Skip to main content

My Goal As A Learning Designer


My Next Chapter in Learning and Technology

A few years ago, as an academic administrator during the COVID-19 pandemic, I was thrust into a fast-paced shift to digital learning. It was a challenging time, but it opened my eyes to the power of learning design, not just in delivering content, but in creating accessible, engaging, and human-centered learning experiences. That pivotal moment inspired me to pursue a path beyond program management and focus on shaping how learning happens. This motivation led me to enroll in the Learning Design and Technologies program. Having completed my first course, Foundations of Learning Design, and now beginning Design and Development of Instruction, I’ve taken time to reflect on my journey and growth. This blog post marks more than a course requirement, it’s a personal milestone. It’s a chance to pause, realign with my goals, and move forward with renewed purpose and intention to become a thoughtful, impactful learning designer.


Master the Basics of Designing Instructionally Sound Learning Experiences

By the end of this course, my goal is to confidently apply instructional design models such as ADDIE and Bloom’s Taxonomy to develop effective, learner-centered instructional plans. I’m also excited to complete our instructional design project as part of a team, which I believe will strengthen both my practical skills and collaborative mindset. In addition, I hope to build meaningful connections with peers who share similar interests and values in the learning design field. Working closely with others on group projects and discussions will create natural opportunities to bond, learn from one another, and build a supportive network. 

Having worked in educational settings for years, I’ve witnessed the difference between content that is simply delivered and learning experiences that truly transform students. Purposeful design doesn’t happen by chance, it requires understanding the “why” behind every instructional choice. This course is helping me develop that mindset. I want to design learning that meaningfully connects outcomes, assessments, and activities.

To reach this goal, I will fully engage in hands-on projects, contribute to team efforts, and take an active role in class discussions. I plan to seek out constructive feedback from both peers and instructors and apply what I learn to real-world or simulated learning scenarios. These experiences will help me grow in both confidence and competence as a learning designer.

My instructor will be a valuable guide, offering feedback and support to help me achieve this goal. Collaborating with peers will also strengthen my ideas and expose me to diverse perspectives, helping me learn new approaches and avoid common challenges in the design process.


Build a Portfolio That Reflects My Vision and Capabilities

By the midpoint of the program, I aim to build a strong digital portfolio that highlights my learning design skills, showcasing projects that reflect my ability to create inclusive, engaging, and tech-enabled learning experiences. Since I learned how to create a website in my first module, I plan to build on that foundation to enhance both the design and functionality of my portfolio. This is a great opportunity to apply my creativity while further developing my technical skills.

In today’s competitive job market, a résumé alone can’t fully convey a candidate’s potential. A well-crafted portfolio tells a story, demonstrating not only what I’ve learned but how I’ve applied it. I want future collaborators and employers to see my design thinking in action, my ability to solve problems creatively, and my commitment to learner-centered experiences. More than a collection of projects, my portfolio will represent who I am as a designer.

To achieve this, I’ll select meaningful assignments from each course and refine them into polished portfolio pieces. I’ll include reflections on the design process, the challenges I encountered, and the strategies I used to overcome them. I plan to showcase a variety of formats using tools like Canva, Articulate Storyline, and Padlet. I already have experience using Canva, and the website I created in my first module will serve as the foundation for my portfolio site.

A valuable source of inspiration for this goal could be a learning designer who actively shares their work online through LinkedIn, blogs, or portfolio sites. Observing how they present their process and work can guide me in shaping my own digital presence. I’ve already learned a lot by watching online tutorials and videos, and I’ve also found support through my AI mentor, which has helped me troubleshoot and stay motivated throughout the process.


Contribute to the Future of Human-Centered Educational Technology

By the end of the program, I want to be in a position where I can influence how educational technologies, especially AI-powered tools, are designed and implemented in ethical, student-centered ways. My aspiration is to contribute meaningfully to the evolving field of learning design by combining empathy, innovation, and purpose in every project I undertake.

I’ve witnessed both the promise and the pitfalls of educational technology. During the pandemic, I saw students benefit from the flexibility of digital learning, but I also saw them face feelings of isolation and disengagement. As AI continues to reshape the learning landscape, I believe it’s crucial that these tools are used to enhance, not replace, the educator-learner relationship. I want to be more than just a typical learning designer. I want to be a skilled, creative, and forward-thinking practitioner who identifies learners’ real needs and responds with thoughtful, impactful solutions that promote success and inclusivity.

To achieve this goal, I plan to stay actively engaged with the latest trends and ethical discussions in educational technology. I will explore how AI can support instruction, attend webinars, collaborate with like-minded professionals, and contribute to open educational resources. I also intend to start a monthly blog where I reflect on what I’ve learned, share new ideas, and spotlight emerging tools in the learning design field. This ongoing practice will help me refine my voice and stay connected with the broader community.

Someone who could support me in this journey is a thought leader in learning analytics, AI in education, or ethical edtech, someone who combines pedagogical insight with technical expertise. Early in the course, I found Cammy Bean’s discussions on YouTube inspiring, and I continue to follow her work for fresh perspectives. Engaging with such professionals through content or communities helps me grow and stay focused on my goals. Most importantly, my husband, who holds a PhD from ASU and is an expert in responsible AI and large language models, is a major source of motivation and guidance as I explore the intersection of learning design and emerging technologies.



Comments

Post a Comment

Popular posts from this blog

Reflecting on My Growth as an Evaluator

  When I first started this course, my understanding of evaluation was quite limited. I mainly thought of evaluation as analyzing data and producing a report at the end. I did not fully recognize the depth of planning, collaboration, and decision-making involved in the process. However, over the duration of this course, my perspective has changed significantly. I now understand that evaluation is a structured and meaningful process that involves designing studies, working with stakeholders, interpreting evidence carefully, and ensuring that findings are useful for decision-making. Based on my current self-assessment, I would place myself around a level 4 to 5 on the 1–6 scale. While I am not yet at an expert level, I feel much more confident and capable than I was at the beginning of the course .   To clearly summarize how my competencies changed from the beginning to the end of the course, I have included a summary table below. Looking at my self-assessment results, one of t...
Post a Comment
Read more

Designing Engaging Learning Experiences - Applying Learning Theories to Practice in Instructional Design

  Learning theories serve as roadmaps for understanding how people learn and what environments best support that process. Whether through behaviorist strategies like reinforcement or constructivist ideas of knowledge construction, theory helps instructional designers align learning goals with strategies that work. In the digital age, where learners are increasingly autonomous and globally connected, integrating theory into learning design is essential for relevance and effectiveness. Behaviorism and Gamification   For  Sparkywave Solutions Policy Training ,  I analyzed a gamified learning experience using behaviorist principles. I explored how concepts like reinforcement and stimulus-response patterns increased learner motivation. For example, progress bars and achievement badges provided immediate feedback, reinforcing desirable behaviors such as completing modules or answering quiz questions correctly. Gamification aligned with behaviorist ideas by making the trai...
Post a Comment
Read more

I’m On the Curve: My Journey Through the Diffusion of Innovations

When I first began reflecting on Everett Rogers’ Diffusion of Innovations Theory, it felt natural to look back and trace where I once stood and where I am now on the adoption curve. This theory explains how people and organizations adopt new ideas, products, or technologies over time, moving from innovators to laggards. Reflecting on my own journey, especially during the pandemic, made it easier to identify my place on this curve. Over the past few years, I have traveled from being part of the Late Majority, to confidently moving into the Early Majority, and now striving to become an Early Adopter in the field of Learning Design and Technologies. Where I Was If I travel back to the early months of the COVID-19 pandemic, I can clearly see myself fitting into the Late Majority category. At that time, I was working at a private university, managing a postgraduate program. My main responsibilities included scheduling classes, communicating with students and lecturers, booking classrooms, m...
Post a Comment
Read more