Advanced Practices of Learning Experience Design
Intentional and evidence-driven learning design, as both an art and science, grounds the creation of meaningful learning experiences, regardless of content, context, or type of learner. Advanced Practices in Learning Experience Design provides learners with a project-based collaborative learning community within which to design and develop an authentic learning- based solution to an identified problem of practice. This course guides learners through the entire learning design process. They will critique design models and develop a design plan based on an analysis of needs, showcasing the alignment between objectives, assessments, and instructional strategies, and include plans for: 1) the development of resources; 2) instructional delivery methods; 3) implementation challenges; and 4) evaluating the success of their design. Learners will then put their plan into action by creating a learning module prototype in their chosen delivery format, using the design strategies and technologies that best support their plan.
Course Syllabus
Signature Assignments
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Learning Model Infographic: SAM
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Design Plan: At Risk Intervention in Student Support
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Module 1: At Risk Intervention in Student Support
Linked here
Reflection
The How People Learn course introduced me to educational theories in an academic environment. I see a marked difference in my ability to support ideas with concrete, research-based text after this course. While I previously might have known, for example, anecdotally, that students do better with frequent, timely feedback, I can now point to and share the major works and studies supporting this idea. It is one thing to think you know something, and another to be able to support it with evidence.
In my professional life, I have used this course to make myself a sharper resource in related discussions. When the conversation around why a change is necessary becomes vague, or the hard work of the change detaches us from its meaning— I am able to ground our progress again in academic evidence discovered through this class. For example, yes our asynchronous online students need a discussion community of some kind, but why? Well, let me remind us of the benefits of social presence, an invitation to reflective practice, and the power of collaborative assimilation in optimizing student outcomes.
The course has invited me to support existing hypotheses, yes—but it has also promoted creative thinking towards new ones. By immersing myself in literal centuries of learning theory, I am able to understand the greater ideas at play around new developments in the EdTech industry. I now feel that I can speak the same language as educational theorists. In continuing to hone this fluency, I feel the stage is set for me to contribute my own innovations.