How to Use This Guide
The phased, iterative approach outlined in this guide is best applied during a multi-week period set aside for course design. Each phase contains two or more sections organized in a tabular display. Each section contains several design steps organized in accordion lists. Select the “+” symbol to expand the accordion and “-” to collapse it.
The process and steps recommended represent a path — where applicable — from emergency remote instruction successes to quality course design based on QM Higher Education Specific Review Standards. Users of this guide should view the steps as a progression to achieving a quality online course that may ultimately meet QM Standards in an official course review.
Definition of Symbols
This icon signals a Bridge Guide step or set of action items needed to complete one step within a section. Complete the step as much as possible before moving on to the next step in a section, but know that you can also come back — using the iterative approach — to refine or improve previous work.
This icon signals notations related to “foundational design.” Tasks with explanations next to this icon are directly related to designing a course to meet QM Specific Review Standards associated with the alignment of course components.
This icon signals notations related to synchronous components of a course and/or considerations for blended/hybrid courses. Refer to these for creating consistency between course elements used in the synchronous portions of a course with those used in the purely online format.
This icon signals steps that you may have taken when using the QM Emergency Remote Instruction Checklist (ERIC) to transition your course from face-to-face to remotely delivered and/or hosted in an online platform (LMS or Google classroom). Not all Bridge Guide steps have ERIC equivalents.
This symbol indicates a Specific Review Standard included in the principle of alignment. When aligned, assessments, instructional materials, learning activities, and course technologies are directly tied to and support learning objectives.
The Quality Learning and Teaching (QLT) framework is used to design and evaluate teaching and learning. QLT has been developed by the CSU, based on extensive research and careful consideration of existing models for assessing effective teaching and learning. Each section contains multiple objectives that give instructors a close-up view of a quality course. You can also visit the official QLT website for more details about the history and status of QLT.
CSUN is committed to sharing this framework with faculty interested in implementing QLT principles and strategies in their own courses.
The OSCQR rubric and supporting documentation have been updated to specifically identify standards that support RSI. This updated version is referred to as OSCQR 4.0.
The OSCQR rubric and supporting documentation have been updated to specifically identify standards that support RSI. This updated version is referred to as OSCQR 4.0.
- Specific OSCQR standards target online course design elements to directly address and support RSI.
- OSCQR standards 2, 3, 29, 38, 39, 41, 43, specifically address RSI in the standard itself.
- Specific OSCQR standards have been identified as standards that can support RSI compliance in some way.
- OSCQR Standards 1, 6, 9, 10, 19, 30, 31, 40, 44-47, are RSI-related.
These RSI OSCQR standards have been enhanced to include:
- An RSI section on each respective OSCQR standard webpage to clearly explain how the standard addresses RSI
- An updated description of the standard and the examples augmented with additional detail and information to support an understanding and ideas for how to ensure that the online course meets the standard and RSI requirements.
OSCQR standards that support RSI in any way are identified:
- On the OSCQR website for each respective standard by the RSI dashboard icon:
- On the .pdf and interactive rubrics by
