3.1.4 The eLearning leader is a sharing faculty, participating in the process to determine curriculum to be offered in an online format.
H.3.1.5 The eLearning leader should ensure that curriculum content is of good quality and updated as necessary by faculty.
H.3.1.6 The eLearning leader embraces equity and inclusion initiatives.
H.3.1.7 The eLearning leader ensures that opportunities for student engagement are included in the curriculum.
H.3.1.8 The eLearning leader encourages that the collaborations and opportunities for input into eLearning processes are provided for faculty.
H.3.1.9 Measures are implemented to ensure academic integrity is maintained in the online curriculum.
H.3.1.10 Information security issues are addressed with appropriate stakeholders and documented to protect student information.
H.3.1.11 The eLearning leaders support their faculty in leveraging technology that meets each student’s diverse learning, cultural, and social-emotional needs.
H.3.1.12 The eLearning leader ensures that staff and students model effective privacy, security, and data management policies.
H.3.1.13 The eLearning leader serves as the program’s primary spokesperson and actively raises awareness of the program’s value, benefits, and purpose.
H.3.2.1 A vision and mission have been developed for eLearning and is used to guide the work of the eLearning leader.
H.3.2.2 The eLearning leader engages stakeholders in implementing the purpose and direction of eLearning.
H.3.2.3 The eLearning leader engages in developing an annual strategic plan aligned with the mission and vision.
H.3.2.4 Staff and faculty are encouraged to participate in strategic plan development.
H.3.2.5 Annual goals are developed and implemented under the supervision of the eLearning leader.
H.3.2.6 The eLearning leader ensures a process is in place and followed regarding the supervision of faculty and staff.
H.3.2.7 The eLearning leader models and pursues the program's mission and vision in all leadership aspects.
H.3.2.8 Appropriate policies related to eLearning have been implemented and communicated to staff and faculty to support their needs.
H.3.3.1 The eLearning leader is an active participant in professional learning networks.
H.3.3.2 The eLearning leader uses technology to actively engage in reflection and professional growth.
H.3.3.3 The eLearning leader provides the moral direction for the program and promotes ethical and professional behavior among all staff.
H.3.3.4 The eLearning leader’s ability to communicate and articulate the program’s purpose and value is critical.
H.3.3.5 The eLearning leader keeps up-to-date with developments in new thinking in eLearning, evaluates new tools and services as they emerge, and engages in professional development where necessary.
H.3.4.1 The eLearning leader ensures resource allocation and planning at least annually.
H.3.4.2 The eLearning leader ensures qualified staff are available to adequately support eLearning needs.
H.3.4.3 The budgeting process is led by the eLearning leader to ensure financials are adequate to support eLearning quality.
H.3.4.4 The eLearning leader ensures the alignment between technology resources and the needs of the eLearning curriculum and reviews its effectiveness regularly.
H.3.4.5 The eLearning leader advocates the eLearning program’s needs.
H.3.4.6 All educational technology resources used to support the eLearning are appropriate and reviewed regularly to ensure they continue to meet the eLearning program’s needs.
H.3.4.7 Technology support is provided and offered at times that best support the needs of online students, faculty, and staff.
H.3.4.8 An orientation to eLearning is provided for students and faculty.
H.3.4.9 Technology training is available for faculty, staff, and students.
H.3.4.10 The eLearning leader establishes and maintains an effective induction and mentoring program for new online faculty.
H.3.4.11 The eLearning leader ensures that all students have equitable access to high-quality faculty, courses, and academic and social supports necessary for success.
H.3.5.1 The eLearning leader ensures that a continuous improvement process is implemented and communicated to all stakeholders.
H.3.5.2 The eLearning leader embraces innovation by seeking emerging trends and supporting opportunities for pilot testing.
H.3.5.3 The eLearning leader regularly seeks and reviews feedback from key stakeholders (students, faculty, etc.).
H.3.5.4 The eLearning leader regularly engages in data-driven and evidence-based decision-making to drive changes and identify new needs for a course.
H.3.5.5 The eLearning leader creates an improvement plan based on students’ grades and course completion rate if they are not satisfactory to stakeholders and program leaders.
H.3.5.6 A process has been implemented to ensure that students get timely and substantive feedback on all course assignments or activities.
H.3.5.7 A process has been implemented to collect and respond to complaints from students, faculty, staff, and other stakeholders.
H.3.5.8 Key stakeholders are provided with regular updates on metrics for online course success.
H.3.5.9 A communication strategy has been developed and implemented to update all stakeholders on changes to the eLearning program.
H.3.5.10 The eLearning leader creates a professional learning community among the faculty to collaborate, seek feedback, and share knowledge.
H.4.1.1 Faculty introduction/bio is provided and includes contact information.
H.4.1.2 Course orientation materials explain how the course is organized.
H.4.1.3 The course structure is designed with consistency and is easy to navigate.
H.4.1.4 Course modules or units are clearly identified and easily located.
H.4.1.5 The course learning outcomes are clearly stated and measurable for each course module or unit.
H.4.1.6 Each course module includes an overview of the relevance of the learning activities and outcomes addressed.
H.4.1.7 Each course module is structured into meaningful chunks to reduce cognitive load.
H.4.1.8 Class materials are appropriate to the subject matter, use available technology, and are offered in various forms to encourage student engagement (audio, video, multimedia, simulations, gamification, etc.).
H.4.1.9 Easy access to online library resources (e.g., collections, databases, interlibrary loans) is provided.
H.4.1.10 Copyright guidelines are followed by the course faculty and instructional designer.
H.4.1.11 The course offers a clear starting place for students to begin navigation (e.g., “Start Here” button).
H.4.1.12 Easy access to tutorials and tutoring support is provided.
H.4.1.13 Easy access to technical support is provided.
H.4.1.14 Diverse learning tracks are provided according to student needs.
H.4.1.15 Active learning support is provided.
H.4.1.16 The online class protects student privacy and adheres to all applicable privacy laws.
H.4.1.17 Information literacy skill-building is included in online class materials when appropriate.
H.4.1.18 Learning activities and other opportunities are developed to foster student-student communication and/or collaboration.
H.4.1.19 The course content strives to reflect a culturally diverse perspective free from bias.
H.4.1.20 The online course provides regular opportunities for student-student interaction.
H.4.2.1 Appropriate font, color, text, and image spacing are used to facilitate optimal readability.
H.4.2.2 Videos include closed captioning and text transcripts.
H.4.2.3 Audio recordings include text transcripts.
H.4.2.4 All images and links include alternative text tags.
H.4.2.5 The course is tested for good readability in a screen reader, different browsers, and mobile technologies.
H.4.2.6 Web Content Accessibility Guidelines (WCAG) are followed, and guideline adherence is evaluated.
H.4.3.1 The course syllabus is easily accessed when students enter the online course.
H.4.3.2 The course syllabus includes faculty contact information with virtual office hours, expected response time to student questions and grading, and availability for possible meetings.
H.4.3.3 The course syllabus provides the minimum technology requirements for student success.
H.4.3.4 The course syllabus includes information for required and ancillary textbooks and course materials.
H.4.3.5 The course syllabus includes measurable learning outcomes.
H.4.3.6 The course syllabus includes suggestions on formative assessment and assignments with clearly identified due dates.
H.4.3.7 The course syllabus includes clear information for student grading evaluation and grading scale.
H.4.4.1 The course syllabus includes a clear policy for required student participation with course materials, activities, and class discussion.
H.4.4.2 The course syllabus includes online student behavior guidelines (i.e., netiquette).
H.4.4.3 The course syllabus includes a definition of plagiarism and a policy with clear penalties.
H.4.4.4 The course syllabus includes policy (and penalty, if applicable) addressing late assignment submission, including discussion postings.
H.4.4.5 The course syllabus includes a policy regarding the acceptance of extra-credit work or replacement assignments.
H.4.5.1 Course assignments are identified to show how they support course learning outcomes.
H.4.5.2 Multiple types of assessment activities are used.
H.4.5.3 Clear guidelines and instructions are provided for each assessment activity, including assignment submission.
H.4.5.4 Estimated time amounts for student assignment completion are provided.
H.4.5.5 Scaffolding is used to support large assessment activities.
H.4.5.6 When possible, a sample assignment activity is provided.
H.4.5.7 When possible, students are offered a choice of optional types of assessment activities.
H.4.5.8 If online quizzes/tests are used, students are offered prior opportunities to test the process and troubleshoot browser compatibility.
H.4.5.9 Grading rubrics are used to assess students and included with the assignment overview information.
H.4.5.10 Rubrics are used for online class discussions.
H.4.5.11 An online grade book is used to record grades and communicate feedback promptly.
H.4.5.12 High-stakes exams are proctored to ensure they can be completed independently.
H.4.6.1 Students are offered opportunities to provide feedback on class organization and online class materials; the feedback is reviewed regularly for course improvement.
H.4.6.2 Online course materials are regularly and systematically reviewed for continuous improvement after a course has been taught.
H.4.6.3 All external course hyperlinks and resources are always verified for accuracy before the course is taught.
H.5.1.1 Faculty facilitate class discussions (both asynchronous and synchronous).
H.5.1.2 Faculty demonstrates subject matter expertise.
H.5.1.3 Faculty connect course activities to relevant applications.
H.5.1.4 Faculty provides an opportunity for students to engage in critical reflection.
H.5.1.5 Faculty shows motivation for course topics.
H.5.1.6 Faculty encourages student engagement/interaction with course material.
H.5.1.7 Faculty appropriately shares engaging experiences on the subject matter.
H.5.1.8 Faculty actively engages in student learning outcome assessment throughout the course.
H.5.2.1 Faculty communications with students reflect a positive tone, cultural competency, and awareness of an inclusive environment.
H.5.2.2 Faculty differentiates communication using all possible strategies to ensure equitable engagement of students with disabilities.
H.5.2.3 Faculty provides course module overviews (via email, video, etc.).
H.5.2.4 Faculty provides frequent course announcements and reiterates course assignment due dates, assignment expectations, and other relevant policies (e.g., academic integrity).
H.5.2.5 Faculty responds quickly to student questions.
H.5.2.6 Faculty provides and acts according to clear guidelines for response time and preferred communication method.
H.5.2.7 Faculty respects cultural differences and reviews communications for clarity before sharing them with students.
H.5.2.8 Faculty displays appropriate class behaviour and establishes a learning environment that educates and empowers students to apply digital tools safely and positively.
H.5.2.9 Faculty delineates clear discussion and participation guidelines for online classes.
H.5.3.1 Faculty provides video introduction (or synchronous video introduction).
H.5.3.2 Faculty demonstrates concern for student success.
H.5.3.3 Faculty works to alleviate students’ feelings of isolation.
H.5.3.4 Faculty encourages student-to-student collaboration and engagement.
H.5.3.5 Faculty attempts to motivate student learning with encouragement and empathy.
H.5.3.6 Faculty demonstrates a focus on equity and inclusion.
H.5.3.7 Faculty maintains a safe and positive learning environment that encourages student participation.
H.5.3.8 Faculty encourages students to ask questions.
H.5.3.9 Faculty promotes student-student interaction in online groups to foster collaboration and promote higher-order thinking skills, such as analysis, synthesis, and/or evaluation.
H.5.3.10 Faculty acknowledges and recognizes excellence in student efforts.
H.5.3.11 Faculty encourages student awareness of other perceptions or perspectives.
H.5.4.1 Faculty tracks the eLearning knowledge and skills continuously.
H.5.4.1 Faculty shares knowledge and best practices across learning communities.
H.5.4.3 Faculty implements effective and efficient planning and time management while balancing assignments with the course workload.
H.5.4.4 Faculty uses learning analytics to identify students’ needs.
H.5.4.5 Faculty carefully monitors student attendance and reaches out to students who stop participating or are frequently late with assignments.
H.5.5.1 Faculty explains how course activities connect to student learning outcomes.
H.5.5.2 Faculty cultivates curiosity.
H.5.5.3 Faculty considers alternative viewpoints.
H.5.5.4 Faculty encourages students to develop good organizational skills.
H.5.5.5 Faculty encourages students to carefully manage their time.
H.5.5.6 Faculty encourages students to interact with course materials.
H.5.5.7 Faculty provides prompt, clear, and relevant feedback on student work.
H.5.5.8 Faculty encourage student feedback on course material and faculty’s method of teaching.
H.5.6.1 Faculty demonstrates flexibility in course schedule and assignments as needed/when possible.
H.5.6.2 Faculty demonstrates comfort with technology used to support learning objectives.
H.5.6.3 Faculty uses provided and/or available technologies to enhance the teaching/learning experience.
H.5.6.4 If synchronous class meetings are utilized, faculty provides a link to the recording of each meeting.
H.5.6.5 Faculty quickly addresses/resolves issues with course materials.
H.5.6.6 Faculty quickly addresses/resolves any basic technical issues that may arise.
H.5.6.7 Faculty uses clear grading criteria (rubrics).
H.5.6.8 Faculty maintains a gradebook with accurate and current information.
H.5.6.9 Faculty possesses knowledge and skills in applying the basics and prototypes of online pedagogical practices.
H.5.6.10 Faculty facilitates collaboration between instructional design and support staff.
H.5.6.11 Faculty achieves the alignment between the elements of the course: goal, content, activities, and assessments.
H.5.6.12 Faculty chunks the course and lessons into smaller units.
H.5.6.13 Faculty develops and employs multimedia in the online course.
H.5.6.14 Faculty uses and integrates technology and learning resources in multi-educational contexts to meet students’ needs.
H.6.1.1 The institution has defined the strategic value of blended learning to its enterprise and stakeholders ensuring it is aligned with the institution’s overarching mission, vision, and strategic directions.
H.6.1.2 The institution completes a site readiness assessment of the blended learning initiative before implementation that includes its stakeholders.
H.6.1.3 The institution has a process for planning to ensure adequate resources are present within the institution to continually monitor recent developments in education and technology to inform blended learning strategic planning, resource allocation, and decision making.
H.6.1.4 The institution has maintained and regularly updated appropriate technology infrastructure to deliver high-quality blended learning experiences based on reliable and secure data management systems.
H.6.1.5 The institution has a governance structure to enable systematic and continuous improvement for the design, development, and delivery of blended learning experiences.
H.6.1.6 The institution develops and implements a communication strategy for blended learning that includes faculty, leadership, students, and staff.
H.6.1.7 The institution has the requisite expertise and experience to design and deliver high-quality blended learning experiences that achieve sustained results.
H.6.1.8 Blended learning experiences are supported with appropriate contingency plans and administered in compliance with established data management practices and security measures.
H.6.1.9 The institution provides the necessary support resources (academic, technical, administrative) to ensure students’ success in blended programs.
H.6.1.10 The leadership team engages in annual professional development to enhance their knowledge of blended learning.
H.6.1.11 The institution monitors at-risk students who may need additional resources for success.
H.6.1.12 The blended learning program’s strategic plan is reviewed for its continued relevance and compliance with licensing objectives, and it is periodically updated.
H.6.2.1 A comprehensive course blueprint is developed to support the alignment of course goals, learning activities, resources or materials, assessments, and learning objectives to ensure that students develop the necessary knowledge and skills to meet learning outcomes.
H.6.2.2 Student-centered instruction is considered, and the learning approach is designed to be cooperative, collaborative, and community-oriented unless learning is essentially independent.
H.6.2.3 Course orientation materials clearly stating the relationship and complementary connection of the face-to-face and online blended course design components, making the course an integrated learning experience, are provided.
H.6.2.4 The course learning outcomes are clearly stated and measurable for each course module or unit, whether delivered face-to-face or online.
H.6.2.5 Given the integration of both face-to-face and online components, the course workload is deliberately structured to ensure appropriateness for the designated credit allocation.
H.6.2.6 The institution ensures compliance with Web Content Accessibility Guidelines (WCAG) for online course materials, and adherence to the guidelines is evaluated.
H.6.2.7 Each course module is structured into meaningful content chunks to reduce cognitive load and optimize the combination of face-to-face and online components.
H.6.2.8 An appropriate mix of blended learning assessments is included in the course design, measuring students’ success relative to course outcomes regardless of the course modality.
H.6.2.9 Blended course design includes rubrics for grading and feedback, with checklists to keep students on task.
H.6.2.10 Copyright guidelines are followed by the course faculty and instructional designer.
H.6.3.1 Faculty’s roles and responsibilities in blended programs are clearly defined in institutional policies.
H.6.3.2 Faculty responsible for delivering the blended curricula are qualified and evaluate a student’s success in achieving course or program learning outcomes.
H.6.3.3 Training for teaching in blended learning environments is provided for faculty.
H.6.3.4 Faculty and other professionals associated with blended learning are provided with training modules on new and/or emerging technologies.
H.6.3.5 Faculty and other professionals are provided with professional development and collaboration opportunities to develop a support network so that students can have engaging and meaningful blended experiences.
H.6.3.6 Faculty are provided adequate time for blended course development.
H.6.4.1
Students’ rights, roles, and responsibilities in blended programs are clearly defined in institutional policies.
H.6.4.2
Online and face-to-face access to library resources (e.g., collections, databases, interlibrary loans) are provided.
H.6.4.3
Before enrolment, students receive information on the technology required (hardware and software) to succeed in a blended course.
H.6.4.4
The institution provides effective technical, academic and administrative services to support students enrolled in blended program offerings.
H.6.4.5
The institution provides training and resources for students new to blended learning.
H.6.4.6
Students are sufficiently advised regarding the blended course format and provided strategies for success.
H.6.4.7
All students are provided with training modules on new and/or emerging technologies.
H.6.5.1 The institution collects, analyzes, and uses data to effectively manage blended learning courses and programs, including student retention, course completion, persistence rate, and graduation rate.
H.6.5.2 The institution evaluates the effectiveness of its blended learning offerings and how it helps achieve the goals and student outcomes. It then uses the evaluation results to enhance its achievements.
H.6.5.3 The institution conducts regular and ongoing needs and market assessments for blended learning.
H.6.5.4 The instructional performance of blended learning faculty is regularly and consistently evaluated according to courses and programs offered in other instructional formats.
H.6.5.5 Stakeholders’ (e.g., students, faculty, staff, community) satisfaction with blended learning courses and programs is regularly and consistently evaluated.
H.6.5.6 The institution regularly and consistently evaluates faculty support services and utilizes the results for continuous improvement.
H.6.5.7 Alumni satisfaction surveys are sent shortly after degree completion (periodically there after for an institutionally determined length of time) to assess program outcomes, job success, and overall satisfaction with their experience at the institution.
H.6.5.8 The institution regularly and consistently evaluates student support services and utilizes the results for continuous improvement.
H.6.6.1 Students are offered opportunities to provide feedback on blended course design and the integration of both face-to-face and online components.
H.6.6.2 A wide range of academic and administrative data are used to regularly evaluate the effectiveness of blended learning and for continuous improvement.
H.6.6.3 Instructional materials (both online and in-class) are systematically reviewed each time a blended course is taught to ensure alignment with the learning outcomes.
H.6.6.4 Course assignments and activities (both online and in-class) are systematically reviewed to ensure alignment with the learning outcomes.
H.6.6.5 Course syllabi are regularly and systematically reviewed for necessary improvements.
H.6.6.6 A formal monitoring system is set up to understand and address student complaints and concerns regarding blended learning and support for continuous improvements.
H.6.6.7 A formal monitoring system is set up to understand and address faculty complaints and concerns regarding blended instruction and support for continuous improvements.
H.7.1.1 Video productions are designed and delivered with a plan for rigor, scaffolding to prior knowledge, and easy access for all online students.
H.7.1.2 Video productions have been thoroughly reviewed to determine their relevance to learning objectives and content.
H.7.1.3 Video productions are reviewed to ensure compliance with all appropriate copyright laws governing music, photography, film and video clips, and so forth.
H.7.1.4 The necessary tools to accomplish video assets’ preproduction, production, and postproduction are provided.
H.7.1.5 Video productions are created with the understanding that institution leadership has the ultimate responsibility and accountability for instructional use.
H.7.2.1 Goals are clearly stated and covered throughout the educational video.
H.7.2.2 A script or storyboard is used for planning the visual and audio elements.
H.7.2.3 The material is appropriate for the target audience as per their prior knowledge.
H.7.2.4 Video productions abide by the Web Content Accessibility Guidelines (WCAG).
H.7.2.5 Guiding questions are provided to the students before they watch the video.
H.7.2.6 Content is chunked into smaller sections or five- to ten-minute stand-alone videos to help students manage their cognitive load.
H.7.2.7 Important information is visually highlighted through signaling and cueing.
H.7.2.8 Videos use “weeding” (eliminating interesting but extraneous information that does not contribute to the learning objective).
H.7.2.9 Audio and visual elements complement each other to ensure students’ engagement.
H.7.2.10 All related texts are limitedly used, contextually represented together with the graphics to add meaning to the content and complement each other to ensure students’ engagement.
H.7.2.11 The video includes animations and visuals reinforcing knowledge and helping with students’ engagement.
H.7.2.12 A conversational and enthusiastic speaking style is used to engage students and develop a sense of social partnership.
H.7.2.13 The video content is practiced and rehearsed before recording.
H.7.2.14 The video content is free from language and technical errors and is up-to-date.
H.7.2.15 The video is free from any commercial and advertising signs/logos.
H.7.2.16 Practical components of the content are demonstrated, along with a theoretical explanation.
H.7.2.17 The videos end with a summary of the learning objectives.
H.7.2.18 The videos are free from social gender and other biases and are culturally responsive.
H.7.2.19 Appropriate language that suits the targeted students is used.
H.7.2.20 The video considers different cultures and avoids perspective bias.
H.7.2.21 The video has questions to motivate critical thinking.
H.7.3.1 There is a consistent style throughout the videos, including title slides, learning objectives, graphics, and audio choices.
H.7.3.2 The video orientation and resolution is consistent through the series of videos.
H.7.3.3 The audio recording is free of distracting environmental noises.
H.7.3.4 The sound level of the speaker is audible and consistent throughout the video series.
H.7.3.5 Subjects are evenly well-lit from the front.
H.7.3.6 The background is free from distracting background elements and backlighting.
H.7.3.7 In talking-head-style camera shots, the camera is at or slightly below eye level.
H.7.3.8 All visual elements are clear and not cluttered.
H.7.3.9 Permission has been granted to use video, images, and audio that haven’t been created by the faculty.
H.7.3.10 Video and audio edits and cuts are hidden and not noticeable.
H.7.4.1 Closed captions and a transcript are provided based on preference and need.
H.7.4.2 Videos are hosted so that students using computers, tablets, and phones can view the content.
H.7.4.3 Videos and materials mentioned in the video are posted with the video in the learning management system.
H.7.4.4 Videos are downloadable for users with poor or inconsistent internet access in their homes.
H.7.4.5 The video player should have interactive features to give the students
H.7.4.6 Videos adhere to Universal Design for Learning (UDL) principles and consider the video-processing needs of students with disabilities.
H.7.5.1 Training on the effective filming, editing, and sound recording of video output is available for anyone engaged in educational media.
H.7.5.2 Training is available for on-camera presentation focused on the effective use of presentation and voice.
H.7.5.3 Systems exist for peer-review and quality assurance of video outputs before use in the classroom and over time.
H.8.1.1 The virtual classroom faculty’s instructional space is well organized and conducive for leading synchronous learning experiences promoting efficiency, effectiveness, and minimal distractions for students.
H.8.1.2 The virtual classroom faculty establishes a positive learning culture, responds to students’ questions with compassion, and always demonstrates a professional attitude.
H.8.1.3 The virtual classroom faculty acts professionally, dresses appropriately, and uses inclusive language during synchronous instruction.
H.8.1.4 The virtual classroom faculty provides a virtual orientation to ensure students know and understand the tools or apps to be used, the expectations and procedures, and the process for seeking technical assistance when needed.
H.8.1.5 The virtual classroom faculty establishes contact with the room moderator to plan and prepare for synchronous instruction.
H.8.1.6 The virtual classroom faculty creates a respectful and welcoming working environment with the room moderator. They work as a singular team to deliver engaging and personalized learning experiences.
H.8.1.7 The virtual classroom faculty collaborates with the room moderator to implement rules and set expectations for live class procedures and empowers students to model appropriate etiquette and digital citizenship behaviours.
H.8.1.8 The virtual classroom faculty uses private chat or breakout room features when needed to remind students of expectations or adjust student functionality and privilege permissions to redirect behaviour.
H.8.1.9 The virtual classroom faculty anticipates technology-related issues during class and provides the students and the moderator with solutions, support, and resources before class.
H.8.1.10 The virtual classroom faculty checks at the beginning and frequently during the class to ensure all students have appropriate audio and access to synchronous materials, monitors bandwidths for a stable Internet connection, and prompts students to turn off videos when appropriate.
H.8.1.11 The virtual classroom faculty uses educational tools and apps ensuring student security, privacy, and appropriate confidentiality, including securing their live instruction from external users.
H.8.1.12 The virtual classroom faculty records synchronous instruction where applicable, informs students of the recording, and provides access to recordings within their course platform.
H.8.1.13 The virtual classroom faculty ensures equitable access to course materials and the appropriate deployment of live instruction for students with disabilities or needing accommodations.
H.8.1.14 The virtual classroom faculty is visible or always audible and for the duration of the synchronous class.
H.8.1.15 The virtual classroom faculty is adept at monitoring students for appropriate behaviour during whole-group, small-group, 1:1, and breakout room instruction.
H.8.1.16 The virtual classroom faculty is always mindful of the social-emotional well-being and safety of students, themselves, and the moderator, minimizes security risks, and promotes a safe, secure learning space.
H.8.1.17 The virtual classroom faculty recognizes the differences between hosting a webinar and meeting online, and selects the best medium for their intended audience and learning goals.
H.8.1.18 The virtual classroom faculty uses the appropriate process to take student attendance and limits synchronous class size to under 40 students; faculty facilitating larger classes recognize the importance of utilizing more break-out rooms for student interaction and engagement.
H.8.1.19 The virtual classroom faculty promotes student readiness by informing students which gallery view to focus on, how to signal when they have questions using the system’s functionality, and when to have their mics on or off to minimize distractions.
H.8.1.20 The virtual classroom faculty manages the classroom by consistently monitoring the participant list, identifying who has or hasn’t turned their cameras on, mutes or unmutes students when appropriate.
H.8.2.1 The designing class length is adapted to ensure maximum engagement and attention from students according to age, lesson format, and design.
H.8.2.2 The learning objectives for each virtual class are given as a verbal or visual display, ensuring students know what to expect, how the class connects to the prior session, and so on. The class is summed up at the end by reiterating the learning objectives.
H.8.2.3 Teaching time is interspersed at regular intervals with activities for students, question-and-answer sessions, and/or sharing of multimedia resources.
H.8.2.4 Breakout rooms are used from time to time for students to work together on group projects or for discussion activities. Students who need more support are supervised in any breakout activity by an assistant, with the faculty visiting each room in turn. Timing of breakout room activities will vary according to student age and other logistical or learning considerations.
H.8.2.5 Frequent opportunities exist for the students to work together through interactive and collaborative techniques deployed by the faculty.
H.8.2.6 Diversity of students is considered, and activities are differentiated to ensure every student has the chance to achieve to the best of their ability. This includes a range of different ways of presenting new knowledge and information that account for a virtual classroom’s functionality to share a wide range of resources.
H.8.2.7 Students with accessibility issues, such as sight or hearing impairments, are supported in other ways if a parent/carer/helper is unavailable. These might include speech-to-text or printed work for those with hearing difficulties and audio descriptions for those with sight impediments.
H.8.2.8 Engaging questioning techniques are honed to encourage students to engage in the virtual class; the faculty models appropriate time for students to think and respond by using different response tools.
H.8.2.9 The faculty uses various multimedia tools to maintain student’s engagement and attention.
H.8.2.10 Faculty’s multimedia presentations, not just text, are engaging and consider Mayer’s 12 principles in their design.
H.8.2.11 Interactions with students are frequent, checking for attention, posing questions, and seeking ideas from the whole class and individuals.
H.8.2.12 Students prepare presentations for the virtual classroom, either as feedback from breakout group discussions or pre-prepared presentations, and other students in the class are encouraged to offer comments and ask questions.
H.8.2.13 Guest speakers and industry experts are invited to participate in the virtual class to give authenticity, relating the learning to the world beyond the classroom and providing additional motivation for students.
H.8.2.14 Feedback on the student’s presentations and responses to questions is given by students, either verbally or in the chat box.
H.8.2.15 Formative assessment is conducted through polls and quizzes of varying nature.
H.8.2.16 Summative assessment is conducted through tasks completed after class and submitted via electronic means. Some summative assessments address the student’s presentations given during the virtual class.
H.8.2.17 Self-reflection is encouraged, and prepared polls and quizzes are used to gather information.
T.1.1.1 The eTraining strategy and business model relates to the institution's overarching mission, vision, and strategic direction(s).
T.1.1.2 At an institutional level, there are adequate resources to research and continually monitor recent developments in training and technology to inform eTraining strategic planning, decision making and evaluation processes.
T.1.1.3 The institution provides sufficient financial and human resources to support and, if appropriate, expand its eTraining offerings in order to achieve its goals.
T.1.1.4 eTraining is incorporated into the institution's existing systems of training development to enable systematic and continuous improvement.
T.1.1.5 The institution has clearly defined and communicated the strategic value of eTraining to all stakeholders.
T.1.1.6 The institution has reviewed and modified, if necessary, existing systems, processes, policies, and practices that are related to eTraining stakeholders to ensure seamlessness in operations.
T.1.1.7 The institution has clear and effective leadership in place for eTraining who serve as both internal and external advocates for innovative approaches to training.
T.1.2.1 The course delivery technology systems related to the delivery of eTraining experiences are considered mission critical enterprise systems and supported as such (with appropriate contingency plans and administered in compliance with established data management practices and security measures).
T.1.2.2 The institution assures that sufficient technology systems are used and maintained for ongoing support for all eTraining programs.
T.1.2.3 The institution has effective procedures for authenticating and ensuring eTraining trainees are the ones who are participating and completing course activities.
T.1.2.4 The institution assures adherence to web content accessibility guidelines (WCAG) for online course materials.
T.1.2.5 All advertising, recruitment, and outreach utilize ethical marketing and communication practices including adherence to appropriate guidelines concerning confidentiality in communications.
T.1.2.6 Institution Is provided with effective leadership, support, and continuity, including succession planning to ensure stability of the institution’s leadership.
T.1.3.1 The institution systematically uses established standards and best practices for eTraining program development.
T.1.3.2 Curricula for the institution 's eTraining offerings are coherent, cohesive, and comparable in academic rigor and training outcomes to training opportunities offered in other instructional formats.
T.1.3.3 Clearly defined roles, responsibilities, operational agreements and policies exist among the trainer and institution addressing trainee support in addition to other ethical and legal dimensions.
T.1.3.4 The institution has the requisite expertise and experience to design and deliver high quality eTraining initiatives achieving sustained results.
T.1.3.5 Trainers and other key personnel are actively involved in the review of new and/or emerging training technologies.
T.1.3.6 Trainers teaching eTraining courses or eTraining programs are recognized for training excellence similarly to trainers teaching in other instructional formats.
T.1.4.1 Trainers responsible for delivering the eTraining training curricula and evaluating a participant's success in achieving course or program training outcomes are appropriately qualified.
T.1.4.2 Trainers utilize appropriate pedagogical or andragogical approaches based on the audience to be served.
T.1.4.3 The institution provides training for eTraining trainers for the development of course materials.
T.1.4.4 Training for trainers is provided for training in an online or blended training environment.
T.1.4.5 Trainers and other eTraining professionals are provided with training modules on new and/or emerging technologies.
T.1.4.6 Professional development and collaboration opportunities exist to provide a support network for trainers (and other key eTraining professionals) looking to develop engaging and meaningful eTraining experiences.
T.1.5.1 The rights, roles, and responsibilities of eTraining trainees are clearly defined in institutional policies.
T.1.5.2 The institution provides effective technical, academic, and administrative services to support trainees enrolled in eTraining offerings.
T.1.5.3 Trainees receive information concerning the technology requirements (hardware and software) necessary to be successful in an eTraining course or program prior to enrolment.
T.1.5.4 The institution provides training and resources for trainees new to eTraining.
T.1.5.5 All trainees are provided with training modules on new and/or emerging technologies.
T.1.6.1 Evaluation of instructional performance of all eTraining trainers is undertaken on a regular and consistent basis in alignment with courses and programs offered in other instructional formats.
T.1.6.2 The institution evaluates the effectiveness of its eTraining offerings, including the extent to which the eTraining goals and outcomes are achieved, and uses the results of its evaluations to enhance the attainment of the goals.
T.1.6.3 Stakeholders’ (trainees, trainer, staff, community) satisfaction with eTraining courses and programs is evaluated on a regular and consistent basis.
T.1.6.4 Graduate satisfaction surveys are sent shortly after training program completion (periodically thereafter if deemed necessary) to assess program outcomes, job impact, and overall satisfaction.
T.1.6.5 The institution collects, analyses, and uses data for effective management of eTraining including trainee retention, course completion, persistent rate, graduation/completion rate, trainer and trainee satisfaction.
T.1.6.6 The institution evaluates trainee achievement of course and program outcomes.
T.1.6.7 Trainer support services are regularly evaluated, and results are utilized for continuous improvement.
T.1.6.8 Trainee support services are regularly evaluated, and results are utilized for continuous improvement.
T.1.6.9 The institution conducts regular and ongoing needs and market assessments for eTraining.
T.1.7.1 The institution has an ongoing planning and review process of the strategic plan for eTraining for continuous improvement.
T.1.7.2 The institution uses a variety of data (academic and administrative) regularly to evaluate the effectiveness of eTraining and for continued improvement.
T.1.7.3 Formal monitoring of trainee complaints or concerns around support services is used to understand if systemic issues exist, to determine if gaps in services can be minimized, and/or to inform improvements over time.
T.1.7.4 Formal monitoring of trainer complaints or concerns around support services is used to understand if systemic issues exist, to determine if gaps in services can be minimized, and/or to inform improvements over time.
T.1.7.5 The institution engages in benchmarking of eTraining operations with other institutions to self-assessment operations, identify best practices, as well as understand similarities and differences between peer institutions.
T.2.1.1 The program has the necessary leadership in place to guide program development, management, and evaluation.
T.2.1.2 The program’s mission and strategic plan is aligned with the overarching institutional mission, vision, and strategic direction(s).
T.2.1.3 The program’s leadership establishes annual program goals, creates, and implements action plans to meet and/or exceed goals, and monitors and communicates progress to stakeholders.
T.2.1.4 Program resources (curriculum, financial, human, technology, support) are appropriate to build and sustain the program in order to achieve its goals and mission.
T.2.1.5 The program utilizes the institution’s existing systems, processes, policies, and practices to ensure seamlessness in operations for all stakeholders.
T.2.2.1 The program utilizes institutionally supported mission critical enterprise-wide technology systems (with appropriate contingency plans and administered in compliance with established data management practices and security measures) in order to support all instructional activities.
T.2.2.2 The program curriculum adheres to web content accessibility guidelines (WCAG), copyright law, fair use guidelines, etc.
T.2.3.1 The training program consistently and systematically deploys the institution's established eTraining standards and best practices for program development including Universal Design for Learning principles.
T.2.3.2 Curriculum for the program is coherent, cohesive, and comparable in rigor and training outcomes to training opportunities offered in other instructional formats.
T.2.3.3 Clearly defined roles, responsibilities, operational agreements, and policies exist among the trainer and program addressing trainee support in addition to other ethical and legal dimensions.
T.2.3.4 The program has access to the requisite expertise and experience to design and deliver high quality training initiatives achieving sustained results.
T.2.3.5 Trainers and other key personnel are actively involved in the review of new or emerging training technologies.
T.2.3.6 Trainers working in the eTraining program are recognized for training excellence based on program and institutional best practices.
T.2.4.1
Courses within the program are sequenced in a logical way to support program-level training outcomes.
T.2.4.2
For each course in the program, a comprehensive course blueprint is developed to support alignment of course goals, training activities, resources/materials, assessments, and training objectives to ensure trainees develop the necessary knowledge and skills to meet training outcomes.
T.2.4.3
Instructional materials and other resources are selected to enhance the training experience of each course in the program and the overall program-level training outcomes.
T.2.4.4
For each course, trainee-centered instruction is considered, and the training approach is designed to be cooperative, collaborative, and community-oriented.
T.2.4.5
Courses throughout the program provide opportunities for interaction that enhance active learning and community building.
T.2.4.6
Courses throughout the program are designed to use a variety of activities and assessment approaches.
T.2.4.7
Courses offered throughout the program may include opportunities for both synchronous and asynchronous training opportunities.
T.2.5.1
Trainers responsible for delivering the training curricula and evaluating a participant's success in achieving program training outcomes are appropriately qualified.
T.2.5.2
Trainers utilize appropriate pedagogical or andragogical approaches based on the audience to be served.
T.2.5.3
The program leadership ensures trainers receive the necessary training for the development of eTraining course materials.
T.2.5.4
Trainers and other eTraining professionals are provided with training modules on new and/or emerging technologies.
T.2.5.5
Professional development and collaboration opportunities exist to provide a support network for program trainers (and other key eTraining professionals) looking to develop engaging and meaningful eTraining experiences.
T.2.6.1
The rights, roles, and responsibilities of trainees in the program are clearly outlined in institutional and program policies.
T.2.6.2
Trainees in the program are provided technical, academic, and administrative services to ensure success.
T.2.6.3
Trainees receive information concerning the technology requirements (hardware and software) necessary to be successful in the program prior to enrolment.
T.2.6.4
The program leadership ensures that trainees new to the program receive adequate training and resources.
T.2.6.5
All trainees are provided with training modules on new and/or emerging technologies.
T.2.7.1
The program collects, analyses, and uses data for effective management of trainee retention, course completion, persistent rate, graduation/completion rate, trainer and trainee satisfaction.
T.2.7.2
The program’s goals and training outcomes are assessed, and program leadership uses the results of its evaluations to enhance instructional quality as well as consistency, currency, and relevancy of the curriculum.
T.2.7.3
Stakeholders’ (trainees, trainers, staff, community) satisfaction with the program is evaluated on a regular and consistent basis and results are communicated to stakeholders.
T.2.7.4
Graduate satisfaction surveys are sent shortly after training program completion (periodically thereafter if deemed necessary) to assess program outcomes, job impact, and overall satisfaction.
T.2.7.5
Evaluation of instructional performance of all trainers is undertaken on a regular and consistent basis.
T.2.7.6
Trainer support services are regularly evaluated, and results are utilized for continuous improvement.
T.2.7.7
Trainee support services are regularly evaluated, and results are utilized for continuous improvement.
T.2.7.8
The program conducts regular needs and market assessments.
T.2.8.1
The program engages in planned and periodic program reviews, either internally or externally conducted, in order to receive an objective and comprehensive evaluation as part of its continuous improvement efforts.
T.2.8.2
The program uses a variety of data (academic and administrative) regularly to evaluate the effectiveness of the program’s continuous improvement.
T.2.8.3
Program leadership elevate trainee and/or trainer complaints or concerns around support services to institutional offices so the institution can understand if systemic issues exist, to determine if gaps in services can be minimized, and/or to inform improvements over time.
T.2.8.4
The program engages in benchmarking activities with other institutions to self-assessment operations, identify best practices, as well as understand similarities and differences between peer institutions.
T.3.1.1
The eTraining leader has the appropriate level of experience and qualifications to support the program’s needs.
T.3.1.2
Appropriate trainee support services for trainees are in place.
T.3.1.3
The eTraining leader regularly advocates for and communicates the value of eTraining to stakeholders.
T.3.1.4
The eTraining leader is a sharing trainer, participates in the process to determine curriculum to be offered in an online format.
T.3.1.5
The eTraining leader should ensure that curriculum content is of good quality and updated as necessary by trainers.
T.3.1.6
The eTraining leader embraces equity and inclusion initiatives.
T.3.1.7
The eTraining leader ensures that opportunities for trainee engagement are included in the curriculum.
T.3.1.8
The eTraining leader encourages that the collaborations and opportunities for input into eTraining processes are provided for trainers.
T.3.1.9
Measures are implemented to ensure academic integrity is maintained in the online curriculum.
T.3.1.10
Information security issues are addressed with appropriate stakeholders and documented to protect trainee information.
T.3.1.11
The eTraining leader supports their trainer in leveraging technology that meets each trainee’s diverse training, cultural, and social-emotional needs.
T.3.1.12
The eTraining leader ensures that staff and trainees model effective privacy, security, and data management policies.
T.3.1.13
The eTraining leader serves as the program’s primary spokesperson and actively raises awareness of the program’s value, benefits, and purpose.
T.3.2.1
A vision and mission have been developed for eTraining and is used to guide the work of the eTraining leader.
T.3.2.2
The eTraining leader engages stakeholders in implementing the purpose and direction of eTraining.
T.3.2.3
The eTraining leader engages in developing an annual strategic plan aligned with the mission and vision.
T.3.2.4
Staff and trainer are encouraged to participate in strategic plan development.
T.3.2.5
Annual goals are developed and implemented under the supervision of the eTraining leader.
T.3.2.6
The eTraining leader ensures a process is in place and followed regarding the supervision of trainer and staff.
T.3.2.7
The eTraining leader models and pursues the program's mission and vision in all leadership aspects.
T.3.3.1
The eTraining leader is an active participant in professional training networks.
T.3.3.2
The eTraining leader uses technology to actively engage in reflection and professional growth.
T.3.3.3
The eTraining leader provides the moral direction for the program and promotes ethical and professional behaviour among all staff.
T.3.3.4
The eTraining leader’s ability to communicate and articulate the program’s purpose and value is critical.
T.3.3.5
The eTraining leader keeps up-to-date with developments in new thinking in eTraining, evaluates new tools and services as they emerge, and engages in professional development where necessary.
T.3.4.1
The eTraining leader ensures resource allocation and planning at least annually.
T.3.4.2
The eTraining leader ensures qualified staff are available to adequately support eTraining needs.
T.3.4.3
The budgeting process is led by the eTraining leader to ensure financials are adequate to support quality eTraining.
T.3.4.4
The eTraining leader ensures the alignment between technology resources and the needs of the eTraining curriculum and reviews its effectiveness regularly.
T.3.4.5
The eTraining leader advocates for the eTraining program’s needs.
T.3.4.6
All educational technology resources used to support the eTraining are appropriate and reviewed regularly to ensure they continues to meet the eTraining program’s needs.
T.3.4.7
Technology support is provided and offered at times that best support the needs of online trainees, trainers, and staff.
T.3.4.8
An orientation to eTraining is provided for trainees and trainer.
T.3.4.9
Technology training is available for trainers, staff, and trainees.
T.3.4.10
The eTraining leader establishes and maintains an effective induction and mentoring program for new online trainers.
T.3.4.11
The eTraining leader ensures that all trainees have equitable access to high-quality trainers, courses, and academic and social supports necessary for success.
T.3.5.1
The eTraining leader ensures that a continuous improvement process is implemented and communicated to all stakeholders.
T.3.5.2
The eTraining leader embraces innovation by seeking emerging trends and supporting opportunities for pilot testing.
T.3.5.3
The eTraining leader regularly seeks and reviews feedback from key stakeholders (trainees, trainer, etc.).
T.3.5.4
The eTraining leader regularly engages in data-driven and evidence-based decision-making to drive changes and identify new needs for a curriculum.
T.3.5.5
The eTraining leader creates an improvement plan based on trainees’ grades and course completion rate if they are not satisfactory to stakeholders and program leaders.
T.3.5.6
A process has been implemented to ensure trainees get timely and substantive feedback on all course assignments or activities.
T.3.5.7
A process has been implemented to collect and respond to complaints from trainees, trainer, staff, and other stakeholders.
T.3.5.8
Key stakeholders are provided with regular updates on metrics for online curriculum success.
T.3.5.9
A communication strategy has been developed and implemented to update all stakeholders on changes to the eTraining program.
T.3.5.10
The eTraining leader creates a professional training community among the trainers to collaborate, seek feedback, and share knowledge.
T.4.1.1
The course includes a welcome and orientation to help the trainee navigate the training.
T.4.1.2
The overall look and feel of the course is cohesive, logical, and uncluttered.
T.4.1.3
Information on how the course content can be accessed (computer, mobile device, etc.) is provided.
T.4.1.4
Course provides access to trainee support and resources, including tutorials.
T.4.1.5
The trainer/facilitator’s contact information and other support for the training materials are provided.
T.4.1.6
The course orientation includes information on how to use the eTraining platform.
T.4.1.7
Expectations for trainee interactions (training-content, trainee-trainee, or trainee-trainer) are clearly communicated.
T.4.1.8
Hyperlinks used within the course are regularly checked for accuracy and viability.
T.4.1.9
Course materials are appropriate to the course subject matter, utilize available technology, and are provided in various forms to encourage trainee engagement (audio, video, multimedia, simulations, gamification, etc.).
T.4.1.10
Trainees are provided information on how much time they are expected to complete all course requirements and meet competencies.
T.4.1.11
Course materials are free from language and technical errors.
T.4.1.12
Copyright information is provided for course materials, as appropriate.
T.4.1.13
The course content strives to reflect a culturally diverse perspective free from bias.
T.4.1.14
The online course provides regular opportunities for trainee–trainee interaction.
T.4.2.1
Technical support is provided and easily accessible to trainees.
T.4.2.2
Technology tools used in the course meet accessibility standards.
T.4.2.3
Information is provided on the minimum required technology standards (e.g., technology needed to access the course materials), including providing links to resources.
T.4.2.4
Expectations for minimum trainee skills (computer and digital literacy) are provided.
T.4.2.5
Technology tools used to facilitate training are appropriate for course content and align with course training objectives.
T.4.3.1
Course objectives or competencies are clearly stated and measurable for each course module or unit.
T.4.3.2
A course outline that includes information on the course purpose, competencies, and training activities is provided.
T.4.3.3
Compliance expectations for course and institution policies are clearly communicated.
T.4.3.4
Each course module is structured into meaningful content chunks to reduce cognitive load.
T.4.3.5
The course is designed with an engaging and effective pedagogy.
T.4.3.6
Opportunities are provided for trainees to reflect on their training.
T.4.3.7
Activities that encourage trainee interaction with the content, peers, and/or the trainer are provided.
T.4.4.1
Achievement of training objectives is assessed and measured.
T.4.4.2
Requirements for course achievement and assessment scoring are clearly communicated.
T.4.4.3
Specific guidelines for achieving and completing individual course activities are provided (e.g., rubrics, clear instructions, etc.).
T.4.4.4
Course includes activities that measure training at an appropriate level (e.g., Bloom’s Taxonomy) for the course content.
T.4.4.5
Trainees are provided with accurate and timely feedback on course activities.
T.4.4.6
Trainees are provided with a metric showing progress toward course completion.
T.4.5.1
Closed captioning and transcripts are provided for videos.
T.4.5.2
Transcripts are provided for audio recordings.
T.4.5.3
Alt tags are used for all images or non-text elements.
T.4.5.4
All text elements are compliant with assistive technology requirements.
T.4.5.5
Hyperlinks are descriptive, providing detail to make sense when read by assistive technologies.
T.4.5.6
Web Content Accessibility Guidelines (WCAG) are followed, and guideline adherence is evaluated.
T.4.5.7
Visual elements and accessibility support within the course meet instructional design standards for text, images, and other components.
T.4.6.1
Trainees are allowed to share course feedback.
T.4.6.2
Trainee feedback is reviewed, and opportunities for improvement are identified and implemented as appropriate.
T.4.6.3
Course content is reviewed and updated regularly.
T.5.1.1
Trainer/facilitator provides a welcome to the trainees (announcement, video, or audio).
T.5.1.2
Trainer/facilitator demonstrates content expertise and shares examples or other contributions to the field (e.g., scholarly articles, etc.).
T.5.1.3
Trainer/facilitator reviews course outline synchronously or asynchronously with the trainees.
T.5.1.4
Trainer/facilitator creates authentic training experiences, connecting trainees to real-world and practical experiences.
T.5.1.5
Trainer/facilitator responds promptly to trainees’ inquiries and communications.
T.5.1.6
Trainer/facilitator informs trainees on how the course content and activities align with the training outcomes.
T.5.1.7
Trainer/facilitator provides engagement opportunities to encourage peer-to-peer, trainee-to-trainer, and trainee-to-content activities.
T.5.2.1
Trainer/facilitator provides appropriate support and encouragement to ensure trainee success.
T.5.2.2
Trainer/facilitator provides activities and opportunities for engagement to create a sense of community regardless of the number of trainees in the training environment.
T.5.2.3
Trainer/facilitator provides clear expectations for communications with trainees.
T.5.2.4
Trainer/facilitator uses available technology appropriately to encourage trainee engagement.
T.5.3.1
Trainer/facilitator ensures that the technology is reliable and appropriate.
T.5.3.2
Trainer/facilitator appears professional and polished in synchronous meetings or asynchronous recordings.
T.5.3.3
Trainer/facilitator is knowledgeable and can easily use technology to support the training environment.
T.5.3.4
Trainer/facilitator informs trainees when feedback will be provided on all course activities.
T.5.3.5
Trainer/facilitator seeks trainee input on continuous course improvement.
T.5.3.6
Trainer/facilitator monitors the course to ensure all content is accurate and current.
T.5.3.7
Trainer/facilitator provides assessments that are appropriate for the course content.
T.5.3.8
Trainer/facilitator clearly communicates expectations for course progress and completion.
T.6.1.1
The institution uses a strategic plan or business case that articulates the value of blended training initiatives to both internal and external stakeholders.
T.6.1.2
A leadership structure is in place to manage the design, development, implementation, and evaluation of blended training initiatives.
T.6.1.3
Leadership is committed to financially support all resources needed to support the delivery, and management of blended initiatives in alignment with budgetary guidelines.
T.6.1.4
Detailed policies and procedures are instituted for acquiring and managing resources to support the delivery, and management of blended training initiatives.
T.6.1.5
The institution’s strategic plan includes a detailed approach to evaluating and advancing all blended training initiatives.
T.6.1.6
The blended training program’s strategic plan is reviewed for its continuing relevance with institutional objectives and is periodically improved and updated.
T.6.2.1
A technology infrastructure is in place, dedicated specifically to the support of blended training initiatives.
T.6.2.2
Technology systems are administered in compliance; with established data management practices- including appropriate power protection, backup solutions, and disaster recovery plans.
T.6.2.3
Technology supports the verification of trainee identity through secure log-in, proctoring software, or alternative applications that can verify trainee identity.
T.6.2.4
Integrated tools and technologies support the accessibility of all training materials for all trainees.
T.6.2.5
Technology and strategy are in place to support the collection, review, and reporting of trainee analytics.
T.6.2.6
A plan is in place to review existing (and explore new) technologies to support blended training in alignment with Institutional goals and objectives.
T.6.3.1
A systematic design process is consistently used, focusing on the alignment of training content, interactions, and assessments with well-structured training outcomes.
T.6.3.2
An established process is in place to determine which blended training materials and activities should be delivered synchronously versus asynchronously.
T.6.3.3
Trainee needs are considered an integral factor in designing, developing, and delivering blended training initiatives.
T.6.3.4
Design, development, and delivery approaches intentionally consider cognitive load and expected time on task.
T.6.3.5
Features within the learning management system or other training platforms are leveraged to ensure consistency throughout the blended training experience.
T.6.3.6
Guidelines, schedules, and processes are in place to evaluate the usability and accessibility of all blended training initiatives.
T.6.3.7
Design, development, and delivery approaches intentionally include opportunities to collect data to inform the effectiveness and improvement of blended training experiences and support reporting requirements for the relevant entities.
T.6.3.8
Features promoting workload management are enabled in the learning management system and other course delivery technologies, such as grading, reporting, and alert features.
T.6.4.1
A syllabus or trainee’s journey map is created to outline requirements for each blended training initiative, including the following: training objectives, expectations, evaluation methods, technical requirements, synchronous and asynchronous session logistics, and other pertinent information.
T.6.4.2
Access to training materials is made available on various devices and operating systems.
T.6.4.3
Policies and procedures are in place to ensure that appropriate permissions are obtained for the use of training materials.
T.6.4.4
All training materials used in both synchronous and asynchronous training are properly cited, including source and date of retrieval.
T.6.4.5
When possible, trainees are provided the opportunity to formally contribute to creating course training materials or the collective knowledge base.
T.6.5.1
Trainees and trainers are intentionally made aware of all communication tools available and enabled with the learning management system and other course delivery technologies.
T.6.5.2
Interaction guidelines are provided for all blended training activities, including time limits, due dates, etiquette, and considerations for all trainees.
T.6.5.3
Interaction guidelines are reinforced throughout the blended training experience to guide trainee’s progress and promote retention.
T.6.5.4
A mechanism is in place for trainees to ask and get answers to questions about the training, including training materials, interaction logistics, evaluation approaches, and technology use.
T.6.6.1
Assessments are designed to provide clear evidence that trainees have acquired knowledge, mastered skills, or achieved desired competencies.
T.6.6.2
Rubrics with descriptive, comprehensive standards are available to all trainees and used consistently to assess training.
T.6.6.3
Evaluation methods are designed to report on program integrity and value to internal and external stakeholders.
T.6.6.4
Policies guiding the impartial review and evaluation of trainer performance are in place.
T.6.6.5
A methodology is in place to collect, review, and analyze feedback on the trainees’ experience throughout the training, including feedback on course experience and trainer performance.
T.6.6.6
A process and schedule are in place to regularly review individual initiatives and overall blended training outcomes to ensure alignment with institutional goals, mission, and objectives.
T.6.7.1
Onboarding training is provided and required for all trainers new to blended training.
T.6.7.2
Orientation is provided and required for all trainees new to blended training.
T.6.7.3
Ongoing professional development is available to all trainers supporting blended training design, development, and delivery.
T.6.7.4
Documentation in using all tools, technologies, and modalities used for blended training delivery is provided for trainees and trainers.
T.6.7.5
Trainers are coached and mentored in proven strategies to foster interaction in the asynchronous and synchronous elements of blended training.
T.6.7.6
Support resources are available to trainees and trainers outside of the learning management system or course delivery platform, including help with training technologies.
T.6.7.7
Documentation and training materials are reviewed, revised, and updated according to a set process and schedule.
T.7.1.1
Video productions are designed and delivered with a plan for rigor, scaffolding to prior knowledge, and easy access for all online trainees.
T.7.1.2
Video productions have been thoroughly reviewed to determine their relevance to training objectives and content.
T.7.1.3
Video productions are reviewed to ensure compliance with all appropriate copyright laws governing music, photography, film and video clips, and so forth.
T.7.1.4
The necessary tools to accomplish video assets’ preproduction, production, and postproduction are provided.
T.7.1.5
Video productions are created with the understanding that institution leadership has the ultimate responsibility and accountability for instructional use.
T.7.2.1
Goals are clearly stated and covered throughout the educational video.
T.7.2.2
A script or storyboard is used for planning the visual and audio elements.
T.7.2.3
Video productions abide by the Web Content Accessibility Guidelines (WCAG) and all government laws, regulations, and policies for the trainees’ creation and usage of the videos and the dissemination of the videos by and to trainees.
T.7.2.4
Guiding questions are provided to the trainees before they watch the video.
T.7.2.5
Content is chunked into smaller sections or five- to ten-minute stand-alone videos to help trainees manage their cognitive load.
T.7.2.6
Important information is visually highlighted through signaling and cueing.
T.7.2.7
Videos use “weeding” (eliminating interesting but extraneous information that does not contribute to the training objective).
T.7.2.8
Audio and visual elements complement each other to ensure trainees’ engagement.
T.7.2.9
All related texts are limitedly used, contextually represented together with the graphics to add meaning to the content and complement each other to ensure trainees’ engagement.
T.7.2.10
The video includes animations and visuals reinforcing knowledge and helping with trainees’ engagement.
T.7.2.11
A conversational and enthusiastic speaking style is used to engage trainees and develop a sense of social partnership.
T.7.2.12
The video content is practiced and rehearsed before recording.
T.7.2.13
The video content is free from language and technical errors and is up-to-date.
T.7.2.14
The video is free from any commercial and advertising signs/logos.
T.7.2.15
Practical components of the content are demonstrated, along with a theoretical explanation.
T.7.2.16
The videos end with a summary of the training objectives.
T.7.2.17
The videos are free from social gender and other biases and are culturally responsive.
T.7.2.18
Appropriate language that suits the targeted trainees is used.
T.7.2.19
The video considers different cultures and avoids perspective bias.
T.7.2.20
The video asks questions to motivate critical thinking.
T.7.3.1
There is a consistent style throughout the videos, including title slides, training objectives goals, graphics, and audio choices.
T.7.3.2
The video orientation and resolution is consistent through the series of videos.
T.7.3.3
The audio recording is free of distracting environmental noises.
T.7.3.4
The sound level of the speaker is audible and consistent throughout the video series.
T.7.3.5
Subjects are evenly well-lit from the front.
T.7.3.6
The background is free from distracting background elements and backlighting.
T.7.3.7
In talking-head-style camera shots, the camera is at or slightly below eye level.
T.7.3.8
All visual elements are clear and not cluttered.
T.7.3.9
Permission has been granted to use video, images, and audio that have not been created by the trainer.
T.7.3.10
Video and audio edits and cuts are hidden and not noticeable.
T.7.4.1
Closed captions and a transcript are provided based on preference and need.
T.7.4.2
Videos are hosted so that trainees using computers, tablets, and phones can view the content.
T.7.4.3
Videos and materials mentioned in the video are posted with the video in the learning management system.
T.7.4.4
Videos are downloadable for users with poor or inconsistent internet access in their homes.
T.7.4.5
The video player should have interactive features to give the trainees control, such as the ability to speed up, slow down, pause, and rewind the content.
T.7.4.6
Videos adhere to Universal Design for Learning (UDL) principles and consider the video-processing needs of trainees with disabilities.
T.7.5.1
Training on the effective filming, editing, and sound recording of video output is available for anyone engaged in training media.
T.7.5.2
Training is available for on-camera presentation focused on the effective use of presentation and voice; while camera technology is generally readily available, quality considerations remain for optimal training use.
T.7.5.3
Systems exist for peer review and quality assurance of video outputs before use in the classroom and over time.
T.8.1.1
The virtual classroom trainer’s instructional space, is well organized and conducive for leading synchronous training experiences promoting efficiency, effectiveness, and minimal distractions for trainees.
T.8.1.2
The virtual classroom trainer establishes a positive training culture, responds to trainee questions with compassion, and always demonstrates a professional attitude.
T.8.1.3
The virtual classroom trainer acts professionally, dresses appropriately, and uses inclusive language during synchronous instruction.
T.8.1.4
The virtual classroom trainer provides a virtual orientation to ensure trainees know and understand the tools or apps to be used, the expectations and procedures, and the process for seeking technical assistance when needed.
T.8.1.5
The virtual classroom trainer establishes contact with the room moderator to plan and prepare for synchronous training.
T.8.1.6
The virtual classroom trainer creates a respectful and welcoming working environment with the room moderator. They work as a singular team to deliver engaging and personalized training experiences.
T.8.1.7
The virtual classroom trainer collaborates with the room moderator to implement rules and set expectations for live class procedures, and empowers trainees to model appropriate etiquette and digital citizenship behaviours.
T.8.1.8
The virtual classroom trainer uses private chat or breakout room features when needed to remind trainees of expectations or adjust trainee functionality and privilege permissions to redirect behaviour.
T.8.1.9
The virtual classroom trainer anticipates technology-related issues during class and provides the trainees and the moderator with solutions, support, and resources before class.
T.8.1.10
The virtual classroom trainer checks at the beginning and frequently during the class to ensure all trainees have appropriate audio and access to synchronous materials, monitors bandwidths for a stable Internet connection.
T.8.1.11
The virtual classroom trainer uses educational tools and apps ensuring trainee security, privacy, and appropriate confidentiality, including securing their live instruction from external users.
T.8.1.12
The virtual classroom trainer records synchronous instruction where applicable, informs trainees of the recording, and provides access to recordings within their course platform.
T.8.1.13
The virtual classroom trainer ensures equitable access to course materials and the appropriate deployment of live instruction for trainees with disabilities or needing accommodations.
T.8.1.14
The virtual classroom trainer is visible or audible at all times and for the duration of the synchronous class.
T.8.1.15
The virtual classroom trainer is adept at monitoring trainees for appropriate behaviour during whole-group, small-group, 1:1, and breakout room instruction.
T.8.1.16
The virtual classroom trainer is always mindful of the social-emotional well-being and safety of trainees, themselves, and the moderator, minimizes security risks, and promotes a safe, secure training environment.
T.8.1.17
The virtual classroom trainer recognizes the differences between hosting a webinar and meeting online and selects the best medium for their intended audience and training objectives.
T.8.1.18
The virtual classroom trainer uses the appropriate process to take trainee attendance and limits synchronous class size to under 40 trainees; trainers facilitating larger classes recognize the importance of utilizing more break-out rooms for trainee interaction and engagement.
T.8.1.19
The virtual classroom trainer promotes trainees readiness by informing them which gallery view to focus on, how to signal when they have questions through and when to have their mics on or off to minimize distractions.
T.8.1.20
The virtual classroom trainer manages the classroom by consistently monitoring the participant list, identifying who has or has not turned their cameras on, mutes or unmutes trainees when appropriate.
T.8.2.1
The designing class length is adapted to ensure maximum engagement and attention from trainees according to age, lesson format, and design.
T.8.2.2
The training objectives for each virtual class are given as a verbal or visual display, ensuring trainees know what to expect, how the class connects to the prior session, and so on. The class is summed up at the end by reiterating the training objectives.
T.8.2.3
Training time is interspersed at regular intervals with activities for trainees, question-and-answer sessions, and/or sharing of multimedia resources.
T.8.2.4
Breakout rooms are used from time to time for trainees to work together on group projects or for discussion activities. Trainees who need more support are supervised in any breakout activity by an adult helper, with the trainer visiting each room in turn. Timing of breakout room activities will vary according to trainee needs and other logistical or training considerations.
T.8.2.5
Frequent opportunities exist for the trainees to work together through interactive and collaborative techniques deployed by the trainer.
T.8.2.6
Diversity of trainees is considered, and activities are differentiated to ensure every trainee has the chance to achieve to the best of their ability. This includes a range of different ways of presenting new knowledge and information that account for a virtual classroom’s functionality to share a wide range of resources.
T.8.2.7
Trainees with accessibility issues, such as sight or hearing impairments, are supported in other ways if a parent/carer/helper is unavailable. These might include speech-to-text or printed work for those with hearing difficulties and audio descriptions for those with sight impediments.
T.8.2.8
Engaging questioning techniques are honed to encourage trainees to engage in the virtual class; the trainer models appropriate time for trainees to think and respond by using different response tools.
T.8.2.9
The trainer uses various multimedia tools to maintain trainee engagement and attention.
T.8.2.10
Trainer’s multimedia presentations, not just text, are engaging and consider Mayer’s 12 principles in their design.
T.8.2.11
Interactions with trainees are frequent, checking for attention, posing questions, and seeking ideas from the whole class and individuals.
T.8.2.12
Trainees prepare presentations for the virtual classroom, either as feedback from breakout group discussions or pre-prepared presentations, and other trainees in the class are encouraged to offer comments and ask questions.
T.8.2.13
Guest speakers and industry experts are invited to participate in the virtual class to give authenticity, relating the training to the world beyond the classroom and providing additional motivation for trainees.
T.8.2.14
Feedback on the trainee presentations and responses to questions is given by trainees and trainer, either verbally or in the chat box.
T.8.2.15
Formative assessment is conducted through polls and quizzes of varying nature.
T.8.2.16
Summative assessment is conducted through tasks completed after class and submitted via electronic means. Some summative assessments address the trainee presentations given during the virtual class.
T.8.2.17
Self-reflection is encouraged, and prepared polls and quizzes are used to gather information.
G.9.1.1
The platform can foster a community of learning\training through asynchronous and synchronous opportunities, allowing for high levels of interactivity, social and teacher\faculty\trainer presence, and knowledge-sharing.
G.9.1.2
The platform has robust capabilities to embed/import and author rich content, including WYSIWG editing across content types.
G.9.1.3
The platform supports Learning\Training Tools Integrations and third-party content.
G.9.1.4
The platform has calendar and selective-release features that enable assignment tracking.
G.9.1.5
The platform offers collaboration and social learning\training tools for discussions and group work.
G.9.1.6
The platform offers file-sharing and cloud-storage solutions to support collaboration, backups, and file access across devices.
G.9.1.7
The platform enables teacher\faculty\trainer to set up and assign peer groups.
G.9.2.1
The platform allows teachers\faculty\trainers to send automated messages to subgroups of students\trainees based on conditional formatting (e.g., students\trainees who have not logged in, not submitted a particular assignment, or scored a certain percentage on an assignment).
G.9.2.2
Students\trainees can create their calendars and receive push notifications reminding them of certain tasks.
G.9.2.3
The platform offers functionality that facilitates adaptive learning\training and\or differentiated content respective to students’\trainees' individual needs.
G.9.3.1
The platform offers the capability to create and grade multiple assessment types (e.g., quiz/test, file/link submissions, discussions).
G.9.3.2
The platform offers a quizzing/testing tool supporting multiple question types (e.g., multiple-choice, short-answer, essay, and matching).
G.9.3.3
The platform offers the capability to selectively release assignments based on time, date, student\trainee ID, and other criteria.
G.9.3.4
The platform offers gradebook entry and access for students\trainees to track and gauge their progress.
G.9.3.5
The platform enables the teacher\faculty\trainer to add a descriptive rubric and use it to grade students.
G.9.3.6
The platform offers a gradebook export function as a file that could be read by other third-party student information systems (e.g., csv, xls).
G.9.3.7
Teachers\faculty\trainers have access to multiple speed-grading methods to deliver quality feedback (e.g., text, audio, in-line mark-ups).
G.9.3.8
The platform offers the capability to link competencies and goals to performance and evaluation rubrics.
G.9.3.9
Students\trainees can see grading rubrics before submitting assignments and grade details upon receiving feedback from the teacher\faculty\trainer in the platform.
G.9.4.1
The platform ensures the encryption of secure and sensitive data.
G.9.4.2
The platform offers integration with student\trainee information, human resource management, and data management systems.
G.9.4.3
The platform ensures authentication at industry standards for single sign-on (SSO) and other authentication protocols.
G.9.4.4
The platform has regular system updates, backup, and security.
G.9.4.5
The platform features cloud-hosting and network redundancy plan.
G.9.4.6
The platform has safeguards in place to log user actions and create an audit trail to identify individuals responsible if a compromise occurs.
G.9.4.7
The platform has an acceptable disaster recovery plan.
G.9.5.1
The platform can archive, copy, and migrate existing courses, course files, and templates for whole or partial courseware elements.
G.9.5.2
The platform can grant access and assign privileges to roles at systems, course, and course group levels.
G.9.5.3
The platform can send notifications from multiple user roles across the system, including notifications from supervisors, administrators, and teachers\faculty\trainers.
G.9.5.4
The platform can create standard reports across user roles, courses/training, qualifications, and program completion.
G.9.5.5
The platform can monitor students’\trainee's performance at the individual and class levels on various measures by integrating dashboard provides user-friendly access to learning\training analytics and other relevant data.
G.9.5.6
The platform offers to report on academic\training performance for items mapped to learning\training outcomes or competencies.
G.9.5.7
The platform can award non-traditional grades such as badges or certificates.
G.9.6.1
The platform provides robust capabilities for content and file organization and management.
G.9.6.2
The platform can organize content in and pull from a digital repository for content across subject areas, including varied file formats for universal access.
G.9.6.3
The platform allows rich content and media creation, including that of xAPI and SCORM content.
G.9.6.4
The platform provides secure drop boxes and/or shared folders for file exchange and the ability to bulk download attached files.
G.9.6.5
The platform features the capability to offer a revision at the master course level, which can be pushed to all sections.
G.9.6.6
The platform features the capability for users to add content, tools, or integrated applications quickly and easily to their learning\training environments without needing IT support.
G.9.6.7
Students\trainees can export course materials and/or portfolios to ensure learning\training is carried beyond a single course and platform. Integrations may include LEAP2 with LinkedIn or related resume and competency builder platforms, targeting higher education, career, and related job and workforce readiness.
G.9.7.1
Online and/or print knowledge base, training materials, and how-to guides for multiple user roles are available.
G.9.7.2
Opportunities are available for professional learning support across user roles via formal training, webinars, and dedicated staff support.
G.9.7.3
Live support via phone, help ticket, and support form submission are among the tools for rendering online help and support to students.
G.9.7.4
Platform provider has an established quality-assurance testing process for new releases, third-party plug-ins, and other integrations.
G.9.7.5
The platform has a transparent and timely process to communicate outages and known issues and a tracking system to follow progress.
G.9.8.1
There is clear navigation and a usable interface across user roles for navigating through courses, modules/content, notifications, and reports.
G.9.8.2
There is a responsive design to support mobile devices and diagnostics for device types/platforms.
G.9.8.3
The platform features multi-language support.
G.9.8.4
The platform functions with respect to all accessibility considerations (e.g. captioning for videos, screen readers, alt-tagging for images, and keyboard navigation).
G.10.1.1
Leadership structure enables clear, timely, effective, and comprehensive decision-making regarding design needs and processes.
G.10.1.2
Leadership structure enables clear, timely, effective, and comprehensive decision-making regarding design needs and processes.
G.10.1.3
Leadership is committed to financially support all resources needed to support the design, delivery, and management of digital courseware in alignment with budgetary guidelines.
G.10.1.4
Leadership is committed to supporting the staff by providing all resources needed to support the design, delivery, and management of digital courseware in alignment with budgetary guidelines.
G.10.1.5
Leadership is committed to openly support the inclusion of digital courseware in learning\training content delivery and course management.
G.10.1.6
Detailed policies and procedures are instituted for acquiring and managing resources to support the conception and design of digital courseware.
G.10.1.7
The Institution has a strategic plan that includes a detailed approach to the advanced planning, evaluation, renewal, and change management related to digital courseware.
G.10.1.8
Institution leadership determines the academic\training use-case for the technology needed for specific courses, departments, or broad enterprise use.
G.10.1.9
Institution leadership determines the academic\training use-case for where the digital courseware will be applied (specific courses, departments, broad enterprise use).
G.10.2.1
A detailed rubric or listing of the courseware technical, functional, and selection criteria is generated as the courseware is developed.
G.10.2.2
A detailed and time-bound plan to scope, create, and license courseware products guides the process and communicates the development status with leaders and stakeholders.
G.10.2.3
The courseware design committee reviews similarly situated options in the market and evaluates their design concepts considering technical, accessibility, and security needs.
G.10.2.4
A plan exists to review existing (and explore new) technologies to ensure alignment with institutional goals and objectives.
G.10.2.6
Staff, stakeholders, and leaders are identified and recruited to evaluate digital tools’ ability to address the functional and technical needs of course designs.
G.10.3.1
A design process is implemented and consistently followed while also considering subsequent redesigns and updates to the digital courseware.
G.10.3.2
The courseware design stems from clearly outlined objectives and learning\training outcomes that are appropriately sequenced.
G.10.3.3
The courseware design is attentive to students’\trainees' individual needs.
G.10.3.4
The courseware design is interactive to promote student\trainee engagement and motivation.
G.10.3.5
The courseware design is inclusive of collaboration and learning\training support elements.
G.10.3.6
The courseware design is aligned with carefully constructed assessments and assessment tools that provide timely feedback to students\trainees.
G.10.3.7
The courseware is created to include communication about how to utilize the digital tool most effectively (activities required for course completion, evaluation methods, and technical requirements).
G.10.3.8
Digital courseware is made available in a variety of formats in compliance with usability and accessibility standards.
G.10.3.9
A pedagogical model for the courseware's effective use has been identified, and courses have been designed/developed in alignment with this model.
G.10.3.10
Digital courseware avoids social gender and other bias and is culturally responsive.
G.10.3.11
Digital courseware supports students\trainees in improving their critical thinking and growing beyond their current levels of proficiency.
G.10.4.1
Technology infrastructure is in place to build out tool components across different modalities (face-to-face, distance, and blended).
G.10.4.2
Courseware solutions reflect established data management practices—including appropriate power protection, backup solutions, and disaster recovery plans.
G.10.4.3
Technology supports secure access to all courseware components through the use of passwords and single sign-on.
G.10.4.4
Digital courseware supports the verification of student\trainee identity through the use of secure login, proctoring technology, or alternative applications to verify student\trainee identity.
G.10.4.5
Tools and technologies integrated in the courseware support the accessibility of all learning\training materials for all students\trainees.
G.10.4.6
Technology and strategy are in place to support the collection, review, and reporting of learner\trainee analytics.
G.10.5.1
The contractual and licensing processes are completed in tool creation.
G.10.5.2
A marketing and communication plan is developed in collaboration with identified staff experts to navigate communications for the adoption and anticipated use of the tool after design completion.
G.10.5.3
A detailed plan to recruit teachers\faculty\trainers to test and refine the courseware is in place, informing ultimate adoption and use.
G.10.5.4
Change management processes are established for managing the ongoing development and revision of the courseware.
G.10.6.1
Processes, policies, and assessments are established to consistently evaluate student\trainee acquisition of intended learning\training outcomes for each course utilizing digital courseware.
G.10.6.2
Evaluation methods align with national standards and are designed to provide reporting data on program integrity and value to internal and external stakeholders.
G.10.6.3
Teachers\faculty\trainers, students\trainees, and administrators are provided a mechanism to regularly submit feedback on the technical efficacy and usability of digital courseware.
G.10.6.4
Processes and policies are established to periodically review learner\trainee analytics in courses with designed courseware.
G.10.6.5
Processes and policies are in place to regularly evaluate that the usability and accessibility standards are being met in the digital courseware design.
G.10.7.1
The digital courseware provides students\trainees with clear directions and functions to access, launch, and operate the tool intuitively and independently.
G.10.7.2
Onboarding training resources are created in the design process to aid in the courseware’s ultimate adoption.
G.10.7.3
A process and schedule are in place to communicate ongoing support and technical assistance regarding testing and pilot processes during the design phase of courseware development.
G.10.7.4
Documentation and training are provided for students\trainees and teachers\faculty\trainers in using all tools, technologies, and modalities used in the courseware design.
G.10.7.5
Support resources are created and made available to students\trainees and teachers\faculty\trainers outside of the course delivery platform.
G.10.7.6
A process and schedule are in place to review, revise, and update all documentation and training materials.
G.10.7.7
Necessary support and instructional design staff are hired and trained to support the full design of the product.
G.11.1.1
The MOOC strategy and business model are aligned with the institution’s overarching mission, vision, and strategic directions.
G.11.1.2
The institution has adequate resources to continually monitor recent developments in education and technology to inform MOOC strategic planning and decision-making.
G.11.1.3
The institution has the requisite expertise and experience to design and deliver high-quality MOOCs to achieve sustained results.
G.11.1.4
The institution makes the relationship between its MOOC portfolio and its other educational offerings explicit.
G.11.1.5
Clearly defined roles, responsibilities, operational agreements, and policies exist among the teacher\faculty\trainer, institution, and the MOOC platform provider.
G.11.1.6
The institution provides academic\training, technical, and administrative support to ensure student success.
G.11.1.7
The rights, roles, and responsibilities of MOOC students\trainees are clearly defined in institutional policies.
G.11.2.1
The course overview, target audience, and ideal student\trainee background experience are outlined in marketing/promotional materials.
G.11.2.2
Before registration, all prerequisites are highlighted in a marketing\promotional synopsis for prospective students\trainees.
G.11.2.3
A syllabus is provided for the course.
G.11.2.4
The activities, assignments, and assessments are aligned with learning\training objectives.
G.11.2.5
The course content is described in detail.
G.11.2.6
The course activities are specified.
G.11.2.7
The projected time commitment for the course is outlined.
G.11.2.8
The instructions for course activities and assignments are clear and well-written.
G.11.2.9
The course materials are up-to-date.
G.11.2.10
The required and optional course materials are delineated.
G.11.2.11
The course overview makes clear the availability of and access to materials once the course has concluded.
G.11.3.1
The course follows established online-course-design best practices regarding function (so that the function is logical, consistent, and orderly) and layout (so that proper font size, colors, contrast, and white space are used), minimizing distractions and making course navigation easy.
G.11.3.2
A welcoming “Start Here” entry instruction is apparent.
G.11.3.3
The course content is sequenced logically.
G.11.3.4
The recommended course navigation enables nonlinear navigations to facilitate different learning\training pathways enabling students\trainees to progress at their own pace.
G.11.3.5
There is variation in the types of activities and assignments students\trainees may choose to complete in the course.
G.11.3.6
The course provides opportunities for self-reflection.
G.11.3.7
The course encourages students\trainees to make connections between the course content and their individual experiences.
G.11.3.8
The course supports collaboration by providing opportunities for students\trainees to construct knowledge together.
G.11.3.9
The course provides opportunities to apply new knowledge.
G.11.3.10
The course provides a logical and consistent sequence or learning\training pathways.
G.11.3.11
Course completion is recognized by issuing badges or a certificate of completion.
G.12.8.1 Feedback from students, parents, and teachers\faculty\trainer are considered, and significant problems are addressed with a program redesign.
G.12.8.2 All programming content is regularly reviewed for consistent alignment with learning\training objectives.
G.12.8.3 Student\trainee retention and completion for whom TV is the only access to multimedia content regularly undergo a program quality review, along with integration into other course resources for online students\trainees.
G.12.8.4 An evaluation system maintains the quality and rigor of the structure, balance, coverage, level of the overall content of each module, and the effectiveness of TV programs and learning\training materials for both TV-only students\trainees and online students\trainees.
G.12.8.5 A cohesive plan is developed and implemented to ensure students\trainees can access all content (through various tools and systems) until program completion.
