When I first considered the assignment to explore a key figure in educational technology, I wasn’t sure where to begin. Should I look at one of the theorists Martin Weller referenced in 25 Years of Ed Tech? A leader in learning and technology? Then, I glanced at my bedside book stack. Sitting there were two books I had recently bought to dive deeper into instructional design: Cammy Bean’s The Accidental Instructional Designer and Julie Dirksen’s Design for How People Learn. After some research into both authors, it became clear that Dirksen would be the perfect subject for my assignment. Her book is recommended as essential reading for any instructional designer, and her impact on learning strategy is undeniable.
As I began to read Dirksen’s Design for How People Learn (2016), I found myself immediately engaged with her practical, user-centred approach to learning design. Dirksen’s writing is approachable yet backed by research, and her use of visuals, case studies, and real-world examples makes the complex topics of cognitive science and instructional design easier to digest. I haven’t finished it yet, but I am hooked and constantly highlighting her useful advice for future use. She doesn’t spoon-feed answers but asks questions that encourage readers to think critically before walking them through the process of solving problems as instructional designers. One of my favourite quotes from the book captures her emphasis on the learner’s journey. Dirksen writes, “Learning experiences are like journeys. The journey starts where the learner is now, and end when the learner is successful (however that is defined). The end of the journey isn’t just knowing more, it’s doing more.” (Dirksen, 2016, p. 2). This encapsulates her approach to design—learning experiences are not one size fits all, often not only about knowledge acquisition, and should lead to action.
Dirksen’s impact goes beyond the pages of her book. As a learning strategy consultant, she brings a behavioural science lens to instructional design, particularly focusing on how to close the gap between knowledge and action. Her ability to translate cognitive and neurological research into actionable strategies makes her work applicable to a wide range of educators and learning experience developers. In an interview on The Professor Game podcast (2024), Dirksen talked about the limitations of AI in education, pointing out that while AI might work for highly motivated learners, we need to design systems that also serve the 95% of learners who may struggle without guidance and accountability (Bucholska, 2024, 22:00).
In terms of her importance to the field of educational technology, Dirksen’s work is pivotal because she bridges the gap between theory and practice. Her book, Design for How People Learn (2016), has become a touchstone for new and experienced instructional designers, offering practical, actionable insights grounded in research while addressing real-world challenges in creating learner-centered solutions. Her advocacy for emerging technologies like augmented and virtual reality (AR/VR) in education is influenced by both behavioral science and instructional practices, shaping user-focused approaches. As Dirksen and her co-authors (2019) note:
“There is some evidence that augmented and virtual reality solutions may be a useful investment for certain behavior change interventions. Several themes have emerged in the research literature around using augmented and virtual reality for behavior change: Enabling the Behavior, Empathy Building, Experiencing Consequences, Future Projection, Feedback, and Emotional Self-Regulation” (Dirksen, DiTommaso, & Plunkett, 2019, p. 2).
These themes illustrate how AR/VR tools immerse learners in environments that go beyond traditional learning, offering opportunities for deeper engagement and lasting behavioural change. Dirksen’s emphasis on behavioural science and cognitive psychology ensures that EdTech solutions are not only innovative but also aligned with how the brain processes information naturally.
In summary, Julie Dirksen’s contributions to instructional design and educational technology are invaluable. Her ability to translate complex theories into practical, actionable advice has shaped the way instructional designers approach their work, ensuring that technology-enhanced learning is effective, engaging, and grounded in how people actually learn.
P.S. If you’re interested in learning more about Julie Dirksen, I highly recommend exploring the resources mentioned above. You can also check out her website/blog, Usable Learning, for more insights into her work. Additionally, listen to her interview with Connie Malamed on the eLearning Coach podcast for a discussion about learning design and instructional strategies.
References:
Bucholska, R. A. (2024, September 9). Julie Dirksen goes beyond learning for behavior change [Podcast episode]. The Professor Game. https://www.professorgame.com/podcast/357/
Dirksen, J. (2016). Design for how people learn (2nd ed.). New Riders.
Dirksen, J., DiTommaso, D., & Plunkett, C. (2019). Augmented and virtual reality for behavior change. The eLearning Guild.