Women Running Guide 101 transforms scattered running advice into a research-backed Canvas course empowering women runners of all levels

Check out the course here

Skill demonstrated: Instructional Design, Needs Assessment, E-Learning Development, Content Research. Multimedia Integration, User Testing, Learning Experience Design, & Project Management

Project Overview

Women Running Guide 101 is a Canvas-based e-learning resource designed to serve as a comprehensive reference for women runners at all experience levels.

This project addresses the critical need for consolidated, research-backed information specifically tailored to women's running needs.

As the instructional designer and content developer, I created this course based on insights gathered from my "4The Girls Run Club" community in Boulder, Colorado, transforming scattered information into an accessible, interactive learning experience.

Challenge

Women runners face unique challenges that are often overlooked in general running resources.

Through my experience leading a women's running club, I discovered that:

  • Critical information is scattered across multiple sources

  • Many resources lack scientific backing

  • Beginners often "don't know what they don't know"

  • Even experienced runners have questions about women-specific concerns

  • There's a significant gap in consolidated, accessible resources for women runners

Solution

Women Running Guide 101 addresses these challenges by providing:

  • A centralized, always-accessible digital resource

  • Research-backed content on women-specific running topics

  • Interactive elements and practical tools

  • Content suitable for various experience levels

  • Expert insights and recommendations

Process & Methodology

  • I conducted a thorough needs assessment through:

    • Informal interviews with running club members

    • Observations during group runs and events

    • Analysis of frequently asked questions

    • Review of existing resources and their limitations

    A pivotal moment came during a club trip when a member asked about shoe replacement frequency—highlighting how even active runners sometimes lack fundamental knowledge.

  • Using a learner-centered design methodology, I:

    • Prioritized topics based on identified knowledge gaps

    • Created a logical progression from basics to advanced concepts

    • Incorporated multiple learning modalities (text, images, videos)

    • Designed for both sequential learning and reference use

  • The course was developed using:

    • Canvas LMS for structure and accessibility

    • Interactive elements to enhance engagement

    • Visual aids and graphics to illustrate concepts

    • Video content for demonstrations

  • The implementation process involved:

    • Releasing a draft version to select running club members

    • Gathering feedback through surveys and discussions

    • Iterative refinement based on user experience

    • Planning for expert collaboration and content validation

Future Development

  • Expanded content on more running-related topics

  • Additional representation from diverse runners

  • More scenario-based learning activities

  • Enhanced downloadable resources

  • Expert verification of all content