Currently, efforts to improve teaching and learning processes in higher education are increasingly being seen. New student-centered approaches, technological support, the heterogeneity of students, are some elements that are being considered in new strategies. On the other hand, there is a large mass of teachers without pedagogical training who tend to replicate models acquired in their own training, which are quite far from current trends. This generates inappropriate pedagogical designs, focused on a traditional training. This article presents a learning module design approach that relies on assessment as its foundation. This approach includes a collaborative platform that facilitates design, especially for non-pedagogical teachers. The platform was validated with five teachers, obtaining satisfactory preliminary results.
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