{"id":41,"date":"2022-02-07T17:52:05","date_gmt":"2022-02-07T17:52:05","guid":{"rendered":"https:\/\/pressbooks.ccconline.org\/qmplus\/?post_type=chapter&p=41"},"modified":"2023-11-28T18:18:41","modified_gmt":"2023-11-28T18:18:41","slug":"learner-centered-design-checklist","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ccconline.org\/qmplus\/chapter\/learner-centered-design-checklist\/","title":{"raw":"Learner-Centered Design Checklist","rendered":"Learner-Centered Design Checklist"},"content":{"raw":"The Learner-Centered Design Checklist is available as a Word document download: Learner-Centered Design Checklist<\/a>.<\/strong>\r\n\r\nThe 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<\/a>.<\/em>\r\n

Course Reviewed:<\/h3>\r\n

Reviewer Name and Role (course designer, instructor, etc.):<\/h3>\r\nReviewer: After examining all course content, indicate for each section below whether the learner-centered design criterion is Met<\/strong>\u00a0or Not Met<\/strong>. Provide comments to describe areas of strength and areas where revisions could improve the learner\u2019s experience with the course design.\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
Learner-Centered Design Criteria<\/strong><\/td>\r\nMet or Not Met<\/strong><\/td>\r\nComments, Strengths, Limitations<\/strong><\/td>\r\nQM+ Reference<\/strong><\/td>\r\n<\/tr>\r\n<\/thead>\r\n
1. <\/strong>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.<\/td>\r\nEnter Met or Not Met<\/em><\/td>\r\nEnter notes here<\/em><\/td>\r\n1.4+, 1.8, 3.3+, 3.5a+<\/td>\r\n<\/tr>\r\n
2. <\/strong>Course design is easy to use on a mobile device, including navigation and access of learning materials\/links.<\/td>\r\nEnter Met or Not Met<\/em><\/td>\r\nEnter notes here<\/em><\/td>\r\n8.1a+, 8.1b+<\/td>\r\n<\/tr>\r\n
3. <\/strong>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.<\/td>\r\nEnter Met or Not Met<\/em><\/td>\r\nEnter notes here<\/em><\/td>\r\n6.3a+<\/td>\r\n<\/tr>\r\n
4. <\/strong>Course design provides information about resources that support both learner well-being and academic success.<\/td>\r\nEnter Met or Not Met<\/em><\/td>\r\nEnter notes here<\/em><\/td>\r\n7.3, 7.4+<\/td>\r\n<\/tr>\r\n
5. <\/strong>Course design deliberately builds and leverages community and social presence in the course.<\/td>\r\nEnter Met or Not Met<\/em><\/td>\r\nEnter notes here<\/em><\/td>\r\n5.4b+<\/td>\r\n<\/tr>\r\n
6. <\/strong>The course provides tools for open communication, such as general discussion forums or video conferencing opportunities.<\/td>\r\nEnter Met or Not Met<\/em><\/td>\r\nEnter notes here<\/em><\/td>\r\n6.2+<\/td>\r\n<\/tr>\r\n
7. <\/strong>Activity prompts and course policies or expectations invite learners to contribute to building a shared body of knowledge in the course.<\/td>\r\nEnter Met or Not Met<\/em><\/td>\r\nEnter notes here<\/em><\/td>\r\n5.4b+<\/td>\r\n<\/tr>\r\n
8. <\/strong>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.\r\n<\/strong><\/td>\r\nEnter Met or Not Met<\/em><\/td>\r\nEnter notes here<\/em><\/td>\r\n5.2a+, 5.4a+<\/td>\r\n<\/tr>\r\n
9. <\/strong>Learning activities provide space for metacognition, such as incorporating reflection.\r\n<\/strong><\/td>\r\nEnter Met or Not Met<\/em><\/td>\r\nEnter notes here<\/em><\/td>\r\n5.2b+<\/td>\r\n<\/tr>\r\n
10. <\/strong>Learning activities facilitate connections to prior learning, strengthening new knowledge being built and applied.\r\n<\/strong><\/td>\r\nEnter Met or Not Met<\/em><\/td>\r\nEnter notes here<\/em><\/td>\r\n5.2d+<\/td>\r\n<\/tr>\r\n
11. <\/strong>Learners are empowered to track their own progress, such as with task lists or checklists.\r\n<\/strong><\/td>\r\nEnter Met or Not Met<\/em><\/td>\r\nEnter notes here<\/em><\/td>\r\n3.5b+<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n ","rendered":"

The Learner-Centered Design Checklist is available as a Word document download: Learner-Centered Design Checklist<\/a>.<\/strong><\/p>\n

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<\/a>.<\/em><\/p>\n

Course Reviewed:<\/h3>\n

Reviewer Name and Role (course designer, instructor, etc.):<\/h3>\n

Reviewer: After examining all course content, indicate for each section below whether the learner-centered design criterion is Met<\/strong>\u00a0or Not Met<\/strong>. Provide comments to describe areas of strength and areas where revisions could improve the learner\u2019s experience with the course design.<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Learner-Centered Design Criteria<\/strong><\/td>\nMet or Not Met<\/strong><\/td>\nComments, Strengths, Limitations<\/strong><\/td>\nQM+ Reference<\/strong><\/td>\n<\/tr>\n<\/thead>\n
1. <\/strong>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.<\/td>\nEnter Met or Not Met<\/em><\/td>\nEnter notes here<\/em><\/td>\n1.4+, 1.8, 3.3+, 3.5a+<\/td>\n<\/tr>\n
2. <\/strong>Course design is easy to use on a mobile device, including navigation and access of learning materials\/links.<\/td>\nEnter Met or Not Met<\/em><\/td>\nEnter notes here<\/em><\/td>\n8.1a+, 8.1b+<\/td>\n<\/tr>\n
3. <\/strong>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.<\/td>\nEnter Met or Not Met<\/em><\/td>\nEnter notes here<\/em><\/td>\n6.3a+<\/td>\n<\/tr>\n
4. <\/strong>Course design provides information about resources that support both learner well-being and academic success.<\/td>\nEnter Met or Not Met<\/em><\/td>\nEnter notes here<\/em><\/td>\n7.3, 7.4+<\/td>\n<\/tr>\n
5. <\/strong>Course design deliberately builds and leverages community and social presence in the course.<\/td>\nEnter Met or Not Met<\/em><\/td>\nEnter notes here<\/em><\/td>\n5.4b+<\/td>\n<\/tr>\n
6. <\/strong>The course provides tools for open communication, such as general discussion forums or video conferencing opportunities.<\/td>\nEnter Met or Not Met<\/em><\/td>\nEnter notes here<\/em><\/td>\n6.2+<\/td>\n<\/tr>\n
7. <\/strong>Activity prompts and course policies or expectations invite learners to contribute to building a shared body of knowledge in the course.<\/td>\nEnter Met or Not Met<\/em><\/td>\nEnter notes here<\/em><\/td>\n5.4b+<\/td>\n<\/tr>\n
8. <\/strong>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.
\n<\/strong><\/td>\n		Enter Met or Not Met<\/em><\/td>\nEnter notes here<\/em><\/td>\n5.2a+, 5.4a+<\/td>\n<\/tr>\n
9. <\/strong>Learning activities provide space for metacognition, such as incorporating reflection.
\n<\/strong><\/td>\n		Enter Met or Not Met<\/em><\/td>\nEnter notes here<\/em><\/td>\n5.2b+<\/td>\n<\/tr>\n
10. <\/strong>Learning activities facilitate connections to prior learning, strengthening new knowledge being built and applied.
\n<\/strong><\/td>\n		Enter Met or Not Met<\/em><\/td>\nEnter notes here<\/em><\/td>\n5.2d+<\/td>\n<\/tr>\n
11. <\/strong>Learners are empowered to track their own progress, such as with task lists or checklists.
\n<\/strong><\/td>\n		Enter Met or Not Met<\/em><\/td>\nEnter notes here<\/em><\/td>\n3.5b+<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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