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Rather than beginning the planning process with a focus on the curriculum, learning resources or long-used textbooks; the designer focuses on the learners and begins the design process by asking what learners should be able to understand and do after the provided instruction i.e. the desired learning outcomes. The designer then identifies what types of evidence are sufficient proof of the desired result and then develops supporting instruction and learning experiences around the outcomes and evidence.

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1. Use the cards selected in Activity 1 which define key features of your course or module.

2. Work individually or in a team to assemble the cards into a diamond shape with the most important feature at the top and the least important at the bottom.

3. This will help you determine the relative importance of each aspect and where your priorities lie.

4. As you build the diamond, note down any design decisions you make.

5. Does everyone agree on the course priorities?

6. How can the available resources and time be best used?

7. Chose more cards that might address the gaps in your course or module design.

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Choose a maximum of 16 cards from the pack which define key features of your course or module.
The cards are grouped into four categories:

1. Guidance and Support (marked GS / coloured orange ) /

2. Content and Experience (marked CE / coloured blue ) /

3. Communication and Collaboration (marked CC / coloured green ) /

4. Reflection and Demonstration (marked RD / coloured purple )

Now look at your cards you have selected:

Are any colours of cards missing or less well represented?

If so, what might be the impact on the student experience?

Are their any other cards you would like to swap in?

What new cards could you add? Orange, Blue, Green, Purple?

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Making the structures of intended learning and teaching more visible and explicit can help build shared understandings and communication between those involved in the design and the learning process.

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The student learning experience is about more than their experience of the syllabus and the assessment strategy. It includes their experience of being supported and guided, and feeling part of a learning community and the ways in which they are able to engage, reflect and develop.