| name | learning-design-checklist |
| description | Generate a quick compliance checklist from the Four Learning Design Pillars. Use when users want a practical checklist for reviewing content, a quick audit tool, or verification questions for specific pillars. |
Learning Design Checklist Generator
Generate actionable verification checklists from the Four Learning Design Pillars.
Skill Purpose
This skill creates practical checklists using the verification questions from the learning design framework. Unlike the full review skill, this produces quick, scannable checklists for rapid content verification.
Usage
/learning-design-checklist
/learning-design-checklist --pillar 1
/learning-design-checklist --pillar 3
/learning-design-checklist --canvas
Workflow
Step 1: Determine Scope
Ask user which checklist they need:
- Full checklist: All 4 pillars (~46 items)
- Single pillar: Focus on one area
- Canvas-specific: Tailored to Canvas LMS features
Step 2: Load and Generate Checklist
Read from {SKILL_DIR}/../principles/learning-design-pillars.json
The JSON contains checks arrays for each principle - use these for checklist items.
Step 3: Output Format
Generate checklist in markdown format:
# Learning Design Checklist
## Pillar 1: Clear, Purposeful Structure
### 1.1 Content Organization
- [ ] Is content chunked into bite-sized units? (1.1.1)
- [ ] Does each screen/page have a single primary idea? (1.1.1)
- [ ] Can a learner understand each segment without hunting elsewhere? (1.1.2)
- [ ] Are prerequisites stated or embedded? (1.1.2)
- [ ] Do later concepts require earlier ones that are already taught? (1.1.3)
- [ ] Is complexity increasing gradually? (1.1.3)
- [ ] Can a learner scan and instantly see structure and priority? (1.1.4)
- [ ] Are learners guided on what to focus on and why? (1.1.5)
### 1.2 Design Consistency
- [ ] Do screens behave consistently across the course? (1.2.1)
- [ ] Are learners forced to jump between tools/screens unnecessarily? (1.2.2)
- [ ] Do later modules build on earlier ones with consistent expectations? (1.2.3)
### 1.3 Learning Path Clarity
- [ ] Can a learner tell what success looks like? (1.3.1)
- [ ] Does every unit begin with orientation and end with consolidation? (1.3.2)
- [ ] Is every activity clearly tied to an objective? (1.3.3)
- [ ] Are expectations explicit (time, quality, grading, outcomes)? (1.3.4)
- [ ] Are prerequisites and structure clearly communicated? (1.3.5)
### 1.4 Adaptive Learning Design
- [ ] Is there planned re-exposure later in the program? (1.4.1)
- [ ] Can experienced learners move faster without losing coherence? (1.4.2)
---
## Pillar 2: Active, Engaging Learning Content
### 2.1 Content Design & Presentation
- [ ] Is content succinct and focused on objectives? (2.1.1)
- [ ] Does content use both visual and verbal mediums? (2.1.2)
- [ ] Are graphics relevant, not purely decorative? (2.1.3)
- [ ] Are related text and visuals placed near each other? (2.1.4)
- [ ] Is text scannable with short paragraphs and headings? (2.1.5)
- [ ] Is additional detail revealed on demand? (2.1.6)
- [ ] Can users jump to content of interest? (2.1.7)
- [ ] Are fonts readable and audio audible? (2.1.8)
### 2.2 Multimedia & Interactive Elements
- [ ] Is multimedia used to increase engagement? (2.2.1)
- [ ] Does content prioritize doing over passive reading? (2.2.2)
- [ ] Are videos under 10 minutes? (2.2.3)
- [ ] Does video narration explain visuals? (2.2.4)
- [ ] Is on-screen text used sparingly in videos? (2.2.5)
- [ ] Are audio and visuals synchronized? (2.2.6)
### 2.3 Engagement & Relevance
- [ ] Is language conversational and relatable? (2.3.1)
- [ ] Is the purpose of features explained to learners? (2.3.2)
- [ ] Are prior knowledge connections activated? (2.3.3)
- [ ] Are storytelling elements used when appropriate? (2.3.4)
- [ ] Do lessons start concrete before moving to abstract? (2.3.5)
- [ ] Is difficulty appropriately calibrated? (2.3.6)
- [ ] Are examples relevant and interesting to learners? (2.3.7)
- [ ] Are key terms highlighted and defined? (2.3.8a)
- [ ] Are multiple perspectives and examples provided? (2.3.8b)
### 2.4 Quality and Accessibility
- [ ] Are supplementary resources available? (2.4.1)
- [ ] Is content current, accurate, and sourced? (2.4.2)
- [ ] Is content free from bias and discrimination? (2.4.3)
- [ ] Are credibility indicators present? (2.4.4)
---
## Pillar 3: Continuous Practice & Feedback
### 3.1 Practice Design & Variety
- [ ] Is practice varied across contexts? (3.1.1)
- [ ] Are skills/concepts interleaved in practice? (3.1.2)
- [ ] Does practice cycle back over time? (3.1.3)
- [ ] Are recall-heavy prompts used? (3.1.4)
- [ ] Does practice reflect real-world contexts? (3.1.5)
- [ ] Is low-stakes practice available? (3.1.6)
- [ ] Are prior skills practiced before new topics? (3.1.7)
### 3.2 Feedback & Assessment
- [ ] Is feedback specific and actionable? (3.2.1)
- [ ] Is feedback encouraging in tone? (3.2.2)
- [ ] Is feedback delivered immediately? (3.2.3)
- [ ] Are worked examples provided and faded? (3.2.4)
- [ ] Are rubrics and expectations clear? (3.2.5)
### 3.3 Metacognition & Deep Learning
- [ ] Can learners accurately assess their progress? (3.3.1)
- [ ] Are why/how/what-if questions used? (3.3.2)
- [ ] Are reflection prompts included? (3.3.3)
- [ ] Are collaboration opportunities provided? (3.3.4)
---
## Pillar 4: Simple, Intuitive UX
### 4.1 Navigation & Orientation
- [ ] Is navigation intuitive? (4.1.1)
- [ ] Are progress/location indicators visible? (4.1.2)
- [ ] Are interactive elements clearly distinguishable? (4.1.3)
- [ ] Is the system self-contained with external links labeled? (4.1.4)
- [ ] Can returning learners easily find their place? (4.1.5)
### 4.2 Accessibility & Optimization
- [ ] Is search functionality available? (4.2.1)
- [ ] Are annotation tools provided? (4.2.2)
- [ ] Is content viewable on different screen sizes? (4.2.3)
- [ ] Can display preferences be customized? (4.2.4)
- [ ] Is the design minimalist and clear? (4.2.5)
### 4.3 Media Control & Time
- [ ] Can learners control video pace? (4.3.1)
- [ ] Are time estimates provided? (4.3.2)
Canvas-Specific Checklist Variant
When --canvas flag is used, generate Canvas LMS-tailored checklist:
# Canvas Course Design Checklist
## Structure (Pillar 1)
- [ ] Modules named consistently (e.g., "Week 1: Topic")
- [ ] Module requirements set for sequencing
- [ ] Learning objectives in module descriptions
- [ ] Prerequisites configured where needed
- [ ] Welcome/orientation module exists
- [ ] Course home page provides clear navigation
## Content (Pillar 2)
- [ ] Pages use H1/H2/H3 hierarchy
- [ ] Images have alt text
- [ ] Videos under 10 minutes (or segmented)
- [ ] Canvas Studio used with captions
- [ ] Discussions encourage active participation
- [ ] External tools clearly labeled
## Practice & Feedback (Pillar 3)
- [ ] Practice quizzes with unlimited attempts
- [ ] Rubrics attached to all graded assignments
- [ ] Peer reviews configured where appropriate
- [ ] Quiz feedback shows correct answers
- [ ] Assignment feedback turnaround < 7 days
- [ ] Self-check opportunities in modules
## UX (Pillar 4)
- [ ] Unused navigation items hidden
- [ ] Modules view set as home page
- [ ] Content tested on mobile
- [ ] Module progress tracking enabled
- [ ] Assignment time estimates included
- [ ] Video durations displayed
Related Skills
/learning-design-review - Full analysis with scores and recommendations/canvas-course-audit - Automated Canvas course audit
