Encouraging Zoom-style recording from faculty offices instead of polished studio-quality footage. Rethinking the purpose of video by using it for important context, storytelling and real-world cases and applications rather than just delivering lectures. Leveraging existing high-quality content from respected organizations, rather than reinventing the wheel.

AI-powered negotiation simulations, where learners practice decision-making and receive real-time feedback.Customized branching scenarios that guide learners through decision trees or logic models—formerly too complex or costly to build at scale.AI-driven course development assistants that help faculty structure high-quality courses more efficiently, making the design process more accessible and less intimidating.

OSCQR Course Design Review

Advocates hope educators increasingly see UDL as an attainable standard for course design -- one that penetrates curriculum and student-teacher interaction both in person and online.

That was just one benefit of including students in course design, professors at Dayton and other colleges have discovered. The practice can also help students reflect on their learning and provide professors with fresh ideas for exploring a topic they may have been teaching for years.

a six-step process (Salmon, 2016). In stage 1, participants write a blueprint by agreeing on a mission statement and ‘look and feel’ for the new course. In stage 2, participants develop a storyboard by visually plotting the various components of the course (classes, assessments, and other activities) on A3 flip chart paper. In the third stage, participants develop an online prototype of their new course, by trying out some of the redesigned activities in the online platform. In stage four, participants perform a ‘reality check’ by asking other workshop participants to try out their prototype and offer feedback. Participants review and adjust the prototype in stage 5 and then develop an action plan (stage 6) whereby they decide what else needs to be done to complete the course, when it needs to be done, and by who

Hold the player’s hand too much and she disengages out of boredom. Ask too much of her too soon and she quits in frustration.

It intentionally values what is being brought to a design conversation (a user’s experiences, previous design work, etc) rather than trying to always disrupt, destroy, or replace what was previously created

220The trouble withlearningoutcomes