Problem
The course had been running for one year with accumulated learner feedback, but no systematic review had been undertaken. Content quality was generally well-received, but signals from evaluation data and structural analysis suggested the learning experience itself needed attention — particularly around platform usability, content relevance across position types, and learner engagement.
Redesign
Three directions guided the redesign, each tied directly to an identified gap.
1. Reducing Cognitive Load
Applying Multimedia Learning principles, I streamlined text-heavy pages, simplified navigation, and reorganized module sequencing to front-load priority content. A suggested completion timeline was added to support pacing.
2. Adding Progress Visibility
I opened the Assignments section in Canvas for intuitive progress tracking, and added a goal-setting tool to help learners connect onboarding content to their role from the start.
3. Strengthening Peer Connection
I replaced the static Padlet board with a TC Engage organization page — moving peer interaction from a passive directory into an active, FERPA-compliant community space.
To support the content restructuring, I produced instructional videos to replace several text-heavy explanatory sections — applying the Multimedia Principle to reduce redundancy between on-screen text and narration.
Impact
The redesigned course launched in Spring 2026. Two recurring issues from the pre-redesign feedback — broken links and content irrelevance to specific roles — were no longer reported in the Spring 2026 cohort. Peer interaction, previously the lowest-rated dimension, is being addressed through in-person events and community-building activities outside the course itself.