7 The Learning Environment
Structure
The course elements use a logical and consistent structure.
| The homepage includes only the most important information that students need to know (e.g., Instructor contact information, calendar with assessment deadlines, announcements) | |
| The course site design uses consistently formatted sections, pages or units that incorporate the same writing style, layout, graphic design, and organizational levels. | |
| Course content is organized by time (weeks) or by content (topic/units) in the Table of Contents section of Avenue to Learn. | |
| Modules are broken down into sub-modules to visually group contents. | |
| Pages are organized using headings and sub-headings (e.g., Heading 1, Heading 2 using the Avenue to Learn Text Editor) to provide a visual hierarchy of the content. |
Navigation
Navigation throughout the course is consistent, predictable, and efficient.
| A consistent, predictable, and efficient navigation scheme is used throughout the course, so learners need minimal instructions on how to find information and complete activities. | |
| Instructions on how to get started in the course (how to navigate Avenue to Learn) are easy to find and clearly written. | |
| Learners are not required to do a lot of clicking and scrolling to access course contents. | |
| Learners can easily locate specific topics or course components and navigate them from any page. | |
| Items in Avenue (e.g., pages, checklists, files, modules) include descriptions. For example: what the item is about, how long it is, what the student is expected to do with it, reminders, connecting dots) | |
| Links are contextual (e.g., the name of the page linked is in the link item instead of the URL address). | |
| Hyperlinks and internal links are identified by underlining (or other differentiation). | |
| All links function properly. | |
| Course items are linked directly (e.g., quizzes, assignments, discussions, etc.). | |
| Tools that are not used in the course site are turned off in the Top-Level Menu before activating the course. | |
| A usability test before the start of the course is done to confirm that course contents (syllabus, evaluation instructions and due dates, instructor contact information, support (academic and technical) are easily found by students. |
Legibility & Readibility
The course content and design are legible and readable.
| “Design for scanning” strategies are used, including visual contrast between the text colour and background, font types, typographical emphasis (e.g., bolding, underlining, colour changes) and appropriate use of white space, and alignment. | |
| Clickable items are obvious and designed consistently. | |
| Instructions are concise and easy to read. | |
| All naming conventions are appropriate, logical, and consistently applied throughout the course (e.g., naming convention to title modules, assessments, scheduled live events) | |
| Subject-related terminology is defined and used consistently throughout the course content. | |
| The course elements meet AODA accessibility requirements, and/or Web Content Accessibility Guidelines 2.0. (See the Digital Resources section for more information) |
Course Information
All relevant information about the course is provided at the start of the course.
| The course site includes the course outline, the grading system and due dates, the communication plan, and all resources learners may need. | |
| The course outline uses the latest course outline template and includes departmental and university policies. | |
| The course grading system and policies are explained in detail. | |
| All synchronous activities are pre‐scheduled and communicated to learners. Instructors may consider negotiating the scheduling of events with learners and then confirm in the course calendar. | |
| A calendar of events to access key components in the course, deliverable milestones, and assessments is provided using the Calendar tool in Avenue to Learn. | |
| A communication plan between instructor and learners is provided so students know where and how they will receive information, how to ask questions, and when they will receive feedback. Instructors use the Announcements tool in Avenue to Learn as one of their communication channels. | |
| Instructor’s plan of engagement is shared with students (timeframe for replies to emails/discussion, feedback, how the instructor will participate in asynchronous activities, how urgent information will be communicated) | |
| Information is provided to students about accessibility policies and services. | |
| Information is provided to students about academic support services and resources. | |
| Instructor and learners’ responsibilities are defined and clearly explained (e.g., attendance, submission dates, netiquette, working with others) | |
| Expectations regarding learners’ time commitment to participate in learning activities and review materials are included (e.g., synchronous class times, estimated time to spend on an activity, expected independent study time). | |
| Learners are informed about the procedures to follow if they need to take more time to complete assigned activities, due to special requirements or situations. | |
| If learners are given options for how they sequence activities, this is reflected in the course information and schedule. |
Communication
Learners are informed of how they can communicate in the course.
| Instructor and teaching assistants’ contact information is provided. | |
| Information about the instructor and teaching assistant’s virtual office hours is provided. | |
| The course includes a welcome synchronous and asynchronous session designed to allow learners to meet the instructor and teaching assistants. | |
| The purpose and frequency of use of each communication channel is clearly stated (e.g., email, chat, phone, discussion boards) | |
| Netiquette expectations and communication guidelines are provided on how to engage in student-student and student-instructor interactions. | |
| Learners are informed of the expected response time from the instructor. | |
| The instructor has a specific communication channel in which learners may post questions both related to the course content and for other matters. | |
| If synchronous delivery is used in a course, the expectations for the learner’s active participation and responsibility for the content are provided in detail. |
Technology
The course uses technology that enhances the teaching and learning experience.
| Information is provided on how to access the platforms and technology required in the course (e.g., Avenue to Learn, MS Teams, Zoom), and any preparation needed before use (e.g., registration, downloads). | |
| The course site includes student guides and tutorials to support learners’ adoption of new technologies. | |
| Computer skills and digital information literacy skills expected of the learner are clearly stated. | |
| Information about technical support is explained clearly, or a link is provided and easy to find. | |
| Information on an action plan to deal with interruptions of internet connectivity and how this will affect teaching sessions and evaluations are provided. | |
| Information is provided to students on how to protect their data and privacy. | |
| Vendor accessibility information is provided for every technology used in the course. | |
| Additional technological and academic supports are provided to those learners that require accommodation. | |
| All course technology is reliable. | |
| Audio/video hardware requirements do not extend beyond basic sound cards, speakers, and video players unless needed to meet course goals and learning outcomes. | |
| Any necessary plug‐ins are identified and readily available to the learners in the course. | |
| Audio/video software requirements are compatible with multiple operating systems and require only a standard, free plug‐in. | |
| If other specialized technology requirements are needed, this information is provided to learners. |
