Learning Design

When thinking about Learning Design attention to detail, wise choices and flexibility come to mind. A good learning design has a way of solving problems before they even happen. It is well planned, and strategies are used to keep learners engaged with an end goal in mind. Learning theories and perspectives play a big role in learning design, as it focuses on addressing different types of problems. In the world of a teacher, learning design is a way to craft learning experiences that will give students an opportunity to showcase their skills while problem solving throughout the sequence of learning.

Technology can play a central role in learning design as it is used in the daily lives of my people including students. Before phones were “smart” we were only able to use them for a handful of things such as a calculator, making phone calls or playing games. We are now able to use phones as a tool when learning. Technology supports students with giving them more options to present their knowledge to others. Assignments and projects can be done more efficiently and often show more creativity when technology is used. Most importantly, technology can be used to support students with disabilities as it allows them to do schoolwork in a different way other than the traditional paper and pencil. 

The words used in my personal definition of leading design include flexibility, detail, craft and problem solving. These words are crucial to understanding my approach in teaching with technology because I work with special education students. As a teacher you need to be flexible and make changes as needed. Problem solving is an important part of learning for students as well as teachers. Attention to detail allows us to tailor lessons that will benefit the student in becoming more independent and confident in their skills.

It is a teacher's job to introduce problem solving and how to plan to find solutions. It can be all the more difficult for students with disabilities to find strategies that work for them. “Education problems may be addressed by emphasizing aspects of social cognitive theory that focus on strategies for helping students become self-regulated learners—able to define problems effectively, identify possible solutions, predict consequences, choose best solutions, identify how to carry out the solution, implement solutions, and evaluate results (Bandura, 1986).”

Chapter 2 of Design for Learning shares how recognizing learner needs and developing empathy in design allows equal access to all learners no matter the disability. With the use of differentiated instruction and universal design for learning all students will have a chance to be successful. "The design should facilitate equitable use, offering equivalent means of access and engagement for learners with diverse abilities, and flexible use, providing options that accommodate varied learning preferences and abilities (Story et al., 1998). 

References

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Upper Saddle River, NJ: Prentice Hall.

Gronseth, S. L., Michela, E., & Ugwu, L. O. (2021). Designing for Diverse Learners. In  J. K.  McDonald &  R. E. West (Eds.), Design for Learning: Principles, Processes, and Praxis. EdTech Books. https://edtechbooks.org/id/designing_for_diverse_learners 

Story, M. F., Mueller, J. L., & Mace, R. L. (1998). The universal design file: Designing for people of all ages and abilities (Revised ed.). NC State University, The Center for Universal Design.