Professional learning and learning design

Aaron Daniel “AD” Annas

Creative Director | Academic Technology Leader | Educator | Storyteller

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Case study

Design, delivery, feedback, and revision that help educators and students work with greater clarity, confidence, and access.

Featured project summary

My role: educator, program leader, and learning-systems designer (course design, delivery, feedback, revision, and evaluation).
Focus: useful learning experiences, accessibility, clear expectations, and outcomes-based revision.
Primary outputs: syllabi, lesson plans, activity handouts, rubrics, quizzes, templates, online course experiences, and course revisions.

Make expectations clear and repeatable, so students can focus on learning and production.
Design course assets that scale across sections and semesters without losing quality.
Align teaching and assessment with institutional outcomes and required reporting.

Students (majors and non-majors) needing clarity and confidence.
Faculty and department stakeholders (alignment, assessment, and course coherence).
Institutional reporting requirements (OAR, program outcomes, and documentation readiness).

Governance mindset: standards for voice, structure, and grading fairness.
Template first: reusable lesson-plan and handout structures to speed production.
Accessibility baseline: readable formatting, clear instructions, caption/alt-text ready workflows.
Close the loop: use feedback and evaluations to revise courses and improve outcomes.

Consistent lesson-plan format for in-class delivery and continuity.
Activity handouts that translate abstract concepts into concrete production moves.
Rubrics and templates that reduce ambiguity and improve student confidence.
Assessment alignment language for program outcomes and reporting.

Build course assets as a coherent system, not one-off documents.
Revise between terms based on what confused students, what took too long, and what produced the best work.
Maintain consistency across documents so students always know where to find what they need.

Improved student experience and course performance by revising course design between terms (clearer expectations, better pacing, less confusion).
Raised overall teaching evaluation averages from Fall to Spring (from 4.30 to 4.77), with Spring courses receiving perfect scores in every category in at least one course.
Supported revision and launch of multiple new and updated courses aligned to institutional learning outcomes and industry trends.
Supported departmental assessment alignment with OAR requirements through clearer documentation and outcomes-based framing.