NC Checklist for Course Sites: Course Technology | CAE | Niagara College

Niagara College CAE Curriculum Design NC Checklist for Course Sites Resource Library Course Technology

Course Technology

NC Checklist for Course Sites – Resource Library

The tools used in the course support the learning objectives or course competencies

Criteria	Resources for Implementing
Have technologies been intentionally chosen and applied to support specific course outcomes, activities and/or assessments?	Showing alignment of objectives to assignments, content and assessments

Required course technologies can be easily accessed and used by students

Criteria	Resources for Implementing
Are technology requirements and prerequisite skills clearly stated at the beginning of a course, in a place that is easy for learners to find and revisit?	Invite students to reflect on their technological readiness for the course
Are course links, embedded elements, and multimedia (Videos, Images, Sound clips) presented in a consistent manner throughout the course and do they function as intended?	Understanding your students: Accessibility
Wherever possible, are links or references to course technologies displayed on the activity, resource, or assessment course page to which it pertains?	N/A
Optional: Are included course technologies up-to-date given current/future job demands and responsibilities?	N/A
Have institutionally supported course technologies been considered before exploring other third-party options? (In this document, third-party technologies are considered to be websites or software that are not contained within Blackboard and Microsoft O365 apps.)	What online tools can I use to assess my students effectively?
Has an introduction or description been provided for specialized or third-party course technologies?	N/A

Synchronous online meetings are introduced appropriately

Criteria	Resources for Implementing
When delivering synchronous online meetings (SOM), have a schedule, join link, and learning materials been given to learners in a commonly used or appropriate place within the course site?	Key Considerations and Guiding Principles for the Use of Synchronous Online Teaching
Where possible, are real time engagement opportunities and active learning being leveraged in SOMs?	Offering students opportunities to ask questions and build relationships with their instructor and peers during synchronous lessons promotes active student engagement and better learning Synchronous online delivery provides an immediacy in teaching and learning that asynchronous delivery does not
Does your course contain at most 2 hours of SOMs per week?	N/A
Are breaks scheduled during synchronous activities to reduce learner fatigue and increase focus?	N/A

Technology support is provided to course participants

Criteria	Resources for Implementing
Has an avenue to share and troubleshoot any technology issues been provided for learners? (e.g., via discussion forum)	Highlight key student supports and resources
Are clear protocols and contact details provided for students to get help with technical queries? (e.g., ITS Service Desk)	Highlight key student supports and resources
When third-party technologies are chosen, have technical support resources been provided to learners?	N/A

General Resources

Teaching and Learning Plan Checklist (PDF)