Published by Weri Gadou December 4, 2024

Hi, I’m Weri. My career path might look unconventional to some, but I see it as a reflection of my curiosity, love of challenges, and passion for learning. I started over two decades ago as a healthcare practitioner, working as an osteopath and teaching in osteopathic and massage therapy schools. That experience made me realize something profound: teaching is learning.

Over time, I transitioned into teaching full-time, working with adult learners and K-12 students in British Columbia’s public schools. My passion for education has since evolved into a focus on designing engaging and accessible learning experiences. Today, as a consultant project coordinator for an e-learning company serving mostly non-profits, I continue to seek ways to create impactful learning environments, especially for diverse audiences.

This week, in my course, I explored several instructional design (ID) models and frameworks. It got me thinking about how these ideas resonate with my journey and how they might influence the learning environments I design in the future.

Learning from Universal Design for Learning

Accessibility has always been at the heart of my work. In healthcare, I focused on tailoring treatment plans to each patient’s unique needs. As an educator, I made sure my lessons worked for a wide range of learners. Now, in instructional design, I’m drawn to Universal Design for Learning (UDL), as outlined by Takacs et al. (2021) and the UDL Guidelines (CAST, n.d.). I believe that everyone deserves the opportunity to succeed, and UDL provides a clear framework for removing barriers to learning. UDL’s core principles, offering multiple ways for learners to engage, process, and express their learning, feel like a natural fit for my philosophy. This approach also aligns with my work in the non-profit sector, where accessibility is often a priority for clients.

Balancing Structure and Flexibility with ADDIE

Dousay (2017) points out that while ADDIE is a helpful framework, it’s not a one-size-fits-all approach. Instead, it’s a general process that can be adjusted to meet the specific needs of learners, stakeholders, and different delivery methods. Dousay compares it to process mapping in business, where organizations fine-tune their procedures to make them work better. In the same way, instructional designers can customize ADDIE by choosing the right tools and techniques for each project. Although I haven’t worked on an instructional design project myself, I’ve had the opportunity to witness how our ID consultants use ADDIE in their work. I’ve seen how its clear structure (Analyze, Design, Develop, Implement, Evaluate) helps keep the process organized and ensures important steps aren’t missed. For example, the regular evaluation step in ADDIE is something our consultants rely on to gather feedback and make improvements throughout the project. For me, ADDIE feels like a helpful starting point, a structured, step-by-step method that complements my project management experience, ensuring every detail is planned, tested, and refined. It’s a reliable guide that keeps projects on track while allowing space for creativity and adjustments.

Looking Forward

As I keep moving into instructional design, I see these models as valuable tools. UDL will help me make sure all learners have access to what they need. ADDIE will give me a clear structure for my projects, while rapid prototyping will remind me to keep improving and adjusting along the way. Most importantly, I’ll always start by understanding the learner’s needs. At the end of the day, instructional design is about creating experiences that help people succeed. Whether it’s in healthcare, a classroom, or an online course, I’ve seen how powerful it is to meet learners where they are and give them the right tools to thrive. That’s what drives me and keeps me passionate about this work.

References

CAST, Inc. (n.d.). The goal of UDL: Learner agency. The Goal of UDL: Learner Agency | UDL Guidelines. https://udlguidelines.cast.org/more/udl-goal/

Dousay. T. A. (2017). Chapter 22. Instructional Design Models. In R. West (Ed.), Foundations of Learning and Instructional Design Technology (1st ed.).   

Takacs, S, Zhang, J., Lee, H., Truong, L., & Smulders, D. (2021) A comprehensive guide to applying Universal Design for Learning.