--- 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 ```bash /learning-design-checklist # Full checklist (all pillars) /learning-design-checklist --pillar 1 # Structure pillar only /learning-design-checklist --pillar 3 # Practice & Feedback only /learning-design-checklist --canvas # Canvas LMS-specific checklist ``` ## 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: ```markdown # 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: ```markdown # 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 --- Source attribution: vishalsachdev Original project: https://github.com/vishalsachdev/learning-design-pillars/blob/64220598f033d23d1a4d5e5090358c129f111dff/skills/learning-design-checklist/SKILL.md License: MIT License information: https://opensource.org/license/mit Original upstream instructions; downloaded from Dave AI. ## Upstream license notice MIT License Copyright (c) 2024 Vishal Sachdev Permission is hereby granted, free of charge, to any person obtaining a copy of this software and associated documentation files (the "Software"), to deal in the Software without restriction, including without limitation the rights to use, copy, modify, merge, publish, distribute, sublicense, and/or sell copies of the Software, and to permit persons to whom the Software is furnished to do so, subject to the following conditions: The above copyright notice and this permission notice shall be included in all copies or substantial portions of the Software. THE SOFTWARE IS PROVIDED "AS IS", WITHOUT WARRANTY OF ANY KIND, EXPRESS OR IMPLIED, INCLUDING BUT NOT LIMITED TO THE WARRANTIES OF MERCHANTABILITY, FITNESS FOR A PARTICULAR PURPOSE AND NONINFRINGEMENT. IN NO EVENT SHALL THE AUTHORS OR COPYRIGHT HOLDERS BE LIABLE FOR ANY CLAIM, DAMAGES OR OTHER LIABILITY, WHETHER IN AN ACTION OF CONTRACT, TORT OR OTHERWISE, ARISING FROM, OUT OF OR IN CONNECTION WITH THE SOFTWARE OR THE USE OR OTHER DEALINGS IN THE SOFTWARE. # Dave AI resource metadata Creator / publisher: vishalsachdev Original project: https://github.com/vishalsachdev/learning-design-pillars/blob/64220598f033d23d1a4d5e5090358c129f111dff/skills/learning-design-checklist/SKILL.md Attribution basis: Recovered original package and original project license at a pinned revision Fields of work: Education & Research, Human Resources Roles: Curriculum Designer, Learning & Development, Tutor / Instructor Specialties: Specialty not specified Tools: Tool not specified Country applicability: Country not specified Classification basis: Source catalog labels Instruction SHA-256: 245a636647881accaac3f1f4103e0d65b103338b8f76e3b6cd733fcd8389e2b2 Metadata reviewed: 2026-10-27 This metadata supersedes earlier Dave AI catalog attribution. Original instruction and supporting files are preserved.