Traditional needs assessment and evaluation practices often operate as discrete phases within linear design models, constrained by limited resources and stakeholder buy-in. Co-design offers a complementary orientation, emphasizing collaboration, reflexivity, and contextual responsiveness. This paper examines the intersections of co-design, needs assessment, and evaluation in instructional design, arguing for a more integrated and participatory approach to support the design of learning experiences. The paper introduces tensions that can occur during needs assessment and evaluative activities. Heuristics are provided to offer practical pathways. The paper introduces a set of heuristics to guide this integration These heuristics highlight both the opportunities and tensions inherent in aligning co-design with evaluative practices and offer practical pathways for instructional designers and community members to foster collaborative design.
Jill Stefaniak (Thu,) studied this question.