Quality Matters (QM)

Self-Guided Course Design and Development

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August 10, 2026

 by 

Kelsey Keefe

Overview

This post guides UConn faculty in designing, building, and teaching online and hybrid courses. Please refer to UConn Registrar’s Course Modalities for a complete explanation of each instructional approach.

The phases outlined are intended for faculty with a strong background in teaching and pedagogy who are already comfortable using HuskyCT. To learn more about the skills and knowledge needed, refer to UConn Competencies for Online and Hybrid Instruction.

We encourage faculty who prefer a more guided support model to review the phases outlined in this site and then contact eCampus to work with one of our staff members.

Human symbol with arms extended to indicate universal design of learningThis icon indicates information related to accessibility and universal design of learning.

Symbol of half human brain and half electronic wire branches with letters AI indicating an Artificial Intelligence tip.This icon indicates information related to Artificial Intelligence use in course design.

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Designing and Developing Online Assessments

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October 13, 2026

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Kelsey Keefe

Overview

This article describes research-based recommendations for designing, developing, and implementing assessments in online courses.

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Performing a Quality Matters Self-Review

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October 23, 2026

 by 

Jennifer Parker

Overview

As a subscribing Quality Matters (QM) institution, UConn encourages faculty to perform (at minimum) an “unofficial” QM Self-Review of their online, blended and hybrid courses. This article details the steps for completing a QM “unofficial” Self-Review and where to seek further information and assistance.

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Writing Learning Objectives

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August 10, 2026

 by 

Kelsey Keefe

Overview

Objectives explain the destination of the learning experience to students. When written well and aligned with other course elements, objectives help students make cognitive connections between materials, learning activities and assessments. This alignment increases the possibility of learning success and enables both the students and the instructor to stay focused and monitor learning.

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FAQs About Videos for Online Teaching and Learning

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June 9, 2025

 by 

Kelsey Keefe

Overview

This post is a collection of Frequently Asked Questions (FAQs) pertaining to creating videos for online courses.

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eCampus Accessibility Checklist and Guide

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Overview

This article is a practical guide to implementing the eCampus Accessibility Checklist, developed to help faculty meet UConn’s accessibility requirements and WCAG 2.1, Level AA under Title II. For each checklist item, it explains the accessibility barrier the item addresses, provides guidance on how and when to apply it, and points to relevant tools and documentation. It also describes how each item aligns with WCAG, Quality Matters, and Universal Design for Learning, connecting day-to-day implementation to the broader frameworks that shape accessible course design.

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Overview

This article is a practical guide to implementing the eCampus Accessibility Checklist, developed to help faculty meet UConn’s accessibility requirements and WCAG 2.1, Level AA under Title II. For each checklist item, it explains the accessibility barrier the item addresses, provides guidance on how and when to apply it, and points to relevant tools and documentation. It also describes how each item aligns with WCAG, Quality Matters, and Universal Design for Learning, connecting day-to-day implementation to the broader frameworks that shape accessible course design.

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Design: Using a Course Design Plan

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February 13, 2025

 by 

Jennifer Parker

Overview

This article introduces using a course design plan for the design phase of the instructional design model ADDIE (Analysis, Design, Develop, Implement, and Evaluate) and how it can help meet alignment principles of Quality Matters Standards for Course Design.

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