Reflecting on the Learning Challenge and My Design Principles

As an educator with over 11 years of experience in diverse contexts, my journey in teaching has always been about finding innovative ways to meet learners’ needs. From teaching Cambridge International Curriculum in Nigeria to establishing my ESL firm and collaborating with international educators, I’ve seen firsthand how rapidly evolving learner preferences challenge traditional approaches to instruction. My recent exploration of design thinking models has deepened my understanding of these challenges and provided a foundation to craft guiding principles for my future instructional designs.

The Pecha Kucha presentation highlighted a critical issue in contemporary learning environments: learners often seek quick results with minimal effort, sometimes bypassing foundational principles. This creates a significant challenge for educators—how can we design learning experiences that not only engage but also ensure depth and retention? Below are the design principles I’ve developed to address this challenge, informed by my experiences, readings, and a commitment to learner-centered education.

Design Principles to Guide My Practice

1. Prioritize Foundational Learning Foundational knowledge is essential for meaningful learning. Drawing from Ebbinghaus’ Forgetting Curve and the Spacing Effect, I aim to design instructional materials that integrate repetition and reinforcement of foundational concepts. This ensures learners build a strong base before moving to advanced topics.
2. Incorporate Gamification and Interactivity Gamified elements, as suggested in the Pecha Kucha, can make learning engaging and enjoyable. By embedding interactive tools and games into lessons, I aim to make repetitive and foundational tasks more appealing, reducing the reliance on shortcuts while fostering active participation.
3. Design for Scaffolding and Gradual Progression Learning should be structured to provide manageable steps, ensuring each stage builds on the previous one. Drawing from Crichton and Carter’s (2017) toolkit, I will integrate scaffolding strategies that guide learners progressively from basic to advanced levels, balancing quick wins with deeper engagement.
4. Leverage Technology for Personalized Learning Technology offers opportunities for adaptive learning tailored to individual needs. Inspired by the flexibility of tools I used during my ESL teaching journey, I will incorporate platforms that adjust content delivery based on learner progress and preferences.
5. Emphasize Collaborative and Social Learning Social constructionist theories emphasize that humans learn best in community. By integrating collaborative projects, peer reviews, and group discussions, I aim to create a learning environment that encourages collective growth and shared understanding.
6. Embed Reflective Practices Reflection is vital for deep learning. I will design activities that prompt learners to pause, assess their understanding, and connect new knowledge to prior experiences, fostering metacognition and long-term retention.
7. Promote Lifelong Learning Mindsets In a world driven by instant gratification, fostering patience and perseverance is critical. I will integrate discussions and activities that highlight the value of effort, persistence, and delayed gratification in achieving meaningful outcomes.
8. Ensure Accessibility and Inclusivity Inspired by my work with learners from diverse cultural and linguistic backgrounds, I aim to design content that is accessible to all, ensuring inclusivity in language, format, and delivery.
9. Measure and Iterate for Continuous Improvement Learning environments should evolve based on feedback and data. Drawing from Freixanet et al. (2020), I will implement mechanisms to gather learner feedback, assess effectiveness, and refine instructional strategies to meet changing needs.
10. Balance Rigor with Flexibility While maintaining high academic standards, I will create flexible pathways for learners to engage with material at their own pace. This approach ensures that learners meet learning outcomes without feeling overwhelmed.

Contextual Application

These principles are particularly relevant to my work in developing tools for language learning in fast-paced environments. For instance, when designing ESL courses, gamified tools can make grammar practice engaging, while scaffolding ensures that learners progress systematically. Reflective practices and social learning can help learners connect language to their cultural and professional contexts, fostering deeper connections.

By implementing these principles, I aim to bridge the gap between learners’ desire for immediate results and the need for sustained effort. Ultimately, my goal is to create meaningful, effective learning experiences that empower learners to succeed in their personal and professional endeavors.

References

• Baker III, F. W., & Moukhliss, S. (2020). Concretising Design Thinking: A Content Analysis of Systematic and Extended Literature Reviews on Design Thinking and Human‐Centred Design. Review of Education, 8(1), 305-333.
• Crichton, S., & Carter, D. (2017). Taking Making into Classrooms Toolkit. Open School/ITA.
• Freixanet, J., Rialp, A., & Churakova, I. (2020). How do innovation, internationalization, and organizational learning interact and co-evolve in small firms? A complex systems approach. Journal of Small Business Management, 58(5), 1030–1063. https://doi.org/10.1111/jsbm.12510
• Goldman, S., et al. (2012). Assessing d.learning: Capturing the journey of becoming a design thinker. In H. Plattner, C. Meinel, & L. Leifer (Eds.), Design Thinking Research: Understanding Innovation (pp. 13-33). Berlin: Springer.
• Gray, C. (2020). Markers of Quality in Design Precedent. International Journal of Designs for Learning, 11(3), 1-12. https://doi.org/10.14434/ijdl.v11i3.31193