Quality Assurance Checklist

Evaluate your course design against established standards.

Overall goal

The course describes a limited number of learning objectives
A clear statement of learning outcomes for both knowledge and skills is provided
There is reasoned coherence between learning outcomes, course content, teaching and learning strategy (including use of media), and assessment methods
The prior knowledge of each learning objective is described and related to characteristics of target groups

Course content is delivered through a variety of appropriate methods – live video lectures, pre-recorded videos, readings, peer instruction.
Students can attend live lectures via an online platform at an appropriate time.
Course content (text, video) is in a format that allows access and navigation in a variety of conditions (online, offline, course)

Activities aid participants to construct their own learning and to communicate it to others
Various activities are proposed with different formats. For example: quizzes, peer-to peer evaluation, video conferences, activities in the forums and platform social networks or external social networks.
The course contains sufficient interactivity (learner-to-content, learner-to-learner or learner-to-teacher) to encourage active engagement.

The course provides learners with regular feedback through self-assessment activities, tests or peer feedback.
The frequency of monitoring has been planned (forum, group, post)
A weekly announcements or mailing with orientations for the following week is planned.
In each weekly session, the pedagogical team makes a synthesis of the previous week’s activity.
Some live-events are scheduled to provide feedback

The total study time of all learning activities (including contact time, reading, watching, self-study, group work) is specified (the ECTS can be used to specify total workload)

The schedule of the course is such that the workload per week is feasible for typical learners from the specified target group
The online course is realistic in its pacing for the participant, accommodating to the overall expected workload of the student
Expected average (typical) workload is clearly communicated to students

Formative assessment activities are available in various formats to enable the student to prepare for summative assessment

Students are provided with clear and up-to-date information about courses including aims/objectives, learning and assessment methods, workload and prerequisite knowledge
Students have tools to help them keep track of their progression, tasks, completion
Students have clear routes to academic, technical and administrative support
In addition, a FAQ is in place to support student navigation of the course
Students are assisted by pedagogical guidelines for academic study
A list of criteria for the learning activities, specifically for peer to peer evaluations, is available

Course is organised in clearly delineated units (most commonly weeks)
The course platform is structured to allow progression as well as random access (any conditionality of access is clearly marked)