LDI Standards

This page lists the standards related to LDI courses that are two hours in length, self-paced, and asynchronous.

  1. Course description clearly indicates design of course. Learners know how to get started, what the course’s purpose is, and where to get components or help. Expectations for communication and etiquette are set. Instructor’s voice is clear. 

  1. Learning objectives or competencies clearly describe what learners will be able to do upon completion of the course. Outcomes are measurable and consistent with the course objectives or competencies. Relationship between objectives or competencies and the course activities is stated. 

  1. Assessment strategies are integral to the learning process and are designed to evaluate learner progress toward the stated learning objectives. Varied assessments measure the stated learning objectives or competencies. Learners know how completion of course will be recognized (badge, certificate, credential, proof of participation). 

  1. Instructional materials enable learners to achieve stated learning objectives or competencies. The purpose and use of a variety of materials are clearly stated. Materials are current, cited, and high quality (graphics are not blurry, etc.). 

  1. Course activities facilitate and support learner interaction and engagement. Learning activities lead to stated objectives and competencies and allow for interaction. Instructor offers a variety of activities and provides timeline for return of and feedback on them. The activities’ requirements for learners are clearly stated. 

  1. Course technologies support learners’ achievement of course objectives or competencies. Technologies used are obtainable, current, and support the learning objectives or competencies. Privacy policies are available. 

  1. The course facilitates learner access to support services essential to learner success. The course provides information regarding accessibility policies and services, how these services can help, and how learners can obtain them. Course instructions provide a link to or articulate how students can get technical assistance. 

  1. The course design reflects a commitment to accessibility and usability for all learners. Information regarding the accessibility of the course technologies and materials is provided. The course facilitates readability, ease of use, and provides alternative means of access for diverse learners.