As a designer of learning experiences and a proponent of digital pedagogy, I regularly explore the intersection between educational technologies and learning design. How can we use technology responsibly to bring instructional plans to life and create captivating experiences for our learners? While there are many facets to consider in this intersection, the following few strongly resonate with me:
Design
No matter what medium I used, art has always been the way I’ve expressed myself and my interests. It has developed my ability to be creative, explore new techniques, and communicate messages in innovative ways. So, it is natural for me to gravitate towards integrating visual elements into learning experiences in a way that blends visual intrigue, purpose, and function.
However, when the word “design” is used, the visual aspect often comes to mind first. But, to me, design is multifaceted and goes beyond the mere visual aspect. When creating learning experiences, I design for:
- Care. Does the experience emanate empathy and care by considering the individuals’ learning journey?
- Function. Is the experience functional allowing learners to navigate efficiently and intuitively?
- Accessibility. Does the experience provide multiple ways for learners to engage in a way that suits their needs and abilities, supporting universal design?
- Inclusion. Does the experience integrate multiple perspectives and provide opportunities for learners to see themselves represented in the curriculum?
- Purpose. Does the experience provide interactions that are meaningful and impactful?
- Retention. Does the experience feature strategies that capitalize on how human brains learn to encourage retention?
- Openness. Does the experience provide open access to knowledge, where possible, to create a community of shared learning?
Creating Experiences
I believe that designing quality learning experiences, in post-secondary environments, is both an art and a science. Decisions should be informed by evidence-based theories and practices and reflected in a way that is creative, innovative, and purposeful.
Thinking about my own educational experiences, my undergraduate degree in education helped prepare me to teach while my graduate degree in instructional design helped me appreciate how people learn. This has led me to become fascinated with learning how human brains work to better understand how people learn. It helps me understand the “why” behind teaching and learning practices so I can integrate these strategies into my own teaching and when supporting others.
Learning
I am a lifelong learner so I seek new opportunities that push me outside of my comfort zone to foster growth. Through these opportunities, I am introduced to new communities, values, people, and approaches where I learn and unlearn things about myself. This helps shape my personal and professional identity and is revealing my most authentic self in the process. I develop my professional practice by reading to learn about different perspectives and attending conferences to learn alongside other dedicated individuals. I am listening to and learning from others as I navigate my reconciliation and decolonization journey.
As a Coordinator, Educational Technologies, I believe my role is to critically examine the use and application of educational technologies in learning experiences and encourage faculty I work with to do the same. Together, we can develop learning experiences that are accessible, learner-centered, inclusive, collaborative, and open. In the end, I look forward to the opportunities where I can weave pedagogy, technology, and learning design practices together to create experiences that guide learners down an intentional pathway where they engage in meaningful interactions along the way.