The Learner-Centered Design Checklist is available as a Word document download: Learner-Centered Design Checklist.
The goal of the Learner-Centered Design Checklist is to provide a deeper look at course evidence through the lens of specific QM+ standards. Using this checklist can help a reviewer make a determination about areas of strength and growth when completing Criterion 6 of the Healthy Course Checklist.
Course Reviewed:
Reviewer Name and Role (course designer, instructor, etc.):
Reviewer: After examining all course content, indicate for each section below whether the learner-centered design criterion is Met or Not Met. Provide comments to describe areas of strength and areas where revisions could improve the learner’s experience with the course design.
| Learner-Centered Design Criteria | Met or Not Met | Comments, Strengths, Limitations | QM+ Reference |
| 1. Policies, instructor introduction, and formative feedback are written or presented in a tone that communicates authentic interest, investment in learner success, growth mindset, and flexibility where possible. | Enter Met or Not Met | Enter notes here | 1.4+, 1.8, 3.3+, 3.5a+ |
| 2. Course design is easy to use on a mobile device, including navigation and access of learning materials/links. | Enter Met or Not Met | Enter notes here | 8.1a+, 8.1b+ |
| 3. Thoughtful and deliberate use of external tools and resources minimizes the need to navigate outside of D2L, protects learner data privacy, and ensures usability across mobile devices and user ability. | Enter Met or Not Met | Enter notes here | 6.3a+ |
| 4. Course design provides information about resources that support both learner well-being and academic success. | Enter Met or Not Met | Enter notes here | 7.3, 7.4+ |
| 5. Course design deliberately builds and leverages community and social presence in the course. | Enter Met or Not Met | Enter notes here | 5.4b+ |
| 6. The course provides tools for open communication, such as general discussion forums or video conferencing opportunities. | Enter Met or Not Met | Enter notes here | 6.2+ |
| 7. Activity prompts and course policies or expectations invite learners to contribute to building a shared body of knowledge in the course. | Enter Met or Not Met | Enter notes here | 5.4b+ |
| 8. Collaboration and learner interaction opportunities in the course do not present unnecessary barriers for learners but are meaningful to support active learning relevant to the course outcomes. |
Enter Met or Not Met | Enter notes here | 5.2a+, 5.4a+ |
| 9. Learning activities provide space for metacognition, such as incorporating reflection. |
Enter Met or Not Met | Enter notes here | 5.2b+ |
| 10. Learning activities facilitate connections to prior learning, strengthening new knowledge being built and applied. |
Enter Met or Not Met | Enter notes here | 5.2d+ |
| 11. Learners are empowered to track their own progress, such as with task lists or checklists. |
Enter Met or Not Met | Enter notes here | 3.5b+ |