Thinking about my “design identity,” I realize that I have been designing learning experiences for years, even though I have not necessarily thought of myself as an instructional designer. I work as a facilitator and curriculum developer, primarily with adult learners, including newcomers to Canada and people preparing to enter or re-enter the workforce. Over the years, I have developed and revised courses in areas such as basic life skills, workplace skills, customer service, cashier training, and basic computer skills.

My approach to designing learning has largely developed through experience. I value learning that is practical, accessible, and relevant to learners’ lives. Many of the adults I work with come to class with very different educational backgrounds, English abilities, digital skills, confidence levels, and life experiences. Because of this, I have learned that what works well with one group may not work with another. I often adapt activities, explanations, pacing, and materials based on the learners in front of me rather than following a fixed approach.

I also value interaction and creating an environment where learners feel comfortable asking questions, making mistakes, and learning from one another. For me, successful learning is not simply about delivering content; it is about helping people understand how they can actually use what they are learning outside the classroom.

At this point, I would describe my design identity as practical, flexible, learner-centred, and strongly influenced by my experiences as a facilitator. I am interested in exploring instructional design models because many of the choices I currently make are intuitive and based on experience. I am curious to see whether this course gives me a language and theoretical foundation for understanding why I design learning the way I do, while also challenging me to think differently about some of those choices.