Connecting theory and practice
Involves participants in ePortfolio-based reflection regarding professional goals, progress toward program- and concentration-level competencies, and opportunities for connecting theory and practice. Investigates the
“integrative knowledge” approach to evidence-based learning, reflection, and professional identity
development. With input and feedback from peers, faculty, and the student’s professional environment, participants then have an opportunity to develop a plan for experiential learning. The plan describes a three-
to-five-month workplace-based, scholar-practitioner experience that is responsive to the needs of the
employer, yet also steeped in the contemporary issues, science, and theory of learning design.
Course Syllabus
Signature Assignments
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Project Plan and Overview:
Maximizing Impact: Creating Engaging Learner Communities through Learner-Centered Design
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Reflection
The project in this course allowed me to apply concepts gained from almost all of my completed classes so far. It was my first run at an external course build, with a stakeholder, and with a stipulated timeline. It was also my first group project with more than one collaborator. I learned not to push so heavily on myself to produce “original” or excessively creative course elements, when in fact, some of the best learning materials have already been created around Diversity, Equity, and Inclusion. I believe this is one of the core skillsets of an instructional designer— learn where the best resources and tools are, and find ways to implement them or be inspired by their main ideas.
I also was able to give myself the gift of adaptable work in this project. My coursework previously has prepared me for the reality of moving goalposts and timelines. Because of this, I maintained a flexible workflow and overall structure that allowed me to pivot focus, adopt strategies developed by my peers, and most importantly create a tool that is set to grow and adapt in the future.