Content Guiding Principles

The criteria listed below are guidelines to promote innovative and effective courses, programs, and projects, but not all criteria are applicable in all cases. Program and course developers are also encouraged to follow content guidelines developed by their own institutions.

1. The learning goals are clear and important.

The learning goals are explicit and clearly stated.
The goals convey high expectations for all learners.
The goals foster motivation and creativity.
The goals build on research on teaching and learning as well as on identified successful practices for the intended learner population.
The goals cannot be achieved without the use of technology.

2. The content is rigorous and appropriate.

The content is aligned with the institution’s learning goals and relevant state and national curriculum standards.
The content incorporates the knowledge and strategies of practitioners in the relevant discipline and is linked to resources and experts external to the classroom.
The content builds higher-order thinking and reasoning skills.
The content can be readily adapted and extended by learners who wish to go beyond the materials and environments provided.
The content builds on the cultural and ethnic strengths of the students; it is fair in its representation of various groups.

3. The design is responsive to the learning needs of students and expands their capabilities.

The design supports multiple pathways for achievement.
The design enhances application to related fields and to authentic problems in real-world settings.
The design encourages learning activities at home, workplace, and in community settings.
The design provides pedagogical and content support for students, including connections to resources and experts outside of their classrooms.
The design provides opportunities for students to continue to learn and supports their innovation and creativity.

4. Assessment of learning is ongoing, uses multiple methodologies, and includes authentic products.

The system of assessment is effective, utilizes multiple approaches, probes the limits of students’ mastery, and includes an ongoing evaluation process.
Assessment probes learners’ abilities to demonstrate depth, application, and flexibility of learning.
Assessment is an integral, formative part of instruction and helps instructors and students to select or modify activities to meet individual needs.

5. The technological infrastructure adds value to the educational setting.

The infrastructure is based on readily available devices with open architectures and can evolve as new capabilities emerge.
The technological infrastructure is affordable both in initial costs and in ongoing support.
The infrastructure provides ongoing technical support and troubleshooting for all learners.

6. The course or program addresses important individual and societal needs for the 21st century.

The course fosters the ability to collaborate; interpret, synthesize, and validate information; direct one’s own learning; solve problems; and think flexibly and critically.
The course helps develop literacy skills in electronic media, e.g., ability to interpret multimedia information, awareness of how representation conveys values, understanding of the relationship between form and content; that is, the program helps learners become critical consumers and producers of electronic media.

7. The course or program as a whole reflects a coherent vision of organizational reform.

The program reflects a larger vision of educational reform consistent with disciplinary content standards, recommendations from national commissions, findings from educational research, and documented best practices.
The program promotes professionalism of instructors (e.g., allocates time for teachers’ collaboration, planning, and professional development).
The program helps to diminish the gaps in achievement between traditionally undeserved learner populations and other categories of students.
The program increases the educational involvement of learners, professional groups, and communities.