Why I’m Here
After 16 years in K-12 education, I have seen how powerful
thoughtfully designed learning experiences can be, especially when technology
is integrated with purpose. I now want to play a larger role in shaping and
creating experiences that reach a broader audience of diverse learners in the
higher education setting.
Throughout the LDT program at ASU I have learned that
designing instruction is foundationally grounded in systematic processes
that encompass creativity, technology, empathy, and learning theories.
Delivering effective and equitable learning experiences is my main objective as
I enter the learning design field. The field incorporates a broad array of
disciplines such as design thinking, media production, data analysis, psychology,
and many others (Wagoner, n.d). The depth of the profession is deep, this both
excites and challenges me, to explore and discover, as I work toward being able
to design effective learning experiences.
As I embark on my journey as a learning designer, I have
identified three different goals that are time bound, relevant, and important
to my professional identity and development over time.
Short-Term Goal:
By the end of this course, I will be able to apply a
systematic instructional design approach to deliver an effective learning
experience. I understand ADDIE and have used backward design
throughout my career. Through this course I plan to take it a step further by
working with a team of my peers to apply an instructional design model to solve
an instructional problem while documenting design decisions, communicating
effectively, and articulating rationales behind each design decision and the
subsequent implementation of instruction.
The achievement of this goal will provide a strong foundation for my career as a learning designer. As an educator working in the public-school sector, I have always planned lessons with the end result in mind. As an instructional designer I will do the same, but at a higher more impactful level that reaches a broader audience of learners. Through data driven objectives, research, and cyclical iteration, I will gain the experience and knowledge needed to engage learners in measurable, adaptive, and inclusive learning experiences.
To achieve this goal, I will engage in course activities with a team of my peers to apply a design model in a simulated context. I will also read the literature provided throughout the course to attain a well-rounded view of the history of the profession, the responsibilities of learning designers and the skill sets needed to be effective. As my journey continues, I will use my blog to document my experience through thoughtful reflection and to showcase my work for future employment. My mentors for this goal will be my course instructors and my peers. Through their help and feedback, I will gain the skills needed to design effective instructional materials.
Midpoint Goal:
By the midpoint of the LDT program I will have expanded my
technical skills to be proficient in creating instructional videos, audio communications,
and in creating interactive multimedia-based learning experiences. In
conjunction with this I will also gain an understanding of a variety learning
management systems (LMS).
Effective instructional design encompasses the use of
multiple modalities. My goal is to move from a platform user to a creator who
uses the platform to deliver instructional materials to achieve learning objectives.
I want to build a portfolio that highlights my skills, shows confidence, and
makes me competitive in the job market.
To attain this goal I will complete all of my course
assignments and experiment with designing experiences using authoring tools
available to me. I will share what I have created with my instructors and peers
and gain the feedback needed to improve. Mentors for this goal will include
eLearning developers such as Jutta Treviranus and Valerie Landau who have impacted the profession with their work designing
and implementing accessible and inclusive learning. By studying what they have
done, I will apply the principles they have instituted to my work. These
professionals, serve as a model that will offer me guidance as I strengthen my
portfolio throughout the LDT program.
Long-Term Goal:
Upon completion of the program I will gain employment in a
higher education setting. As an instructional designer I will work to create
inclusive, data driven learning experiences that are inclusive and effective. I
will combine my life’s work as an empathetic and creative educator with the
skills learned throughout the LDT program to produce effective evidence-based outcomes
for the university I work for.
Throughout my teaching career I have worked with a diverse
range of learners such as students with IEPs, English language learners, and
students with social and emotional challenges. I know how design decisions,
like clarity of instructions and accessibility of materials, can either open or
close doors. As a learning designer I will work to create experiences that provide
pathways to opportunities.
To achieve this goal, I will continue to use and implement Universal
Design Principles. I will learn how to use learning analytics to improve
outcomes in the online and blended learning modalities, like that found in
higher education. I will also seek to work with a university that is focused on
equitable educational access which aligns with my professional passions and
values.
I will meet mentors as I secure employment. I will learn
from the people I work with and ask for their feedback to continuously improve.
I will learn from their experience while gaining my own experience to
eventually mentor others. It is my firm belief that collaborative work procures
greater, more effective, outcomes.
Looking Ahead
As I reflect on my current journey, I see the transformation
happening. I am in the process of redefining and refining how I think about
learning and instruction. The field of learning design has transformed from
instruction driven materials to a more learner centered focus (Reiser, 2001). The
field is exciting, and I want to grow and contribute to it. My goals build upon
one another to procure the skills needed to create, implement, and analyze
results effectively. As Wagoner (n.d.) noted, today’s learning designer must
possess many skills and be proficient in many ways. This challenge not only
excites me but will allow me to broaden my impact as an educator. As a learning
designer working in higher education, I will design and collaborate to create
inclusive, accessible, learning experiences that improve engagement and reduce
barriers for marginalized learners.
References
Reiser, R. A. (2001). A history of instructional design and
technology: Part II: A history of instructional design. Educational
Technology Research and Development, 49(2), 57–67. https://doi.org/10.1007/bf02504928
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