Assessment is one of the most powerful drivers of quality in online courses.
It does more than measure learning at the end of a module. Assessment signals to students what matters, where to focus their effort, and what kind of learning is valued. In practice, students often organise their time, attention, and engagement around assessment requirements — particularly in online and distance learning contexts where study time is limited.
Read MoreHigh-quality online courses are defined less by how much content they contain and more by what learners are asked to do.
Yet many online modules still rely heavily on content delivery. Pages of text, long recorded lectures, and extensive reading lists often dominate the learning experience, with activities positioned as optional extras or as preparation for assessment. While content remains important, content alone does not result in learning.
Read MoreHigh-quality online courses are not defined by how much content they contain, but by how effectively that content is structured for learning.
Read MoreHigh-quality online learning rests on one foundational principle: constructive alignment.
Biggs and Tang (2011) describe constructive alignment as the process of ensuring that learning outcomes, assessments, content and learning activities all point in the same direction. Learners construct meaning through carefully designed activities, and those activities must align with the intended outcomes.
At Learning Design Solutions (LDS), constructive alignment is not an abstract theory. It is the bedrock of our design practice. Every stage of planning and authoring is shaped by it. When alignment is strong, the course is coherent, teachable and meaningful. When it isn’t, the quality suffers.
And alignment always begins with clear, purposeful learning outcomes.
Read MoreIn a crowded market of online learning providers, it’s easy to find someone who will build a course quickly. It’s even easier to find someone who will build it cheaply.
But finding a partner who will help you shape a compelling educational vision, anchor it in sound pedagogy, and carry that quality through every stage of design and development?
That’s rare.
And that’s exactly where Learning Design Solutions stands out.
Read MoreWhy design (and who you aim at) matters more than the mode
Read MoreA Learning Technologist’s View
Read MoreBuilding trust and confidence in AI-assisted course design
Read MoreHow dialogue with AI sharpens design and strengthens outcomes
Read MoreFrom Blank Canvas to Structured Journey
In traditional online course development, one of the most time-consuming and cognitively demanding phases is storyboarding — the process of drafting all the on-screen content that will appear in the virtual learning environment (VLE), from micro-lectures to interactive activities.
Read MoreHow learning designers can rethink assessment for the generative era
Read MoreHow SMEs, Learning Designers, and AI collaborate to build high-quality online learning
Read MoreHow generative tools are helping us build richer, more authentic learning experiences without burning out our team
Read MoreThis post shares what we learned when we deliberately designed a demo course — Principles of Responsible Management — using a GPT-based AI assistant trained in our own pedagogical approach. Our aim was to test whether AI could support a structured, theoretically grounded design process suitable for UK higher education at postgraduate level. And what we found was that it didn’t just help us start — it helped us start well and keep going.
Read MoreUniversities across the UK are under increasing pressure to grow digital provision—fast. But while the ambition is there, the implementation is often where things fall down. Questions crop up like:
Do we have the internal expertise to design and deliver high-quality online courses?
Can we scale recruitment and student support without an OPM’s infrastructure?
What’s the cost difference between doing it all ourselves vs. outsourcing some parts?
How do we avoid building an internal model that becomes unmanageable or underused?
This framework helps answer those questions by providing a structure to assess your institution’s readiness, capabilities, and priorities.
Read MoreHigher education is evolving rapidly, and micro-credentials are at the forefront of this transformation. Designed to provide flexible, skills-focused, and stackable learning, micro-credentials allow universities to engage a wider audience, align with industry needs, and support lifelong learning.
For university leaders—deans, pro-vice chancellors, heads of learning, programme directors, and course developers—the question is no longer if micro-credentials should be introduced, but how to do so effectively.
Read MoreAs universities expand their digital offerings, end-to-end online degree programme development has become a critical priority. Whether launching a single online programme or rolling out multiple new programmes, institutions must balance strategic planning, pedagogical excellence, learner engagement, and scalability.
At Learning Design Solutions (LDS), we specialise in helping universities create high-quality, market-driven, and globally accessible online degree programmes. Our expertise spans from strategic planning and programme visioning to full-scale course development, media production, and learning experience design.
Read MoreIn the evolving landscape of higher education, Massive Open Online Courses (MOOCs) have emerged as a pivotal tool for universities aiming to extend their reach and showcase their academic excellence. However, developing a successful MOOC requires meticulous planning and a deep understanding of both the chosen platform and the institution's unique identity. At Learning Design Solutions (LDS), we partner with universities to navigate this complex process, ensuring that each MOOC is both pedagogically sound and reflective of the institution's brand.
Read MoreDeveloping an effective online course or degree programme is a significant investment, requiring careful planning and strategic decision-making. Before committing resources to a full-scale rollout, universities and educational institutions can benefit from piloting their course designs—a critical step that allows for real-world testing, refinement, and validation of digital learning strategies.
Read MoreAs universities expand their online and digital education offerings, many face challenges in strategy, scalability, and faculty readiness. Moving to fully online, hybrid, or modular learning models requires more than just content digitisation—it demands strategic foresight, strong pedagogical frameworks, and sustainable implementation plans.
At Learning Design Solutions (LDS), we offer expert consultancy services to help universities design, develop, and implement online programmes successfully.
Read More
