Evolving My Prototype: From Platform Shift to Purposeful Design

Peer Feedback & Design

March 29, 2026

This week marked a significant transition in my design process as I shifted my prototype development into Canvas due to the expiration of my Articulate Rise account. This transition, while it initially felt logistical and somewhat cumbersome, ultimately deepened my engagement with the structure and intentionality of my modules. As I began building content within the Canvas platform, I found myself collaborating closely with teacher colleagues who provided invaluable feedback that helped me refine and finalize my module titles to align with the authentic needs of the classroom environment. These discussions were not merely superficial; they were rooted in real-world teaching experiences, allowing us to ensure that the finalized modules, which range from an introduction to data-driven literacy strategies to reflective practice and sustained growth, demonstrate a clearer instructional progression and alignment with teacher learning outcomes.

As I explored each module more intentionally, I also began thinking critically about how to increase engagement and interaction within the course. Rather than relying solely on passive content that might lead to disengagement, I experimented with embedding innovative tools such as Prezi to create more dynamic, visually engaging presentations. These presentations allow teachers to explore concepts in a non-linear way, fostering a more interactive learning environment. I also considered using Nearpod to incorporate formative checks for understanding, interactive questions, and real-time feedback opportunities within modules focused on data use and instructional strategies. This approach not only helps to maintain engagement but also ensures that teachers can actively participate in their learning journey. In addition to this, I explored integrating Padlet as a dedicated space for reflection and collaboration, particularly in Module 5. Here, teachers can share insights, respond to prompts, and learn from one another’s experiences, creating a vibrant community of practice. These tools align seamlessly with my overarching goal of making the learning experience more participatory and reflective, moving away from a passive consumption of information.

https://www.youtube.com/watch?v=7wofFbyI-8c

Prototype Presentation With Updates

My conjecture map, guided by the influential work of William A. Sandoval (2013), helps me explicitly connect these theoretical principles to design features and intended outcomes. I can see more clearly how each module is not just a collection of activities but rather part of a larger, interconnected system designed to influence teachers' knowledge, instructional practice, and, ultimately, student literacy outcomes. This holistic perspective is essential in ensuring that the learning experience is cohesive and effective. At the same time, Brent G. Wilson’s (2005) four pillars, which include reflection, collaboration, context, and values, continue to shape my design decisions. These principles are particularly significant as I incorporate peer feedback and prioritize reflective practice in the final module, ensuring that the design process remains responsive to the evolving needs of educators.

This week’s readings also pushed me to think more deeply about the design process itself. Tom Kelley and David Kelley (2013) emphasize the importance of communicating both ideas and processes, which resonates profoundly with my goal of making the learning experience transparent and navigable for teachers. Their discussion of mind maps as tools for early-stage idea generation helped me reflect on how my initial brainstorming sessions evolved into a more structured module sequence. Also, the emphasis on empathy and understanding the full experience of the user reinforced my decision to actively seek colleague feedback and design with teachers’ real challenges in mind. This empathetic approach is crucial in creating a learning environment that truly meets the needs of its participants.

The work of Don Norman (2013) further influenced how I think about usability and interaction within my Canvas modules. Concepts such as affordances, signifiers, and natural mappings highlight the importance of designing learning environments that are intuitive and user-centered. For example, ensuring that navigation, instructions, and interactive elements are clearly signaled aligns with Norman’s idea that perceived affordances guide user action. As I integrate tools like Prezi, Nearpod, and Padlet, I am also considering how conventions and user expectations influence how teachers engage with these technologies. Designing with these principles in mind helps ensure that the tools enhance learning rather than create confusion or unnecessary cognitive load. This careful consideration of usability not only improves the overall user experience but also encourages deeper engagement with the content.

Overall, this week’s work reflects a deeper integration of theory, design, and practice. My prototype is becoming not just a collection of modules, but a thoughtfully constructed, interactive learning experience grounded in research, shaped by feedback, and responsive to the needs of educators. This evolution in my design process signifies a commitment to creating a meaningful educational experience that empowers teachers and ultimately enhances student learning outcomes.

References

Kelley, T., & Kelley, D. (2013). Creative confidence: Unleashing the creative potential within us all. Currency.

Norman, D. A. (2013). The design of everyday things (Revised and expanded ed.).

Basic Books.

Sandoval, W. (2013). Conjecture Mapping: An Approach to Systematic Educational

Design Research. The Journal of the Learning Sciences, 1-19.

Wilson, B. G. (2005). Broadening our foundation for instructional design: Four pillars

of practice. Educational Technology, 45 (2), 10-15.