Course Content Development Checklist

Items
Standard
Analyzed the Learning needs and identified the budget and time constraints
Completed task analysis and task listing

Course Objectives
The learning objectives address content mastery as well as critical thinking and
increased learning skills
Learning course objectives are clear and include the criteria for evaluation
Course learning objectives are measurable and achievable
All learning objectives are appropriately designed for the level of the target audience
Learning course requirements consistent with the overall course goals
Instructions to the students on how to meet the learning objectives are adequate and
easy to understand
You have considered and utilized a number of different instructional models or
theories

Course Content and Structure

The content is divided into a series of sessions, units, or lessons with topics that flow
in a logical sequence.
Content relates to and is appropriate for students learning course objectives
Content is segmented into small chunks
The course content is well organized around goals
The content flows, and is free of grammatical or spelling errors
Content format is consistent from unit/module to unit/module
Content is current and in-line with the core curriculum
Major headings are clear and descriptive
The language used is clear and descriptive (without being verbose)
Required textbooks/readings are listed
The information, and the writing tone is consistent and appropriate. For example, are
all dates listed in the same manner?
The headings are written clear and concise
Each learning unit/module contains a summary or a glossary of key terms
Content is current and not plagiarized
Punctuation is appropriate
Course readings and resources are listed and provide opportunities for participants to
gain additional knowledge related to attainment of course and session goals.

Assessments/Evaluation
Course assignments are clearly described
Assessments are used throughout the course
All assessments are relevant, complete and consistent with course goals and activities
Assessments are challenging and realistic
Alaba Agbatogun
October 11, 2015

Yes No

Various assessment tools and types are used, and are appropriate for the instructional
delivery mode
Final assessment is available at the end of the instruction
Assessments include a variety of formats
Grading is clearly stated
A time frame is scheduled for units/modules, activities and assessments

Course Graphics and Multimedia

Used a maximum of three or four fonts throughout the entire course
Utilized the body text in the same font (sans serifs fonts), and used the decorative text
for the headings
Includes the right line spacing and paragraph length
Ensured font sizes are appropriate and easily readable
Font colors are visible against background color
Styles and colors are consistent throughout
Course makes use of effective technology
Audio quality is high (not fuzzy or scrambled)
Multimedia audio is synced to the content
All of the multimedia elements are consistent (in terms of size and quality
Multimedia narration is clear and easy to understand

Diversity
The course content and materials are free from cultural bias and makes minimal use
of idioms
All the course content/materials are gender neutral
The course design facilitates readability and minimizes distractions
Learners can easily navigate through the entire eLearning course using just the
keyboard and mouse (for online/blended courses)
Provided the ALT tags available where necessary
Included captions for all audio or video elements that deal with core content
Included text for all of the elements that aren't text-based

Interactivity and Collaboration

Students participation requirements are clearly specified
Course design includes a variety of opportunities for interaction between students and
other students, between students and the learning environment, and between students
and the instructor.
Course activities provide opportunities to gain new learning and understanding of
important concepts through practice, reflection and engagement with the course
content.
Students have the opportunities to engage in collaborative activities
Expectations regarding students interaction is clearly defined

Intellectual Property
All materials used in the course do not violate copyright law or university policy
Included only relevant and legally owned images and video elements in the course
Alaba Agbatogun
October 11, 2015

References
Palomar College (2012). Online course best practices checklist: Validation of
preparedness to teach online. Retrieved on October 9, 2015, from
http://www2.palomar.edu/poet/BestPracticesChecklistSP12.pdf
Pappas, C. (2014). The ultimate eLearning course design checklist. Retrieved on October
10, 2015, from http://elearningindustry.com/elearning-ideas-learn-how-to-thinkdifferently-about-elearning
The University of British Columbia (n.d.). Course development resource guide:
Professional development and community engagement educational technology support.
Retrieved on October 8, 2015, from http://ets.educ.ubc.ca/files/2013/12/CDRG-PDCEETS_201312.pdf
Portland Community College (n.d.). Online course development guide. Retrieved on
October 10, 2015, from
https://www.pcc.edu/resources/instructional-support/tools/hybrid/documents/finalreview-checklist.pdf

Alaba Agbatogun
October 11, 2015