Learning design guide
A collection of guides and standards for courseware production.

Programme Design Brief (PDB)
The Programme Design Brief (PDB) serves as a foundational document for guiding the development. It provides a comprehensive outline of the resourcing requirements, cost estimates, and detailed scope necessary for the development of qualifications. The PDB ensures that all aspects of programme design align with the intended scope, quality standards, and desired outcomes.
Objectives
Define the Scope: Clearly articulate the scope of the programme, including the intended qualifications and learning outcomes.
Quality Assurance: Establish quality benchmarks to ensure the programme meets educational standards and stakeholder expectations.
Resourcing Requirements: Identify the human, financial, and material resources needed for successful programme development.
Cost Estimation: Provide a detailed cost breakdown based on programme mapping and resource requirements.
Development Timeline: Outline a realistic timeline for the development process, including key milestones and deliverables.
Components of the Programme Design Brief
Programme Overview
Programme Title: The name of the programme.
Qualification Level: The level of qualification the programme aims to deliver (e.g., certificate, diploma, degree).
Target Audience: The primary audience for the programme (e.g., school leavers, working professionals).
Programme Goals: The overarching goals and objectives of the programme.
Scope and Quality
Intended Scope: A detailed description of the scope, including subject areas, courses, and modules.
Learning Outcomes: Specific learning outcomes that students are expected to achieve upon completion.
Quality Standards: The quality benchmarks and standards the programme must meet (e.g., accreditation requirements, industry standards).
Resourcing Requirements
Human Resources: Identification of faculty, administrative staff, and support personnel needed.
Material Resources: List of materials, equipment, and technology required for programme delivery.
Infrastructure: Details of the physical and digital infrastructure needed, such as classrooms, laboratories, and online platforms.
Cost Estimation
Development Costs: Estimated costs associated with the development phase, including curriculum design, materials, and training.
Operational Costs: Ongoing costs for programme delivery, such as staffing, facilities, and maintenance.
Contingency Funds: Allocation for unforeseen expenses.
Timeline and Milestones
Development Timeline: A detailed timeline outlining each phase of programme development.
Key Milestones: Important milestones and deliverables, such as completion of curriculum design, pilot testing, and programme launch.
Risk Management
Potential Risks: Identification of potential risks that could impact programme development.
Mitigation Strategies: Strategies to mitigate identified risks and ensure smooth progression of the development process.
Conclusion
The Programme Design Brief (PDB) is an essential document that provides a structured approach to the development of educational programmes. By detailing the scope, quality, resources, costs, and timeline, the PDB ensures that all aspects of the programme are carefully planned and executed, leading to successful qualification development and delivery.

Coherence tables
A coherence table is useful for identifying appropriate credit values for learning outcomes across all courses in a programme of study.
Within a programme of study, course learning outcomes are mapped and aligned with the qualification's graduate profile outcomes. It is crucial that the credits aligned with the course learning outcomes and graduate profile outcomes are calculated appropriately. This ensures that the graduate profile is assessed properly and that the course is assigned the correct credit value.
The Te Pukenka unified programme documents do not assign credit values to learning outcomes, which can make it difficult to determine the appropriate weighting of assessments and emphasis on content.
Examples
A typical Te Pukenka unified programme document GPO to LO alignment.
A completed coherence table, identifying appropriate credit values for LOs. https://docs.google.com/spreadsheets/d/1RHdHYOuwNxXLSJaXRlP1L8kTyQXicZdRiv_z8neCpXA/edit?usp=sharing
Extension
A coherence table can be extended to assist in the calculation of assessment weighting, which is useful when creating the summative assessment plan for courses. this tool can also be use for identifying appropriate assessment weighting Updated_LO_Management_App.html.
Live example

Course level alignment (CLAT, previously Initial alignment table)
Alignment is one of the most important aspects of course design. Ensuring that assessments, content, and objectives are in sync makes the development process more effective and efficient.
The course-level alignment process focuses on identifying the assessable skills, concepts, and knowledge necessary to achieve the stated learning outcomes. It also examines the evidence required to confirm that learners have acquired these skills, concepts, and knowledge – preferably with evidence observable in the vocation or industry with which the course is aligned.
A completed course-level alignment contributes to:
Summative Assessment Plan: The observable performance or evidence of acquisition should inform both the type and frequency of assessments – to enable the development of authentic and holistic assessments and tasks that reflect the expectations of the industry, workplace, or vocation the course is aligned with.
Course Map: With the summative assessment plan in place, the identified skills, concepts, and knowledge should determine the topics and placement of assessments.
Considerations
The information necessary to inform course-level alignment is typically found in the programme documentation or course description.
Aim/Outcome Statement
Learning Outcomes
Indicative Content
Completing this alignment effectively will likely require significant engagement with a subject matter expert (SME). This ensures that the alignment not only adheres to the educational standards and objectives outlined in the documentation, but also incorporates the depth of knowledge and practical expertise essential for accurate and relevant course content. Engaging an SME helps guarantee that the course aligns with industry standards and meets learning outcomes effectively.
A course usually has multiple learning outcomes that often overlap. Skills, concepts, and knowledge are likely to be shared in a course, and observable performance or evidence of acquisition will combine multiple skills, concepts, and knowledge.
Example
Learning outcomes
Assessible skills, concepts, knowledge
Evidence of acquisition
LO1: Apply sandwich-making techniques
S1: Techniques (spreading, layering, cutting)
S4: Use of condiments and sauces
S5: Assembly speed and efficiency
K1: Types of bread and fillings
K5: Food safety and hygiene
Demonstration of techniques, including efficient use of tools and ingredients, showcasing adaptability and food safety.
LO2: Identify flavour combinations
S2: Flavour pairing and nutrition
K2: Dietary requirements and adaptations
K4: Historical and cultural contexts
Experimentation and identification of flavour combinations, supported by nutritional balance and cultural understanding.
LO3: Arrange components for presentation
S3: Presentation and plating
K3: Aesthetic principles in food presentation
K5: Food safety and hygiene
Application of aesthetic and practical presentation techniques, focusing on layout, garnish, and style.
Assessment overview: Sandwich showcase
Type: Practical, Summative
Weighting: 100% of final grade, with components evaluated on technique, flavour creativity, presentation, and documentation.
Components: Students prepare, present, and document three types of sandwiches, demonstrating practical skills, understanding of flavour combinations, and aesthetic presentation.

Summative assessment plan
A summative assessment plan is an extension to the course description included in the approved programme doc. It identifies the type, nature, weighting and frequency of summative assessment events in a course.
Type: The form or method of assessment used to evaluate student learning. Types of summative assessments can include exams, projects, presentations, papers, practical demonstrations, and portfolios. The type of assessment chosen often depends on the learning outcomes it aims to measure.
Nature: Its characteristics and what it aims to assess (which learning outcomes). This can involve its scope, its focus (theoretical knowledge, practical skills, or both), and its approach (analytical, critical, or reflective). The nature of the assessment dictates how students will engage with the material and demonstrate their understanding.
Weighting: The significance of each assessment within the overall course grade. It indicates how much each assessment contributes to the final grade. For example, a final project might count for 30% of the total course grade, while a midterm exam might count for 20%. Proper weighting helps balance the course’s assessment scheme, ensuring that it fairly reflects all aspects of student learning.
Frequency: How often an assessment occurs during the course. It can be a single occurrence (such as a final exam) or multiple occurrences (like weekly quizzes or several major projects throughout the semester). The frequency of assessments needs to be balanced to provide ongoing feedback while avoiding overwhelming students or diluting the significance of each assessment.
The need for a detailed summative assessment plan is highlighted by the current inadequacies in Te Pukenga unified programme documents, which do not sufficiently address the assessment requirements of courses. This plan ensures that all assessments are purposefully designed to reflect and support the educational objectives and learner needs effectively.
There is a tool in the attachments section of this page that can help with identifying appropriate weighting.
https://tools.chesterwhitwell.co.nz/tools/Updated_LO_Management_App.html

Course mapping
A course map provides a high-level outline of a course's delivery structure for the duration of the approved teaching weeks. It should be developed from the Course Level Alignment Table (CLAT) and with assessments established. 
A course map includes administrative details from the approved course description including:
Course code and title
Course purpose/summary
Learning outcomes
Indicative content, skills, areas etc.
The key components, course and learning-related content that contribute to the relevance and efficacy of a course map includes:
A structured series of topics that cover the skills and knowledge identified in the CLAT, and therefore are aligned to one or more of the course learning outcomes.
Strategically scheduled and weighted summative assessments, including a concise description of each assessment's type, content, and objectives. These are designed to evaluate observable evidence or performance as specified in the CLAT. Details on the weighting and frequency of these assessments are outlined in the summative assessment strategy.
Each topic must include:
a title: a clear and concise topic title.
a purpose: a clearly articulated purpose statement that aligns with the intentions of the skills and knowledge identified in the CLAT and the course learning outcomes.
topic learning objectives (TLOs): one or more clearly articulated, measurable topic learning objectives (TLOs) that follow the approved structure (Verb, Content, Context), aligned to skills and knowledge identified in the CLAT and provide a pathway to achieving one or more of the course learning outcomes.
Considerations
Course learning outcome weighting
Learning outcomes may vary in their weighting within a course. Review the Programme Document and Coherence Table to ascertain the specific weighting of each learning outcome. Ensure that the volume, frequency, and depth of the topic learning objectives are appropriately calibrated to reflect the relative importance of each course learning outcome.
Assessments
Assessments are typically designed to evaluate multiple learning outcomes. It is crucial to ensure comprehensive coverage of the learning outcomes in preparation for each assessment event.
Careful consideration should be given to the weighting of assessments to guarantee that the volume of content delivered aligns appropriately with the assessment's requirements. For instance, scheduling an assessment worth 60% in week 5 may be challenging, as it occurs before more than 50% of the course content has been covered.
Topic learning objective volume
Keep the number of Topic Learning Objectives (TLOs) manageable. Having too many can make the course too complex and confuse students, making it hard for them to grasp and apply important ideas. Focus on the most essential knowledge and skills needed to meet the main learning outcomes, and make sure each TLO helps students understand and master these key concepts.
Creating and presenting a course map
Both Visio and Excel have been popular tools for presenting course maps. However, before diving into the presentation tool, it's best to identify and refine all the key components in a collaborative plan text, markdown, or Word document. Avoid using table to make editing, copying, and pasting easier and more efficient.
[Course code] Course name
outline of a course's delivery structure over 12 topics delivered in 16 teaching weeks. Based on this Alignment Table:  
Topic 1 : [Topic title]
Purpose
[clearly articulated purpose statement that aligns with the intentions of the skills and knowledge identified]
Topic learning objectives
[TLO1]
[TLO2]
[TLO3]
Consider that "form follows function" the way something looks should be based on what it needs to do or how it needs to perform, and engagement in contributing meaningful changes and ideas will be higher if they are easier to implement. 
Course maps are often present as a timeline representing each of the teaching weeks from left to right. Topics titles, topic descriptions, Topic Learning Objectives, study weeks and assessment events sit under each of the appropriate weeks.
A Course map presented in Visio.
A Course map presented in Excel.

Writing learning outcomes and objectives
Creating effective learning outcomes is essential for designing courses that meet educational standards and effectively guide both instruction and assessment. Here’s a detailed guide to help you write clear and impactful learning outcomes:
Steps to write learning outcomes
1. Choose an action verb
Begin with an action verb that specifies the performance you expect from learners. This verb should align with the cognitive level you are targeting, using Bloom’s taxonomy as a reference. For example:
Knowledge: Describe, list, identify
Comprehension: Explain, summarise, paraphrase
Application: Apply, demonstrate, use
Analysis: Analyse, compare, contrast
Synthesis: Design, construct, create
Evaluation: Evaluate, justify, critique
Avoid verbs that are vague and non-measurable like "understand" or "learn."
2. Define the content
Specify the content knowledge or skill area that the learner will demonstrate. This should be directly related to the course material and clearly define what aspect of the content the outcome addresses.
3. Set the context
Clearly state the context or conditions under which the learner will perform the task. This helps clarify where or how the learning can be applied in real-world settings.
4. Ensure alignment with course standards
Ensure that the learning outcome aligns with overall course goals, relevant standards, and industry requirements if applicable.
5. Write concisely
Keep the learning outcome concise and focused. A good learning outcome should be a single sentence, straightforward, and not overloaded with concepts.
Examples
Well-written learning outcomes
Evaluate the implications of multiculturalism in New Zealand’s healthcare system.
This outcome uses the verb "Evaluate," which is appropriate for higher cognitive levels of learning, specifically under the "Evaluation" category in Bloom's taxonomy. This category involves making judgments based on criteria and standards through checking and critiquing​​.
Apply advanced calculus techniques to solve real-world engineering problems.
The verb "Apply" fits well into the "Application" category of Bloom's taxonomy, where the learner is expected to use learned material in new and concrete situations. This might include applying rules, methods, concepts, principles, laws, and theories​​.
Design a marketing campaign for a start-up using digital tools and social media platforms.
The verb "Design" is associated with the "Synthesis" category, indicating a high level of cognitive process. It typically involves putting together elements and parts to form a whole, which is consistent with creating a marketing campaign​​.
Just realised this is too task related
Poorly-written learning outcomes
Engage in a comprehensive exploration and critical evaluation of the diverse cultural dynamics that permeate the fabric of New Zealand’s healthcare system, aiming to establish a nuanced understanding of multicultural influences.
This outcome is verbose and includes complex language that might confuse learners and educators about the precise skills and knowledge to be assessed.
Understand, apply, and integrate advanced calculus techniques to address and solve real-world engineering problems.
The use of "understand," "apply," and "integrate" makes the outcome unclear because each verb suggests a different level of cognitive engagement and assessment criteria, making it hard to measure effectively.
Using digital tools and social media platforms, a marketing campaign for a start-up will be designed by students.
Using passive voice and starting with tools rather than the learning action ("will be designed") places the emphasis incorrectly and obscures who is responsible for the action, reducing clarity and effectiveness.
Complete a set of calculus problems to demonstrate the application of advanced techniques in solving real-world engineering issues.
By focusing on completing a set of problems, this version is more about the task itself rather than the underlying learning that should be evident from such activities.
Know advanced calculus techniques to address real-world engineering problems.
"Know" is too broad and passive for an outcome that requires applying knowledge to solve problems. It does not communicate the need for active engagement and application of calculus techniques.
Considerations
Specificity: Be specific enough to guide learning but broad enough to allow for the application of knowledge.
Measurability: Use verbs that allow you to measure whether the outcome has been achieved.
Relevance: Ensure outcomes are relevant to the course and beneficial for the learner's educational and career goals.
Feasibility: Consider whether the outcomes are achievable within the constraints of the course duration and resources.
By following these steps, you can ensure that your learning outcomes not only guide educational activities and assessments effectively but also align with educational standards and the needs of the learners.

Bloom's taxonomy
Bloom's Taxonomy, initially introduced by Benjamin Bloom in 1956, has been widely adopted as a framework for categorising educational goals. Revised to promote more dynamic learning objectives, it outlines a range of cognitive skills from basic recall to complex analytical and creative tasks. This guide provides learning designers with an understanding of the taxonomy's structure and practical applications for course design.
Levels of cognitive skills
Bloom's Taxonomy organises learning objectives into six hierarchical levels, each requiring a deeper cognitive engagement:
Types of cognitive learning
Verbs
 
Remembering
(recalling, remembering and recognising knowledge)
state, identify, select, define, name, match, quote, cite, report, deliver, write, relate, perform, identify, indicate, list, recognise, select, state, illustrate
 
Comprehension
(establishing meaning, making use of the facts or ideas through oral, visual and written messages)
associate, convert, compare, outline, translate, summarise, arrange, defend, discuss, describe, distinguish, estimate, explain, interpret, infer, demonstrate, report, restate, review
 
Applying
(carrying out or using a procedure through executing and implementing)
apply, determine, illustrate, restructure, solve, develop, construct, demonstrate, interpret, investigate, modify, organise, classify, predict, prepare, produce, sketch, translate
 
Analysing
(breaking into parts, determining how the parts relate to one another through differentiating, organising and attributing)
analyse, examine, differentiate, distinguish, categorise, summarise, research, categorise, compare, critique, select, debate, determine, probe, discriminate, experiment, identify, question, test
Evaluating
(make judgements based on criteria and standards)
assemble, compose, create, unify, formulate, design, integrate, propose, synthesise, adapt, rearrange, compile, construct, devise, explain, generate, plan, restructure, collate, systematise, propose, rearrange, reconstruct, systemise, relate, reorganise, revise
 
Creating
(connecting elements to establish a coherent whole or reorganising into new ones through generating, planning, and producing)
evaluate, assess, critique, conclude, criticise, judge, defend, validate, discriminate, estimate, contrast, revise, justify, interpret, measure
https://citt.ufl.edu/resources/the-learning-process/designing-the-learning-experience/blooms-taxonomy/blooms-taxonomy-graphic-description/ 
Implementing Bloom's taxonomy in course design
integrating Bloom's Taxonomy into course design and course mapping helps create a structured and effective learning environment that systematically enhances cognitive engagement and ensures that all course components – objectives, content, assessments, and instructional methods – are cohesively aligned to support student learning and achievement
When designing a course map, consider the following steps to effectively incorporate Bloom's Taxonomy:
Align Objectives with Educational Goals: Ensure that learning objectives at each level of the taxonomy align with the overall educational goals of the course.
Progressive Complexity: Design course content to progressively challenge learners, starting from basic recall tasks to more complex analysis and creation tasks.
Assessment Strategies: Develop assessments that appropriately evaluate learning at each taxonomy level. Remembering and understanding might be assessed through multiple-choice questions while creating and evaluating might require essays or projects.
Instructional Methods: Choose teaching methods that foster the desired level of cognitive engagement. Interactive discussions, problem-solving sessions, and group projects are effective for higher levels of cognition.
Benefits of using Bloom's taxonomy
Enhanced Course Structure: Provides a clear roadmap for course development, ensuring a balanced approach to teaching and learning.
Improved Learning Outcomes: Encourages diverse cognitive activities, helping learners develop higher-order thinking skills.
Clearer Assessment Criteria: Facilitates the creation of assessment rubrics that align with learning objectives, ensuring more precise evaluation of student performance.
NZQF and Bloom's
Integrating higher levels of Bloom's taxonomy across all NZQF levels can enhance the depth and breadth of learning experiences by encouraging critical thinking and advanced cognitive skills from the outset. Here’s how this can be systematically implemented:
Progressive Cognitive Development
At the foundational NZQF Levels 1–3, traditionally associated with remembering, understanding, and applying, we can introduce verbs from higher Bloom's categories like "analyse" or "evaluate." However, the complexity of the tasks associated with these verbs must be moderated to suit the introductory level. For instance, analysing at level 1 might involve using direct comparisons between two elements with guided questions, ensuring that the task remains achievable and clearly defined for beginners.
Moving to NZQF Levels 4–6, where applying, analysing, and evaluating are more commonly targeted, we can increase the complexity of tasks requiring these cognitive skills. Here, "evaluate" might involve critiquing a set methodology or theory based on a structured set of criteria provided in the coursework, moving beyond simple comparisons to more nuanced discussions that require justification of viewpoints.
At the advanced NZQF Levels 7–10, learners are expected to engage deeply with creating and evaluating, demonstrating mastery over their subject matter. Here, the use of high-level verbs becomes more sophisticated, involving the creation of new theories or models and the critical evaluation of complex systems without the scaffolding provided at lower levels. The tasks require a high degree of autonomy and sophisticated critical thinking.
Curriculum Design Considerations
Curriculum Alignment: Each level should carefully build upon the previous one, ensuring that students develop a solid foundation in lower levels that supports the understanding and skills needed for higher-level cognitive tasks. The curriculum should progressively introduce more complexity in the tasks and greater independence in learning.
Assessment Design: Assessments should be aligned with the expected cognitive skills at each level. While higher-order tasks might be introduced early, the complexity and depth of assessment criteria should correspond to the NZQF level, ensuring that students are evaluated fairly according to their stage of educational development.
Support Mechanisms: To support this integrated approach, we should provide ample resources such as tutorials, example, and access to guidance. This support is crucial in the lower levels to ensure that students understand how to approach more complex cognitive tasks.

Topic and assessment planning
A 'topic and assessment plan (T&A plan)' extends a course map by identifying the sequence of engagements (content, resources, and activities) used and presented that learners will interact with, in each of the topics.
Engagements are aligned with each of the topic learning objectives (TLOs) identified in the course map and fulfil the principles of the '9s model'.
Types of engagement
We use the term 'engagement' here to describe the content (learning materials) that will be presented on, or linked to from pages in the LMS. This includes sources for written content and may also include: 
Inline text
Case studies
Narritive
Information
Graphics
Images
Photos
Diagrams
slideshows
External linked sources (e.g. NZ Standards/legislation etc.)
Links to prior learning
Interactive (Ideas for, these are created or fleshed out in a later stage)
videos (YouTube, may need to be created etc...)
readings (required or dig deeper)
end of page discussion questions
LMS tasks
MCQs / T/F
short/long answer written Qs
file/audio upload
cloze
matching/ordering
image labelling
maths Qs, etc...
Formative activities.
For each engagement, it's important to identify:
TLOs: Which TLOs does the engagement align with?
Connection/purpose: Describe how the engagement contributes to the learners' ability to achieve the Course LOs and assessments. What knowledge and skills does it align with?
Responsibility: Who is responsible for writing, finding, creating, and sourcing the engagement?
Format of a T&A plan
Similar to a course map, a T&A plan includes administrative details from the approved course description including:
Course code and title
Course purpose/summary
Learning outcomes.
A T&A plan will also include elements from the course level alignment table (CLAT) and summative assessment plan, including:
assessment activities
corresponding learning outcomes
Assessment weighting,
and will also include indicative assessment tasks or assessment outlines.
A T&A plan mirrors the language used in the LMS to define meaningful blocks of learning – Sub-sections, pages, etc… and is used to develop the outline and structure of the topic scripts.
T&A template.dotx
T&A plan template
Template
Course Title: [Insert Course Title]
Course Code: [Insert Course Code]
contributors: [Insert Names]
Course Purpose/Summary:
[Provide a brief overview of the course, its objectives, and its relevance to the broader program.]
Course Learning Outcomes:
[List the course learning outcomes that this course aims to achieve.]
[Learning Outcome 1]
[Learning Outcome 2]
[Learning Outcome 3]
[Etc.]
Assessment Overview:
[Summarise the types of assessments used in the course, including weightings and how they align with learning outcomes.]
[Assessment 1: Type, Weighting, Aligned Learning Outcome]
[Assessment 2: Type, Weighting, Aligned Learning Outcome]
[Etc.]
Topic 1: [Topic Title]
Topic Learning Objectives:
[TLO 1]
[TLO 2]
[Etc.]
Content Overview:
[Description of the content covered, including key concepts]
Topic Introduction:
[Sub-section title] Used to define significant blocks of learning
Sub-section overview: 
[Page title] Container of engagements
Engagements:
Engagement
TLOs
Connection
Responsibility
Comments
Describe the content (learning materials) that will be presented on or linked to from the page in iQualify.
This will include sources for all the written content and may also include: 
key images/diagrams/slide shows 
important external links (e.g. NZ Standards/legislation etc.) 
links back to prior learning 
ideas for interactives (DX created or existing) 
videos (YouTube etc.) 
readings (required) 
extra readings (dig deeper)   
end of page discussion questions.  
iQ tasks.
Formative activities
include links to existing resources (e.g. websites, iQualify pages, resources in SharePoint, etc.)
 
Consider what the learners are expected to be  Reading, Watching and Doing.
Which TLOs does the engagement align with
Describe how the engagement contributes to the learners' ability to achieve the LOs and assessments. What knowledge and skills does it align with?
Who is responsible for writing, finding, creating, and sourcing?
Any questions, concerns or general comments go here.  
 
Please include your title initials (e.g LD, SME, PLD, MM-SME, CR).
EXAMPLE
[VIDEO] The Formation of The Tasman Sea & The Birth of New Zealand: An 85-Million-Year Journey – 1.1
TLO2.2
Describes the geotechnical make-up of NZ, which learners need to consider in assessment 2 
SME: Check for accuracy
LD: Provide supporting narrative, and arrange interactive transcript. 
Just over 5min, so probably ok to use as is.
[Diagram]
TLO3
Engage in critical thinking
[e.g., Course Developer]
[e.g., Optional]
[Discussion]
TLO4
Facilitate peer interaction
[e.g., Course Developer]
[e.g., Required]
Assessment:
[Details of formative or summative assessments related to this topic.]

Assessment
Developing authentic and holistic assessments that reflect industry, workplace, or vocational expectations is essential for preparing learners effectively for their future careers. Authentic assessments bridge the gap between theoretical knowledge and practical application by incorporating real-world tasks. For example, in a healthcare course, patient case studies and simulations require students to apply their knowledge in realistic scenarios, fostering critical thinking and problem-solving skills essential in the workplace.
Holistic assessments evaluate a broad range of skills, including soft skills such as communication, teamwork, and adaptability, which are highly valued in modern workplaces. In a business course, a project-based assessment might involve developing a business plan in teams, assessing not only students' understanding of business concepts but also their ability to work effectively in a team, manage conflicts, and present ideas convincingly.
Aligning assessments with industry expectations ensures the curriculum remains relevant and up-to-date. As industries constantly evolve, educational institutions must adapt to these changes to prepare students effectively. Engaging with industry professionals and stakeholders during assessment development provides valuable insights into current trends, skills shortages, and emerging technologies, ensuring students learn the skills and knowledge in demand, making them more competitive in the job market.
Authentic and holistic assessments can also enhance student motivation and engagement. When students see the direct relevance of their coursework to their future careers, they are more likely to invest in their learning. Tasks that mimic real workplace challenges, such as creating marketing campaigns for real products in a marketing course or developing software solutions for actual clients in a computer science course, provide students with a sense of purpose and a clearer understanding of how their academic work translates to professional success.
Assessment Task:
Authentic tasks should reflect real-world professional activities, requiring the integration of knowledge, skills, and attitudes.
Tasks should be complex and involve ownership, making them relevant, representative, and meaningful to students.
Physical Context:
The assessment environment should mimic real-life settings where the skills will be applied, ensuring high fidelity.
Resources and time constraints during assessments should resemble those in professional practice, avoiding unrealistic conditions.
Social Context:
The social setting of the assessment should reflect the collaboration or individual nature of real professional scenarios.
If real-life tasks require teamwork, the assessment should include collaborative elements; if tasks are typically individual, the assessment should be done individually.
Assessment Result or Form:
Assessments should produce a quality product or performance similar to what is expected in the professional world.
Multiple indicators and a full array of tasks should be used to evaluate competencies comprehensively.
Students should present their work to others, ensuring genuine mastery of the subject matter.
Criteria and Standards:
Criteria for assessment should be clear, explicit, and related to professional standards.
Authentic assessments require criterion-referenced judgment, aligning with the expectations and practices of the professional field.
The criteria should guide both the assessment design and student learning by setting realistic and relevant performance standards.
Rubric

Typography and learning design
Typography is a crucial element in learning design, significantly affecting how learners perceive and process information. Effective typography enhances readability, comprehension, and engagement with educational content. This guide delves into the principles of typography within the context of learning design, offering practical tips for creating visually appealing and pedagogically sound materials.
In many Learning Management Systems (LMSs), designers face limitations regarding font choices, formatting options, and overall design flexibility. Despite these constraints, understanding and applying fundamental typographic principles can greatly improve the learning experience. This guide aims to help learning designers make the most of the available tools, ensuring their content is both professional and educationally effective.
By incorporating typographic best practices, even within the limitations of LMSs, educators can create accessible and engaging materials that support diverse learner needs. Whether working on online platforms, printed resources, or multimedia presentations, mastering typography is essential for delivering high-quality education.
Headings
Headings play a crucial role in structuring content, making it more readable, accessible, and professional. This guide provides comprehensive instructions on the use of headings, including their importance, hierarchical order, and formatting conventions.
Why use headings?
Headings break the content into sections, slow reading, and help the reader track how ideas are connected. They refresh the eyes and improve readability, especially in online courses where readers scan for information.
Key benefits:
Organisational clarity: Helps in structuring content clearly.
Readability: Enhances the ease of reading and comprehension.
Navigation: Assists readers in finding specific information quickly.
Logical flow: Ensures the content builds gradually and logically.
Tips:
Use plenty of headings for online courses.
Before drafting, give sections meaningful titles, break them into subsections, and identify all different pages.
Check the logical flow by reading headings only at the end of the draft process.
Heading levels in iQualify?
iQualify supports two heading levels plus the page title style <h1>.
Heading 2 <h2>
Heading 3 <h3>
The iformat plugin provides access to a 3rd heading level <h4>.
If additional levels are needed:
Use bold text for subheadings beyond Heading 3.
Importance of using headings in order
Maintaining a logical and hierarchical order of headings is essential for several reasons:
Readability and structure:
Organisational clarity: Provides a clear structure, making it easier for readers to follow.
Logical flow: Ensures a logical progression of ideas.
Accessibility:
Screen readers: Assistive technologies rely on the hierarchical structure of headings for navigation.
Search engines: Improve SEO by helping search engines understand the structure.
Consistency and professionalism:
Uniform appearance: Maintains a professional and uniform layout.
User expectation: Meets reader expectations for content structure.
Editing and maintenance:
Ease of updates: Simplifies editing and updating content.
Best practices for using headings
Use sequential order: Start with Heading 1 for the main title, followed by Heading 2 for major sections, Heading 3 for subsections, and so on.
Avoid skipping levels: Do not skip heading levels (e.g., jumping from page title to Heading 4). Ensure each level follows sequentially.
iQualify's heading 2 is enormous, and is visually stronger than the page title, which does make it unappealing to use.   
Be consistent: Maintain consistent application of heading styles and formatting throughout the document or course.
Use descriptive titles: Ensure each heading clearly describes the content that follows.
Writing and formatting headings
Write headings that describe what follows. Use short and lively phrases.
Formatting rules:
Capitalise the first word and proper nouns only. (sentence-case)
Do not use full stops in headings.
Do not introduce acronyms in headings.
Bullets and lists
Bullets and lists are powerful tools in learning design, helping to organise information, emphasise key points, and improve readability. This guide provides best practices for using bullets and lists effectively in educational content, ensuring that they enhance the learning experience without causing confusion or clutter.
Types of lists
Bulleted lists: Used for unordered items where the sequence is not important.
Numbered lists: Used for ordered items where the sequence is important, such as steps in a process.
Best practices for using bullets and lists
Clarity and simplicity
Be concise: Keep bullet points and list items short and to the point. Avoid lengthy paragraphs within lists.
Use parallel structure: Ensure each list item follows the same grammatical structure for consistency and readability.
Limit the number of items: Ideally, limit lists to 5-7 items to avoid overwhelming learners.
Hierarchical structure
Nested lists: Use nested lists sparingly to show subordination and hierarchy. Ensure nested items are clearly indented.
Consistency in hierarchy: Maintain consistent formatting for different levels of lists (e.g., bullets for the first level, dashes for the second).
Context and relevance
Purposeful use: Use lists only when they add value by organising information clearly. Avoid using lists for the sake of aesthetics.
Relevance: Ensure that all items in a list are relevant to the topic and logically grouped together.
Examples
Bulleted list example
Benefits of using headings:
Improve readability
Enhance content organisation
Aid in navigation
Highlight key sections
Numbered list example
Steps to format a document:
Open the document in your word processor.
Select the appropriate template.
Apply the desired styles and formatting.
Review and proofread the content.
Save and export the final version.
Common pitfalls to avoid
Overuse: Avoid overloading your content with too many lists, which can reduce their impact.
Inconsistent formatting: Ensure consistent use of bullet styles and numbering throughout your document.
Lack of explanation: Provide context or introduction to your lists to help learners understand their purpose and relevance.

Visual literacy
When we learn online, everything from pictures and diagrams to videos and graphics plays a big role in how well we understand the material. Being able to choose and use these visual elements wisely is what we call visual literacy. This skill is crucial not just for making your course look good, but for making it more effective for every student.
Visual literacy helps us communicate better in a world where we're constantly seeing and sharing images and videos. In this post, we're going to look at why visual literacy matters so much when you're picking out visuals for your online courses. We'll discuss how the right images can help students grasp complex information, remember it longer, and feel more connected to what they're learning.

Understanding visual literacy
So, what exactly is visual literacy? It's the ability to see, understand, and make sense of visual information. In simpler terms, it's about reading images and graphics the way we read words. When we're visually literate, we can interpret the messages that visuals are trying to convey, and we can also create visuals that effectively communicate our own ideas.
Why does this matter for online learning? Well, when you're learning through a screen, a lot of the information comes to you through visuals. If these images or videos are confusing or misleading, learning becomes much harder. On the other hand, good visuals can clarify difficult concepts and make learning more interesting and accessible.
Visual literacy isn't just a skill for artists or designers; it's a must-have for anyone who teaches or designs online courses. By developing your visual literacy, you'll be better equipped to choose visuals that add real value to your lessons. You'll know what makes an image effective and how to match the right visual with the right part of your course.
The impact of visual assets in online learning
Visual assets are more than just decoration in online courses – they're essential tools that help students learn better. Let's look at the different types of visual assets and see how they can make a difference in the learning process.
Images: A well-chosen image can explain complex ideas quickly. For example, an image of a cell structure in a biology course can give students a clear, visual representation of what might take paragraphs to describe in text.
Graphics: Graphics like charts and graphs can summarize data or trends in a way that’s easy to understand and remember. They're great for visualizing statistics in business courses or showing historical trends in social studies.
Videos: Videos can deliver a lot of information in a short time and in a dynamic way. They are especially useful for demonstrating processes, like a scientific experiment or a cooking technique, allowing students to see the action step by step.
Diagrams: Diagrams are excellent for breaking down and explaining the parts of something, like the components of a machine in an engineering course or the stages of cell division in biology.
These visual assets do more than just convey information; they help make learning more engaging and interactive. By seeing concepts in action or illustrated vividly, students are more likely to understand and retain the information. This is especially true for visual learners who grasp information better through images or videos than through reading text alone.
Using diverse visuals can cater to different learning styles and needs, making your course more inclusive. Everyone from auditory learners to kinesthetic learners can benefit when visuals are paired with texts and activities that engage other senses.
Diversity and inclusion
Promoting diversity and inclusion in visual assets is crucial for fostering an inclusive learning environment. By ensuring that visuals represent a wide spectrum of cultures, backgrounds, and experiences, we can cultivate a sense of belonging for all students. This not only validates identities but also expands worldviews, exposing learners to diverse perspectives and narratives in a respectful manner. Embracing diversity in visuals not only ensures representation but also encourages empathy and understanding among learners, contributing to a more inclusive educational experience.

Types of images
Visual assets are integral to enhancing both comprehension and engagement in online courses. Different types of images—literal, figurative, metaphorical, and instructional—serve unique purposes in this context, each contributing to the learning experience in distinct ways.
Literal Images
Literal images depict exactly what they represent, providing an exact representation of reality. Examples include:
Photographs of Historical Events: In a history course, photographs provide a direct visual reference to past events, helping students to better understand and remember the historical context.
Ngāti Toa's protest of the fast-track consenting legislation on the steps of Parliament. Photo / Adam Pearse [source: NZ Herald]
Detailed Anatomical Drawings: In a biology class, precise drawings of anatomical structures aid in the accurate understanding of the human body and its functions.
Literal images help clarify facts and provide concrete examples of the concepts being taught. They are invaluable for the accurate representation of material, ensuring that students have a clear and direct visual reference for the content they are learning.
Figurative Images
Figurative images offer an artistic representation that captures the essence of a subject with some level of abstraction. They may not depict reality exactly but aim to convey the feel or spirit of the subject matter. Examples include:
Impressionistic Paintings: In an art course, impressionistic paintings might be used to illustrate different artistic techniques or movements, conveying the overall atmosphere and emotion of the scene rather than precise details.
Abstract Diagrams: In subjects like mathematics or physics, abstract diagrams can represent complex concepts in a simplified, visual form.
Stylised Illustrated Scenarios: A stylised illustrated image of a scenario, like a cartoon depicting a busy marketplace, can be used to convey the essence and dynamics of the scene, often employed in storytelling or scenario-based learning.
Figurative images help students grasp the broader context and emotional undertones of a subject, enhancing their understanding through artistic expression.
Metaphorical Images
Metaphorical images represent ideas or concepts symbolically, conveying deeper meanings or abstract concepts through familiar visuals. Examples include:
A Bridge to Discuss Connection: In a sociology course, a picture of a bridge can symbolise the concept of connection, illustrating how individuals or groups can be linked together.
An Iceberg to Represent Psychology: In psychology, an iceberg image can symbolise the visible and hidden aspects of the human mind, helping students understand the concept of the conscious and unconscious mind.
These images encourage deeper thinking and help students grasp more abstract concepts by linking them to familiar visual metaphors. By doing so, metaphorical images can make complex or intangible ideas more accessible and relatable.
Instructional Images
Instructional images are clear and straightforward representations designed specifically to educate or guide. Examples include:
Step-by-Step Diagrams: In a cooking class, step-by-step diagrams can illustrate the process of preparing a dish, making it easy for students to follow along.
Infographics: In a business course, infographics can summarise key information or data, presenting it in a visually engaging and easily digestible format.
Instructional images are particularly effective in breaking down complex processes or information into manageable, understandable parts, facilitating learning and retention.
Examples
Both images are well-suited to the topic of "time management." The literal image of a busy city street during rush hour visually conveys the hectic pace of daily life, reflecting the constant motion and limited time in urban settings. The metaphorical image, with a clock and everyday objects swirling around it, artistically represents the challenge of managing time amidst a flurry of daily activities and responsibilities. Together, these images encapsulate the challenges and complexities of effectively managing time in a fast-paced world.
By using a range of image types judiciously within your course materials, you can cater to a broad range of learning preferences. Literal images can anchor learning with clarity and precision, while metaphorical images can spark imagination and deeper conceptual understanding. Together, they create a richer, more engaging online learning environment.
Here are two photographic images suitable for the topic of "environmental sustainability and renewal":
Literal Image: This image captures a person's hands planting a young tree in soil. It shows the hands, the tree, and the earth in close detail, representing direct action toward environmental conservation. 
Metaphorical Image: This photograph shows a dry, cracked desert landscape with a single green sprout emerging from the cracks. It symbolises hope and renewal in a harsh environment, reflecting the potential for regeneration and resilience.
Both images are photographic and relate to the broader theme of environmental care, showcasing both direct action and the metaphorical hope for recovery and sustainability.
Additionally, the images could be a metaphor for:
Mindfulness and Growth – The contrast of the thriving plant in a desolate environment can serve as a metaphor for mindfulness amidst chaos. It symbolises finding a centre of calm and growth within oneself, regardless of external conditions.
Minority Voices in Society – The single green shoot amidst a desolate landscape could be a metaphor for the power and importance of minority voices in a largely uniform society. It emphasises how even a single, seemingly small voice can bring change and vitality to a broader, stagnant environment.

Sourcing and selecting visual assets
Choosing the right visual assets for your online course isn't just about picking the prettiest pictures or the flashiest videos. There are several important factors to consider to ensure that the visuals you use enhance learning and engagement.
Relevance: The visuals should directly relate to the course content. An image or video must add value by reinforcing the learning objectives or clarifying complex concepts. For instance, a diagram of the human heart is vital in a biology course on human anatomy but would be out of place in a literature class.
Clarity: Visuals must be clear and easily understandable. A cluttered or overly complicated graphic can confuse more than it clarifies. Ensure that each visual is simple enough to be understood at a glance yet detailed enough to convey the necessary information.
Quality: High-resolution and professionally designed visuals not only look better but also convey professionalism and credibility. Poor-quality images or grainy videos can distract from the learning experience and may even undermine the perceived value of the course.
Accessibility: Make sure that all visuals are accessible to all students, including those with visual impairments. Use alt text for images, provide captions and transcripts for videos, and ensure that colours and designs are visible to those with colour vision deficiencies.
Copyright: Always use visuals that you have the right to use. This can mean creating your own, purchasing them, or using royalty-free images from reputable sources. It's important to respect copyright laws to avoid legal issues and to model ethical behaviour for students.
Sourcing Visual Assets:
Finding the right visual assets can be difficult, but there are strategies and resources available to help you locate high-quality, relevant, and legally usable visuals for your online course:
Stock Image and Video Libraries: Websites such as Shutterstock, Getty Images, and Adobe Stock offer a vast collection of high-quality images and videos. While these resources require a subscription or purchase, they provide professionally created visuals that can enhance the quality of your course.
Royalty-Free Resources: There are many platforms that offer free-to-use images and videos under Creative Commons licenses. Websites like Unsplash, Pexels, and Pixabay provide high-resolution visuals that can be used without cost, though it's important to check the specific licensing terms for each image or video.
Educational Databases: Some educational institutions and organisations offer access to extensive media libraries. For instance, MERLOT (Multimedia Educational Resource for Learning and Online Teaching) provides a repository of peer-reviewed online teaching and learning materials, including visuals.
Government and Public Domain Resources: Many government websites and public institutions offer free access to images and videos. Websites like NASA’s Image and Video Library or the US National Archives provide high-quality visuals that are often in the public domain and free to use.
Create Your Own: If you have the resources and skills, creating your own visuals can ensure they perfectly fit your course content and learning objectives. Tools like Canva for graphic design, or simple video creation tools, can be very effective for producing customised visuals.
Collaborations: Partnering with colleagues or students can also be a great way to source visuals. Engaging students in creating visual content can enhance their learning experience and provide a sense of ownership over the course material.
By keeping these criteria in mind, you can select visuals that are not just attractive but are effective educational tools. They should help students grasp the material better, remember it longer, and engage more deeply with the content.

Visual literacy practices for learning designers
Enhancing your visual literacy skills isn't just about understanding visuals; it's about using them to make your online courses more effective. Here are some practical tips for learning designers:
Evaluate visuals for educational effectiveness: When selecting an image or video, ask yourself if it helps achieve the learning objectives. Does it make a concept clearer? Can it replace a long text explanation? Does it engage students in a way that words alone might not?
Integrate visuals thoughtfully: Place visuals where they will have the most impact. For example, an introductory video might be best at the start of a course to engage and motivate learners, while diagrams could be interspersed within the text to illustrate key points as they arise.
Create custom visuals when necessary: Sometimes the perfect visual doesn’t exist, and you might need to create it. Tools like Canva or Adobe Spark make it easy to create professional-quality images and graphics, even for those without a graphic design background. Also, the DX team is there to help.
Consistency is key: Use a consistent style and quality of visuals throughout your course. This not only looks more professional but also helps create a cohesive learning experience. Consistent use of colours, fonts, and layout can help reinforce learning as students know what to expect visually.
Seek feedback: Get feedback on your visuals from colleagues or focus groups made up of potential students. What makes sense to you might not be clear to others, and different perspectives can help you identify which visuals work best.
Stay updated: Visual literacy and design trends evolve, so it’s important to stay informed about new tools, techniques, and best practices. This can involve attending workshops, following relevant blogs, or participating in online forums.
By applying these practices, you can more effectively use your visual literacy skills to select and create visuals that enhance learning and make your online courses more engaging and effective. In the next section, we'll look at some tools and resources that can help you improve and apply your visual literacy skills in course design.
Tools and resources for enhancing visual literacy
Improving your visual literacy and finding the right tools to create engaging course visuals can transform the learning experience you offer. Here are some tools and resources that can help course designers enhance their visual literacy and create better visual assets:
Design software and online tools:
Canva: Great for creating custom graphics, presentations, and infographics with an easy-to-use interface.
Adobe Creative Cloud: Offers professional-grade tools like Photoshop and Illustrator for high-quality image editing and creation.
Piktochart: A user-friendly tool for creating infographics and visual data representations.
Venngage: Useful for making engaging infographics and reports with templates tailored to educational needs.
Educational resources:
The Visual communication guy: A website offering tips, tutorials, and infographics on how to use visuals effectively in communication.
LinkedIn Learning: LinkedIn Learning, which provides courses on everything from basic graphic design to advanced video production.
Teaching Channel: Offers videos and articles on integrating visual literacy into teaching practices.
Communities and forums:
Behance: Explore projects from other creators for inspiration and connect with professional designers.
Reddit’s r/graphic_design: A place to ask questions, share designs, and receive feedback from a community of graphic designers.
E-Learning Heroes: A community for e-learning professionals where you can find examples, downloads, and advice on course design.
Books on visual literacy:
"Visual Literacy: Learn to See, See to Learn" by Lynell Burmark: An insightful book that emphasises the educational power of visuals.
"The Power of Visual Storytelling" by Ekaterina Walter and Jessica Gioglio: Offers advice on how to use visuals to tell compelling stories in marketing, which can be adapted for educational purposes.
By utilising these tools and resources, you can continue to develop your visual literacy skills and keep your course content fresh and engaging. Leveraging visuals effectively in your online courses not only enhances learning but also makes the educational journey more enjoyable and impactful for your students.
Conclusion
Visual literacy is more than just an ability – it's a crucial skill that enhances how we teach and how students learn in an online environment. By understanding and applying the principles of visual literacy, we can select and create visual assets that not only capture the attention but also deepen understanding and retention of course content.
Throughout this post, we've explored what visual literacy involves, the significant impact of visual assets in online learning, the criteria for selecting effective visuals, practical tips for applying visual literacy in course design, and the tools and resources available to support this process. Each element is geared towards empowering you, the course designer or educator, to harness the power of visuals to create more dynamic and effective learning experiences.
As the digital landscape continues to evolve, the role of visual literacy will only grow in importance. I encourage you to take these insights and start integrating more thoughtful and impactful visuals into your courses. Experiment with different tools, seek feedback, and keep learning about visual literacy. Your efforts will not only enhance your teaching but also enrich your students' learning journeys.
Let's make learning not just informative but visually engaging and memorable. Embrace visual literacy as a key component of your educational toolkit and watch as it transforms the online learning experience for your students.