At the beginning of the course, I had originally thought that I’d have an easy time as I create digital learning resources as my profession, as a learning experience designer and occasional developer; I had thought creating a digital learning resource would be easy for me. However, since the design and development of learning resources in my organization is much different than designing and developing for other learners, outside of my organization, the creation of digital learning resources with learning theories and principles in mind, is something that gets put to the back burner. Since we follow brand standards, organizational standards and accessibility standards, creativity can sometimes be stifled during the process. It is sometimes difficult to think about how creating learning resources with a learning theory in mind can help with the development of the resource and provide us with direction in terms of how we can achieve our learning outcomes through these frameworks.
Currently, I am building a net new digital learning resource with my organization, my intention; upon reflection of this course is to incorporate a learning theory as I build this new resource. Since I have the creative freedom (somewhat) to design and develop this course for my organization, I intend to use what I have learned from this course to develop the course for my organization. Using the design thinking process in this course was a great reminder of how that process is carried out. I remember completing that process five years ago when I began my MALAT program, so it was great to use that process again. What I get out of that process the most is the user-centric design. Often, we forgot who we are designing for and reaching out to the learners who will be taking the digital learning resource makes sense in terms of asking them what they would like to see in the resource. How we can further aid their learning and tease out the learning gaps is super important for the success of the learning asset.
In terms of reflection, I tend to reflect on my progress as a learner and as learning creator quite frequently. Lessons learned are always apart of our learning projects in terms of what went well and what we can improve on. I think I relate most to the first model of reflection as suggested on the Wilfred Laurier University site which is the “What-So What- Now What” model developed by Borton (1970). I tend to look at my goals for the course which was to achieve good marks and learn something new or something that I had known but perhaps had forgotten, which I can apply to my work at my organization. I certainly did relearn that with our Design Thinking Process in this course. I seem to skip over the “So What” part but I think it can be helpful to uncover what knowledge I am lacking in terms of getting to the “Now What” stage where I take those lessons learned and apply them to the next project or course. I intend to do that with one of the courses I am building in my organization. I hope to bring a new perspective to that digital learning resource now that I have almost completed this course. Receiving feedback is how I tend to learn and how I can gain other perspectives in my work and so I have appreciated the feedback from my cohort immensely as I continue on my learning journey through the MALAT.
Resources
Wilfrid Laurier University. (n.d.). Reflective writing. Write online.
August 12, 2023 at 12:09 pm
Hello Andrea, thank you for your reflection and sharing your ideas about learning in LRNT527 and in your context. I really enjoy leaning in to the “What-So What-Now what” model of reflection. If I can describe those things related to my design, I’m most of the way toward understanding and delivering on its purpose. Exploring the design process with prospective and actual learners, as you suggest is a great part of the journey. I like the concept you articulated of enriching the usual system practices of creating learning (which can be quite narrow) with alternate perspectives and elements. Considering learning theory, learning design models, and the selection and use of technology with more intention has the power to enrich any learning experience – even if it seems like rote training that simply has to be endured. In my experience, one of the greatest gifts of graduate-level learning has been the change in my capacity to push the boundaries of organizational limitations where creatively designed human learning is involved. Great work in the course! I look forward to keeping in touch.