To provide students with high-quality, tailored content, higher education institutions face the challenge of helping their instructors produce their own materials. New learning objects are usually assessed when students actually use the materials. To improve quality assurance in the design of learning objects, this paper proposes systemically analyzing the user experience of new learning objects. This involves not only considering student feedback, but also integrating other perspectives into a continuous feedback loop, through a participatory design approach. The proposed framework was tested during the implementation of a flipped classroom initiative in a large Chilean university over a period of six months, involving 6 content designers, 3 teachers, 2 teaching assistants and 98 students. We observe how elements of feedback are integrated through a systemic assessment, where the end result (the learning object) is contrasted with the elements that guided its creation (the design guidelines). In this way, the roles of designer and user are complemented so as to identify design gaps early on in the process of creating a solution. This study adds to the current literature by relating design guidelines with the principles of instruction during the design process in order to ensure the overall quality of the learning objects.

为了向学生提供高质量的，量身定制的内容，高等教育机构面临着帮助其教师制作自己的教材的挑战。通常在学生实际使用教材时评估新的学习对象。为了提高学习对象设计的质量保证，本文提出系统地分析新学习对象的用户体验。这不仅涉及考虑学生的反馈，而且还通过参与式设计方法将其他观点整合到一个连续的反馈环中。在六个月的时间里，智利一所大型大学实施了一项翻转课堂倡议，对提议的框架进行了测试，该倡议涉及6名内容设计师，3名教师，2名助教和98名学生。我们观察到反馈的元素如何通过系统的评估进行整合，最终结果（学习对象）与指导其创建的元素（设计准则）形成对比。这样，可以补充设计人员和用户的角色，以便在创建解决方案的过程中尽早发现设计差距。这项研究通过在设计过程中将设计指南与指导原则联系起来，从而增加了当前文献，以确保学习对象的整体质量。