Process Overview
The project involved the design and development of a three-week asynchronous LMS course hosted in D2L Brightspace for K–12 science teachers. The course contained four modules, including one module dedicated to introductory materials, resources, and learner supports. This artifact was included in this theme as it was another product of applying the ADDIE process. To initiate the design and development process, a high-level design (HLD) document was created. The HLD document outlined objectives, timelines, module structures, and engagement strategies. Contextual and learner analyses were expanded to include linguistic and socioeconomic considerations, as well as learner expectations, to better support diverse learners and their needs.
Project goals and learner objectives were clearly articulated to guide the design. Careful alignment between learning goals and assessments was considered, and content was intentionally scaffolded to ensure that learning demands progressed appropriately. Performance and learning tasks were integrated throughout the course, along with opportunities for guided practice and application.
Learners engaged in both individual and collaborative group activities. Throughout the course, interactive discussions, reflective activities, prototyping exercises, and collaborative feedback opportunities were intentionally designed to create a more engaging and humanized asynchronous learning environment. The course incorporated a variety of instructional formats and tools to support engagement and accessibility, including videos, learner guides, discussion boards, polling activities, AI-supported simulations, and enrichment activities developed in Articulate Storyline 360.
A participant guide and additional learning support were included to provide multiple pathways for learners to access and engage with course content. The design process was iterative, with desktop critiques and feedback used to refine the learning experience and evaluate usability, interaction, and learner engagement.
A major focus of the project was translating traditional face-to-face collaborative and creative activities into an online asynchronous environment. Learners participated in activities such as reflective writing, collaborative discussions, prototyping tasks, and Padlet-based design evaluations that encouraged feedback and interaction. Opportunities for continuous instructor and peer support created meaningful feedback loops, sensemaking opportunities, and spaces for creative thinking. Humanizing the online environment was a central design challenge and became a driving force behind many of the instructional and interaction decisions within the course.
Justification for Inclusion
The engagement and interactions within this artifact help validate the inclusion of this course in the portfolio. This artifact demonstrates the use of a variety of design activities, delivery formats, and learning environments. Although this is an asynchronous lesson, the activities included are intentionally designed to promote engagement, collaboration, and active learning experiences for participants through a range of interactive learning opportunities.
Some differing formats include videos, user guides, and polling and feedback activities. For example, the course begins with a video introduction and a Getting Started Guide to help learners navigate through the course. The video is intentionally placed to humanize the experience while providing relevance and meaning to the course. Both features support the diversity of learning activities and modalities.
Figure 1 | Brightspace Course Portal
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Figure 2 | Learning Modules Outline
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Figure 3 | Interactive Workspace Design
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Reflection and Self-Assessment
Through this project, I experienced significant growth in both my technical and instructional design skills. Designing within the LMS required careful attention to layout, accessibility, intuitive navigation, and learner interaction. I experimented with designing creative discussion prompts, structured engagement tools such as timers, collaborative technologies, and reflective learning strategies to create a more active asynchronous experience.
This project pushed me technically by requiring me to translate traditionally in-person activities into an online learning environment. For example, learners used Padlet for dot voting and design evaluation, which provided a visual and interactive space for commenting, collaboration, and meaningful feedback. I also experimented with creative discussion prompts, reflective writing activities, structured timers for engagement, and collaborative feedback opportunities to create a more active asynchronous learning experience.
One of the major challenges was formatting within the LMS and ensuring that layouts and design elements were intuitive and accessible for learners. This project also demonstrated growth in my ability to translate theory into practice, as I intentionally designed feedback mechanisms, considered how to create a more human and personalized learning environment, and worked to support collaboration in a setting that can often feel impersonal. Humanizing the online learning environment was challenging, but it stretched my thinking and pushed me to design more intentionally for engagement, interaction, and collaboration.
This project strengthened my ability to translate instructional theory into practical application while intentionally designing for engagement, collaboration, and learner-centered experiences. Overall, the course reflects my growing ability to design meaningful online learning environments that balance creativity, accessibility, interaction, and human-centered instructional practices.
