Standard 4: Learning Designer
"Coaches model and support educators to design learning experiences and environments that the needs and interests of all students. "
4a - Collaborate on Learning Design: Collaborate with educators to develop authentic, active learning experiences that foster student agency, deepen content mastery and allow students to demonstrate their competency.
4b - Support Effective Assessments: Help educators use digital tools to create effective assessments that provide timely feedback and support personalized learning.
4c - Collaborate to Accommodate Learner Needs: Collaborate with educators to design accessible and active digital learning environments that accommodate learner variability.
4d - Model Instructional Design Principles: Model the use of instructional design principles with educators to create effective digital learning environments.
In my instructional design work, I bring a multifaceted perspective shaped by my social identities, educational background, and professional experiences. As a person of color with Vietnamese immigrant roots, I recognize the significance of cultural diversity and inclusivity in education. My background in East Asian Studies and Linguistics provides me with a deep understanding of language acquisition and cultural nuances. At the same time, my extensive tenure in teaching ESOL and coaching in Educational Technology has equipped me with practical insights into the challenges and opportunities within education.
Applying learning theory to my instructional design work is crucial. I am particularly drawn to Andragogy and Connectivism in my adult education context. Andragogy emphasizes the importance of relevance and self-directed learning for adults, aligning with my belief in contextualized learning experiences and empowering learners to take ownership of their learning journey. Connectivism, on the other hand, acknowledges the distributed nature of knowledge in today's digital age and emphasizes collaborative learning experiences through digital networks.
Preferred Instructional Design Model:
I find the Architecture of Accomplished Teaching (AAT) compelling. AAT provides a structured yet flexible framework for designing and evaluating teaching practices, prioritizing student-centeredness and continuous improvement. Its emphasis on reflective practice and alignment with diverse learner needs resonates with my approach to instructional design.
Unique Skills:
I bring expertise in technology-enhanced instruction, project management, relationship management, and research. These skills enable me to create effective learning environments, leverage digital tools for collaborative knowledge construction, and stay abreast of industry trends.
Concrete Example of Application:
An example of applying these theories, models, and skills is evident in my design of the DART curriculum training modules in my learning experience project. By employing the Four Component Instructional Design Model (4C/ID), incorporating the Experiential Learning Theory, and integrating Universal Design for Learning (UDL) principles, I aim to create inclusive and equitable learning experiences for instructors. Through scaffolded learning processes, hands-on activities, and multiple means of engagement, representation, and action/expression, I ensure that the curriculum module trainings address diverse learner needs and promote meaningful engagement.