D295: Designing and Facilitating E-Learning Experiences for K–12 Students

Designing and Facilitating E-Learning Experiences for K–12 Students opens the K-12 Learning Designer pathway — planning virtual units that hit academic standards while building real digital citizenship.

What D295 covers

The course is the first of two courses in the K-12 Learning Designer pathway. It teaches skills needed to plan units of study that leverage virtual settings and achieve academic standards while promoting digital citizenship, and provides strategies for explaining essential concepts and demonstrating examples for students in K–12 virtual settings.

The course provides strategies for using technology to facilitate meaningful collaboration among K–12 students, and explains how to design effective practice and assessment opportunities with the feedback students need to improve learning.

The D295 performance assessment

Expect a performance assessment requiring you to design a virtual unit of study for a given K-12 grade level, incorporating digital citizenship and collaboration strategies.

Key topics in D295

• Planning virtual units of study
• Digital citizenship
• K-12 virtual collaboration strategies
• Practice and assessment design for virtual settings

Writing tips for D295

Follow the task instructions and rubric line by line

WGU performance assessments for D295 are graded against a fixed rubric — every rubric line has to be visibly addressed, usually with a labeled heading that mirrors the rubric language. Skipping a rubric point because it seems minor is the single most common reason a competent submission comes back "Not Yet Competent" for revision.

Ground design decisions in a specific learner population and instructional problem

Learning Experience Design courses like D295 typically ask you to apply Design Thinking or instructional design models to a specific learner population and problem, not design in the abstract. Evaluators are checking whether your reasoning fits that concrete audience and problem, not a generic e-learning module.

Because WGU is self-paced, don't let "no deadline pressure" become no submission

There's no weekly due date forcing progress, which means procrastination costs more at WGU than at a traditional term-based school — a stalled task can quietly eat weeks of a term. Treat your own target date for each D295 assessment as a real deadline.

Why students seek help with D295

Candidates sometimes design content delivery without the meaningful collaboration component the course specifically requires for virtual K-12 settings — a strong response builds in genuine peer collaboration, not solo content consumption.

How GradeEssays helps with D295

Share your grade level and rubric, and your writer will build a virtual unit with genuine K-12 collaboration strategies built in, not solo content delivery.

Prerequisites and program context

D295 requires Learning Technology (D294) as a prerequisite and opens the K-12 Learning Designer pathway.

• Master of Education, Education Technology and Instructional Design

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