Blended Learning: Design checklist

Version 4.0, September 2014

This Blended Learning design checklist is intended to help you consider a process for setting up a subject in an online environment.

The following information provides details of each step in the process:


Introduction should include:

  • subject description subject
  • intended learning outcomes
  • expectations of student learning in this subject
  • what students can expect of staff in this subject – including when you are available, contact details 
Program information

Timetables, Instruments, Learning handbooks.

Prerequisite knowledge and skills:

  • State any minimum prerequisite knowledge/skills students must have to understand content in the current module.
  • Label this section "Prerequisite knowledge and skills".

Prescribed / Recommended texts for the module:

  • Provide information as to the prescribed text and/or the recommended text.
  • It is preferable for these to be available online through the library.
  • Label this section "Prescribed / Recommended texts"

Estimated Student Learning Hours:

  • Provide an estimate of the time required for students to complete the module, including all readings, watching video lectures, performing learning activities and self-directed study.
  • It excludes time for assessment activities.

For each assessment task:

  • Provide clear assessment instructions ensuring the assessment assesses the stated learning outcomes and is consistent with learning activities and provided content.
  • Explain how the assessment will be assessed and grading policies (links to marking rubrics, other relevant assessment tool that may be used).
  • Explain how and when feedback will be given to students.
  • Clearly explain how to submit assessment, due dates, and logistics for assessment (e.g.. formative/summative meetings; use of Turnitin with instructions on how/when to use it etc.).

Other assessment information that should be provided:

  • Explain exactly what is assessable in the subject and what isn't.
  • Explain where support can be obtained for assessments if needed. 
Learning activities and resources
  • Select content and design learning activities that allow students to meet learning outcomes, and link to assessment tasks that examine whether the outcomes have been met.
  • Provide learning activities and resources that are appropriate for the subject, e.g., learning activities are presented in a format appropriate to the online environment, accessible and usable by all students.
  • Learning resources and content should not be limited to only readings / journal articles, e.g., content might be lecturer created content, websites, images, figures, diagrams, links to prescribed textbooks or e-books, short 5-10min PowerPoint presentations.
  • Ensure all learning resources and materials are appropriately cited and comply with copyright and moral rights obligations.
  • Any activity included in the module must be accompanied by a statement explaining: Why the activity is relevant and what the student should gain from the reading.
Summary Summary paragraph should be included that provides a conclusion for the module.
Reference list Reference list is provided using correct referencing style, listing all references used in the online learning environment.

Adapted from Postgraduate Nursing LMS Module Review Checklist

Prepared by Claire Macken & Pauline Wong. Adapted from: CHA Module Review Checklist and Melbourne University, Teaching and Learning (Multimedia and Educational Technologies) Committee Working Group on Online Subjects, developed by a working group of the Teaching and Learning (Multimedia and Educational Technologies) Committee of Academic Board. Membership of the group was Dianne Chambers, Chris Higgs, David Hirst, Richard James, Peter Tregloan and Harry Watson, 2006.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

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