• I compiled a list of navigation pain points, including complex module names, unclear instructions, and other areas impacting student experience. I presented this to the instructor, discussed with him the benefits of a large-scale redesign (which he had not anticipated!) and secured his approval to proceed.
   

• I cross-referenced all instructions and consulted with the instructor to ensure I had a clear understanding of the expectations. I then rephrased each element, including rubrics, to ensure consistency in expectations across all instances. My goal here was to alleviate concerns about potentially missing requirement details due to subtle variations in similar assignments, so I used the exact same phrasing in the exact same format wherever the instructions appeared. 
   

• I refined the rubrics in the assignment overview for each track, aiming for clarity and alignment with the expectations set for each deliverable. I then used these to update the rubrics integrated into the platform at each submission point, ensuring learners wouldn't encounter unexpected criteria or nuanced phrasing after aligning their work with the initial expectations.
   

• I streamlined the rubrics included in the assignment overview for each track, focusing on enhancing clarity and aligning them with the assignment instructions. Additionally, I made sure that these rubrics mirrored the integrated platform version at the submission point, so learners wouldn't encounter unexpected or slightly altered criteria after reviewing and tailoring their work based on the expectations set in the assignment instructions.

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• I removed instructions from module descriptions, as they were hard to read, mainly due to a platform limitation that prevented the use of rich text formatting to organize the information effectively. Instead, I focused on ensuring assignment instructions were presented clearly in the initial module. For example, I created a dedicated lesson to introduce each pathway and improved clarity of the instructions themselves as described above
   

• I prioritized creating navigational titles for modules, lessons, and assignments. This involved striking a balance between simplicity and clarity. I used acronyms for the two pathways (SEL-IP and SEL-C), which I then incorporated as prefixes for each assignment. These prefixes were necessary in order for learners to clearly identify their required assignments in the grading book. Following the prefixes, I employed straightforward and descriptive titles consistent with the instructions' naming conventions across the course.
   

• I surveyed all videos, reading materials, rubrics, and other course materials, implementing adjustments where needed to ensure references to the old structure and naming conventions were either updated, removed, or annotated.
   

• I enhanced the clarity, visual presentation, and accessibility of all course content by integrating heading styles and formatted lists. These styles broke up blocks of text and facilitated scanning and navigation, catering to both standard readers and individuals using screen readers. I also incorporated ordered and unordered lists where appropriate, effectively condensing and simplifying text, especially in cases involving lists of requirements, steps, or instructions.
   

• I simplified the final module into two lessons, one for each pathway, in which learners submit their final assignments and access the application for university credit. Initially, there were separate lessons for each submission option, two for one path and six for the other. Due to unrelated reasons, the second pathway's options were reduced to three. This enabled me to condense the second pathway's choices into a single lesson without creating an overly cluttered lesson, and making the structure less complex.
   

• I collaborated with the instructor to revise the learning objectives, focusing on communicating the intended outcomes of the Capstone rather than describing the assignments.