Learning Design Philosophy

Through my formal education in the learning design space, as well as my own experiences as a learner, I have found that I tend to lean constructionist in my approach. Knowledge is actively constructed, not just passively “received”. As such, effective learning design does not prioritize only direct instruction but also activities that put the learner in charge and allows them to build out their knowledge. Prioritizing learner agency and creating opportunities for reflection are components of designing a learning experience that are very important to me. I also care deeply about culturally-sustaining pedagogy and adopting a resource, as opposed to deficit, mindset, recognizing that each learner brings with them a set of important lived experiences and strengths into any given learning experience. I aim to incorporate principles of universal design for learning—removing the myth of an "average" learner, and instead focusing on the learner(s) in front of me. I strive to continually ask myself, Who are you designing for? At the end of the day, good design centers the experience and needs of the learners throughout the entirety of the design process, not just as a final checkpoint.

Above all, I believe that all learners are deserving of educational experiences that empower them, provide them with a balance of scaffolded support and opportunities to customize their learning experience, and inspire them to bring their knowledge into relevant applied settings in their lives.

Learning Design | EdTech | UX

I would love to hear from you! Get in touch at szacco@gse.harvard.edu