The theory and framework outline showcases how the Evaluating Sources activity was designed using Backward Design, Bloom’s Taxonomy, scaffolding, and UDL to build learners’ critical thinking and source‑evaluation skills. The activity asks students to select a source and analyze it using the CRAAP Test, composing two‑sentence evaluations for each criterion—an approach the document describes as integrating “theoretical analysis with practical skill development” and providing “measurable evidence of learners’ critical thinking.” By offering multiple source types, emphasizing learner autonomy, and using formative assessment, the design supports diverse learners while strengthening analytical reasoning. Overall, the document demonstrates how theory‑driven design decisions create structured, accessible, and pedagogically aligned learning experiences.

The design process presentation is a compilation of materials that were used to communicate with and support SMEs and other stakeholders throughout the design process. The presentation shows how the activity evolved from an initial concept to a fully aligned instructional resource. It demonstrates multiple LXD competencies by applying different theories and frameworks, visualizing design decisions at each stage, and highlighting how clear conceptual products support stakeholder alignment. The artifact also demonstrates the use of generative AI to visualize and document the design process for stakeholders. AI was also used to develop alternative text and conduct accessibility checks on all documents and presentation materials.