Peer Review

Assignment 2 | Co-Created Rubrics for Evaluating Digital Learning Resources (Team)

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Reviewed:: Jan 31, 2026 by Faculty Development

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Ratings

Overall Rating:

Content Quality:

Effectiveness:

Ease of Use:

Overview:

SUNY Online, in collaboration with campuses throughout the SUNY system, developed an online course design rubric and process that addresses the instructional design of online courses. The rubric is openly licensed for anyone to use and adapt. The aim of the OSCQR SUNY Online Course Quality Review Rubric and Process is to support continuous improvements to the quality of online courses, while also providing an approach to collect data that can be used to inform faculty development and support large-scale online course design review and refresh efforts systematically and consistently.

This is the second assignment in a course for faculty and course developers interested in improving their instructional design skills for online courses. This assigment guides faculty in exploring and evaluating the usefulness of generative AI tools to create digital learning resources.

Type of Material:

Assignment

Recommended Uses:

An assignment for a Learning Design or EdTech Course: As a structured design challenge where students use AI tools to draft, critique, and refine a small learning resource.
As part of an AI Literacy Workshop for Educators: The guiding questions about evaluating AI output can be repurposed for hands‑on activities or group discussions.
In a Professional Development Session: Participants can follow the assignment steps to explore responsible AI use and share short presentations on their design process.
As a Standalone Module on Digital Pedagogy: The assignment can function as a self‑contained project for learners experimenting with AI‑supported content creation.

Technical Requirements:

Used Brave, Chrome

Identify Major Learning Goals:

The resource is designed to guide learners through the process of critically exploring and applying generative AI tools within a learning design context. By engaging with the assignment, learners will:

Understand how generative AI tools can support the creation of digital learning resources, including their strengths, limitations, and appropriate use cases.
Develop foundational skills in prompt design and iterative refinement, enabling learners to evaluate and improve AI‑generated content.
Communicate design decisions and processes through a structured presentation that demonstrates both the product and the reasoning behind it.
Experience defining the prospective learners, the topic and type of learning, at least one learning outcome, and the prompts you might use to gather AI-generated output for your design.
Complete a reflection piece.

Target Student Population:

Graduate School, Professional, Faculty, Instructional Designers

Prerequisite Knowledge or Skills:

The students should know about instructional design, and be able to follow the steps in designing instruction.
The assignment presupposes that users have completed the previous course assingment (assignment 1), and referenced readings.

Content Quality

Rating:

Strengths:

Strong multimodality: The resource combines a video introduction with clear written instructions, supporting different learning preferences and improving accessibility.
Practical and actionable: The assignment provides a realistic, hands‑on process for exploring generative AI in learning design, making the content immediately useful for learners.
Well‑structured design: The step‑by‑step sequence—proposal, AI‑assisted creation, critique, presentation, and personal reflection—offers a coherent learning pathway that models effective instructional design practice. the reflection piece is valuable as it enables students to consider any aspects of AI that contribute to lesson-building.
Clear expectations: Deliverables and tasks are described in enough detail for learners to understand what they need to produce and how they will be assessed. This can be used in any subject-matter course, and with the prevalence of AI in education, provides an introduction to using Ai.

Concerns:

Not fully self‑contained: The resource depends on external course materials (e.g., Unit 2 readings, Assignment 1, LMS‑specific links), which limits its usability as a standalone OER.
Missing accessible supporting materials: Some referenced items, such as Assignment 1, require sign‑in credentials, making it difficult for external users to understand the full context or follow the intended learning sequence.
Context‑dependent instructions: Because the assignment assumes prior exposure to earlier course content, learners outside the original course may lack the background needed to fully engage with the task.

Potential Effectiveness as a Teaching Tool

Rating:

Strengths:

Clear, structured workflow: The assignment’s step‑by‑step process makes it easy for instructors to adopt and for learners to follow. provides a clear, accessible entry point for educators new to AI by focusing on practical prompt construction and concept generation rather than overwhelming users with technical complexity.
Strong assessment alignment: The proposal, final product, presentation, and reflection offer multiple, meaningful ways to evaluate learning.
Practical skill development: Learners gain hands‑on experience with generative AI in a focused, efficient format. the emphasis on collaborative group work ensures that AI serves as a catalyst for human creativity rather than a replacement, preserving the pedagogical expertise and critical thinking eby grounding the process in the OSCQR rubric framework, it maintains alignment with established instructional design standards and quality benchmarks.ssential to quality instruction.

Concerns:

No explicit learning objectives: The resource does not clearly state what learners should achieve, which limits clarity for instructors and students.
Prerequisite knowledge not identified: The assignment assumes familiarity with learning design concepts and course readings without naming them.
Lack of creativity: This is a useful tool, and valuable as one way to learn how to use AI, but otherwise does not include creative or interactive elements.

Ease of Use for Both Students and Faculty

Rating:

Strengths:

Clear and easy to read resource.
Multimodal presentation of the the assignment through both a video introduction and text descripiton enhances clarity.
There is a video with captions
This is longer than ideal.

Concerns:

Faculty should provide direct support to users, as the materials lack built-in interactive features or embedded help tools.
Establish clear communication channels and prepare supplementary guidance materials to address questions about the AI prompting process and lesson-building activities.
It doesn't have a help feature
It does not link to or directly cite required readings
The links to associated assignments don't work without institutional log-in credentials.

Other Issues and Comments:: This could be useful as an introductory lesson on using AI.
Creative Commons: