We explore an innovative approach to learning design representations called course composition diagrams, which consist of interactive digital icons representing course elements, such as videos and quizzes. Course composition diagrams present a visual overview of course structure, including the placement and sequence of individual elements within a course. We hypothesize that providing design teams with such representations creates opportunities for reflection that may not exist otherwise, thereby potentially leading to improved design outcomes. We present a case study where design teams of Massive Open Online Courses used course composition diagrams to reflect on courses they had recently developed. Six themes emerged from our qualitative analysis: (1) affordances of representation; (2) limitations of representation; (3) opportunities for comparison; (4) congruence; (5) reflection on design choices; and (6) utility of representation. We argue that this approach holds promise for providing designers with meaningful opportunities to reflect on learning design.