As I begin LRNT 523, one of the things I’m interested in exploring is the relationship between learning design and technology. In my professional work, technology is an important part of how learning is delivered and supported. However, I’m increasingly interested in looking beyond the tools themselves to consider how and why we use them, rather than operating under the overly simplistic assumption that simply applying technology will always yield improved outcomes.

Much of my work involves supporting adult learners preparing for regulatory and professional licensing examinations. That environment creates some interesting challenges: learners arrive with different levels of experience, confidence, motivation, learning preferences, available time, and support from others in their professional and personal lives. I’ve had mixed experiences with learning technology. In some scenarios, adding more technology didn’t necessarily lead to better learning.

One area I’m particularly interested in exploring is how technology can support more inclusive learning experiences. Recently, I’ve started exploring opportunities to learn about and integrate Universal Design for Learning approaches that better support neurodivergent learners. Some learners introduce themselves to me with a pre-existing clinical diagnosis of neurodivergence, while others discover this after their learning is already underway. It is reasonable to assume that still others remain unidentified. I’m curious about the extent to which designing for learners who may face particular barriers can ultimately produce better learning experiences for everyone, including those with no identified learning barriers.

I expect some of my thinking about these questions will change over the course of LRNT 523. That is partly what I hope this site will capture: not just what I learn, but how my thinking develops as I connect new ideas with my own professional practice.