• Original course: long blocks of text, no visual hierarchy, minimal interactivity.

• Learners were expected to read without guidance or engagement support.

• Needed a solution that balances clarity, accessibility, and learner-centered design.  

To redesign the course introduction, I applied principles of visual design, multimedia learning, and learner engagement:

• Extracted only the key points students need for an initial understanding of Psychology of Hope.

• Introduced visual hierarchy with headings, color accents, icons, and callout boxes.

• Added interactive elements and movement via Genially to guide learners’ attention.

• Focused on readability and engagement, keeping content digestible while maintaining pedagogical depth.

• Applied chunking and progressive disclosure to reduce cognitive load (Sweller, 1988).

• Chunking & key points: Learners retain more when content is concise and clearly structured (Mayer, 2009).

• Visual cues & interactivity: Interactive and visually rich slides increase attention and motivation (Clark & Mayer, 2016).

• Learner agency: Students can explore at their own pace, supporting self-directed learning and engagement.

• Cognitive engagement: By removing extraneous text and emphasizing essential concepts, learners are free to focus on understanding and reflecting. 

This project demonstrates that even a simple visual redesign can transform learner experience. Students are more likely to engage with content that has texture, movement, and visual clarity than a static, text-heavy page.While the course was not deployed publicly due to platform limitations, this work illustrates:

• My ability to analyze existing resources critically.

• How I can apply instructional design and visual communication principles to make content accessible and engaging.

• A strong understanding of pedagogy-informed design for adult learners.