I designed this course using both the Community of Inquiry (CoI) framework and Universal Design for Learning (UDL) principles to ensure a learning experience that is meaningful, inclusive, and engaging for all learners.

• Teaching Presence: I developed a detailed course map that outlined each module and aligned every asset to specific learning objectives. This structure allowed me to plan content delivery, finalize interactivities, and design purposeful discussion prompts. Instructor presence was maintained through consistent narration, clear guidance, and ongoing support throughout the course.

• Social Presence: I created space for community-building through discussion boards rooted in real-world kitchen scenarios. Learners were encouraged to share experiences, challenge common food safety myths, and support one another—fostering a sense of connection in the online environment.

• Cognitive Presence: The course was anchored in the familiar “Clean, Separate, Cook, Chill” framework to enhance concept retention. I used scenario-based learning, critical thinking prompts, and a variety of media—such as Vyond animations, narrated slides, and job aids—to help learners engage actively with the material and apply it to real-life situations.

• Universal Design for Learning (UDL): Accessibility and flexibility were at the core of my design. I offered multiple means of representation (e.g., visual, auditory, and written content), action and expression (e.g., discussion boards, practical tasks, quizzes), and engagement (e.g., real-world relevance, myth-debunking activities). These choices supported diverse learning preferences and made the course more usable for all learners, including those with disabilities or situational challenges.

To build motivation early on, I opened the course by spotlighting how common kitchen habits can lead to foodborne illness, making the content personally relevant and immediately applicable.