I have taught in Technical and Vocational Education and Training (TVET) for about seven years, following a 25-year career as an environmental designer (landscape architect #286, under the BC Architects Act). My transition to teaching was abrupt and challenging. Like most TVET teachers, I transitioned into higher education as a subject matter expert without formal teacher training (Vinden, 2020). After my first year of teaching, I was eager to improve my teaching practice, so I embarked on the BC Provincial Instructor Diploma (PIDP). The PIDP provided me with an introduction to learning theory and instructional strategies. After reading about instructional design over the past two weeks in this LNRT 524 course, I am reminded that teachers have a vast body of research they should rely on to design effective, efficient, and engaging teaching and learning environments (Vinden, 2020; Heaster, 2020). In the article \u201cPopular Instructional Design Models: Their Theoretical Roots and Cultural Consideration\u201d, Heaster (2020) evaluated common learning models for designing inclusive learning environments. According to Heaster (2020), learning design decisions must consider the diversity of learners and culture. <\/p>\n\n\n\n
First, culture has a significant role in learning and beliefs about knowledge (Hester, 2020). Instructional design decisions should consider the cultural context (Hester, 2020). In my teaching context, TVET in western higher education, three paradigms underpin learning theory: behaviourism, cognitivism, and constructivism (Hester, 2020). Hester (2020) outlined three learning models shaped by behaviourism: the ADDIE model, Bloom\u2019s Taxonomy, and the Dick and Carey Model. Behaviourist models are appropriate in a curriculum culture where managing student behaviour and transferring content is foremost (Western Governors University, 2021). Behaviourist models are unsuitable for analytical learning or for meeting the needs of diverse learners (Hester, 2020; Western Governors University, 2021). Cognitivism influences models by Merrill, Kemp, and Gagne (Hester, 2020). Learners are at the forefront of cognitive design approaches. Learners\u2019 experiences are considered in the design, and learners are encouraged to take an active role in planning and self-monitoring (Hester, 2020). Lastly, Universal Design for Learning (UDL) is a constructivist approach with multiple means of engagement, representation and expression that removes barriers to include all learners. Learners are central to the design process. Learners are encouraged to connect their experiences to new knowledge (Kimmons & Caskurlu, 2020). Having read evaluations of instructional design models, I have developed a better understanding of selecting appropriate instructional design models. However, I am not yet confident about how I might find out more about the cultural context and learners in a future learning environment. Each group of learners will be different; many unknowns exist when designing a new course. Consequently, I think UDL is of particular importance.<\/p>\n\n\n\n
UDL is a teaching and learning model that considers the diversity of learners by aiming to remove learning barriers. The approach is user-centred and offers many means of engagement, representation and expression (Takacs et al., 2022). The design process creates learning environments accessible to various abilities and preferences (Takacs et al, 2022). The UDL model is based on design thinking which encompasses empathising with learners, defining problems, brainstorming solutions, prototyping, and testing ideas (Kimmons & Caskurlu, 2020). UDL intends to create expert learners that are motivated, resourceful, and strategic (Takacs et al, 2022). For me, UDL provides insight into how I might draw on my experience as a designer. Instruction design takes a similar approach to environmental design by applying a design process that best meets the users’ needs for inclusive and diverse spaces.<\/p>\n\n\n\n
In summary, the LNRT 524 course readings have highlighted how a design process based on theory can support effective learning design decisions. I feel that UDL is especially useful for making inclusive design decisions. Design models that emphasise analysis of the culture when defining desired outcomes are more likely to meet learners\u2019 needs.<\/p>\n\n\n\n
References<\/strong><\/p>\n\n\n\n Heaster, K. L. (2020). Popular Instructional Design Models: Their Theoretical Roots and Cultural Considerations Kristen Lina Heaster-Ekholm. International Journal of Education and Development Using Information and Communication Technology<\/em>, 16<\/em>(3), 50\u201365. https:\/\/files.eric.ed.gov\/fulltext\/EJ1275582.pdf<\/a> <\/p>\n\n\n\n Kimmons, R. & Caskurlu, S. (2020). The Students’ Guide to Learning Design and Research<\/em>. EdTech Books. https:\/\/edtechbooks.org\/studentguide<\/a><\/p>\n\n\n\n Takacs, D. S., Zhang, J., Lee, H., Truong, L., & Smulders, D. (2022). A Comprehensive Guide to Applying Universal Design for Learning<\/em>. Justice Institute of British Columbia. https:\/\/pressbooks.bccampus.ca\/jibcudl\/<\/a><\/p>\n\n\n\n Vinden, S. (2020). Backward Design<\/em>. [Presentation]. Trades Summit Series. BC Campus. https:\/\/bccampus.ca\/event\/strengthening-teaching-and-learning-for-the-future\/<\/a><\/p>\n\n\n\n Western Governors University. (2021, March 23). What is the behavioral learning theory?<\/em> Western Governors University. Retrieved November 19, 2022, from https:\/\/www.wgu.edu\/blog\/what-behavioral-learning-theory2005.html#close<\/a> <\/p>\n","protected":false},"excerpt":{"rendered":" I have taught in Technical and Vocational Education and Training (TVET) for about seven years, following a 25-year career as an environmental designer (landscape architect #286, under the BC Architects Act). My transition to teaching was abrupt and challenging. Like most TVET teachers, I transitioned into higher education as a subject matter expert without formal … <\/p>\n