Even before this course, I had been gradually developing my own design principles to become a better educator. Rooted in both theory and personal experience, these principles became clearer throughout the course. It was rewarding to explore new design frameworks, practice the design process, and create a Pecha Kucha presentation for the first time. Investigating how design frameworks are utilised in different contexts was challenging but rewarding, especially with the support of my group mates. These experiences have deepened my understanding of what it means to design meaningful and effective learning experiences.

Having taken time to reflect, I have now articulated my learning design principles, though they will undoubtedly evolve alongside my practice.

Learner-Centered Design: I firmly believe in placing the learner at the center of every design. Effective and engaging learning designs require an understanding of who the learners are, their prior experiences, and their diverse needs and preferences. Personalised learning empowers and engages all learners, making this principle the foundation of my design philosophy.

Accessible and Inclusive Design: Exploring frameworks like Universal Design for Learning (UDL), which emphasizes creating flexible learning environments for all learners, solidified my commitment to accessibility (CAST, 2018). We cannot assume all learners can engage in the same ways; instead, we must design for inclusivity by incorporating multiple modes of representation, engagement, and expression. I am inspired by the analogy of not building stairs for most, but ramps for all, ensuring equity in both in-person and online learning contexts.

Collaboration in the Learning Community: I have always believed in the power of shared learning through interaction and participation. Becoming an online learner myself highlighted the importance of fostering collaboration in virtual spaces. Grounded in Vygotsky’s social constructivism (1978), I now prioritise activities that encourage peer interaction and collective knowledge-building in both face-to-face and online environments. In fact, fostering a sense of community and engagement between learners in the online environment is especially crucial.

Backwards Design to Align: This principle reminds me to start with the learner and end goals in mind, using frameworks that align learning objectives, assessments, activities, and feedback. Backwards design ensures every element serves a clear purpose, creating efficient and focused learning experiences.

Thoughtful Use of Technology: Technology has been a source of both anxiety and opportunity for me. While I initially approached it cautiously, the pandemic revealed its transformative potential in teaching and learning. I now view technology as a tool to enhance accessibility and interactivity, using simulations, adaptive platforms, and other innovations to create meaningful learning experiences.

Adapting to Changing Contexts and Needs: Flexibility is essential to effective teaching. Staying current with learning theories, best practices, and emerging trends allows me to design experiences that meet evolving learner needs. This principle ties back to keeping the learner at the center and ensuring relevance in an ever-changing educational landscape.

These principles synthesise my journey from classroom teacher to online educator, online student, and aspiring instructional designer, enhanced by my study of learning design frameworks.They reflect my commitment to intentional, inclusive, and learner-focused design, guiding my efforts to create equitable and impactful learning opportunities as I continue my journey as an instructional designer.

References

CAST, 2018. Universal Design for Learning Guidelines version 2.2. https://udlguidelines.cast.org/

Vygotsky, L. S. (1978). Mind in society: The Development of Higher Psychological Processes. Massachusetts: Harvard University Press.