My Growth as an Evaluator

 I’ve made it to the final week of my LDT506 - Evaluation of Learning Systems course! It was rigorous and challenging, but well worth the time and effort. As the class comes to a close, let’s dive into how my evaluation skills have changed over the course of 7.5 weeks.

In March, I rated my overall evaluation skills as a solid 2 out of 6 based on the AEA Competencies. While I possessed transferable interpersonal skills, my technical and methodological skills were lacking. After completing this self-assessment,  I was apprehensive about taking this course. The amount I did not know was daunting, and I was unsure of what to expect!

Today, I rate myself as a  4 out of 6 based on the AEA Competencies. This improvement of two points is based on the combination of weekly readings and assignments I completed each week. They filled my evaluation toolbox with knowledge on evaluation design, data collection methods, data analysis, and reporting. Previously, I had no prior knowledge of these topics. Each assignment was built on the others, which allowed me to clearly see the natural progression of the evaluation process. Also, the course’s final products, including my team’s Final Evaluation Report and Final Evaluation Presentation, were the culmination of our newly learned skills. Being provided with various opportunities to apply my knowledge has made me a more confident evaluator. I still have room for improvement, but I am proud of the growth I have made.

After completing the self-assessment, I see my advancement within the methodology domain. More specifically, I strengthened my skills in Competency 2.11: “Analyzes data using credible, feasible, and culturally appropriate procedures.” Although I did not reference this domain in my initial blog post back in March, it was one of my lowest-rated areas as a 1 out of 6. Previously, the extent of my statistical knowledge was from a statistics course I completed in my junior year of high school. As of today, I would rate myself a 4 out of 6. During this course, I learned to use the statistical software program, JASP.  Through pre-recorded tutorials and assistance from my classmates, I was able to import data sets and critically analyze data. I learned how to calculate measures of central tendency (mean, median, mode), standard deviation, and range. I created frequency tables and distribution plots too! I understand these concepts are only the bare bones of what the tools offer, but I am planning to continue learning how to utilize JASP and its more advanced capabilities.

Next, I saw growth within Competency 2.14: “Uses evidence and interpretations to draw conclusions, making judgments and recommendations when appropriate.” Initially, I rated myself a 1 out of 6 in this competency. Now, I rate myself a 4 out of 6. After strengthening my data analysis skills by completing this assignment, we did not merely analyze the data, but we also made conclusions based on the data. I interpreted the data sets I was provided (frequency tables and distribution plots) and made reasonable conclusions and judgments. My team and I crafted actionable recommendations using these conclusions in our Team Evaluation Report assignment. 

My rating for one of my initial areas of strength, Competency 4.7 “Teams with others when appropriate,” increased as well! Teamwork was the focus of this course, and I collaborated with six of my peers in Arizona, Uganda, and Rwanda. For most of the course, I followed our Project Manager, Alex. However, for our Module 6 Assignment: Team Evaluation Report, I led a smaller subset of our team. I coordinated a scheduled meeting with two team members to ensure successful completion of the Introduction and Evaluation Methods and Design section of the assignment. I checked periodically on our sub-team’s progress, and I answered questions when needed. For our Module 7 Assignment: Team Evaluation Presentation, I took on the leadership role for the entire team. With input from our team members, I designated our project timeline and divided up the responsibilities. Although these two assignments only spanned a total of 2 weeks, I felt my ability to collaborate effectively within a team improved.

Some competencies that surprised me as being necessary include 1.8: “Identifies how evaluation practice can promote social justice and public good” and 1.9: “Advocates for the field of evaluation and its value.” These are two areas I could benefit from expanding upon. As mentioned in our course textbook, Evaluation In Organizations: A Systematic Approach To Enhancing Learning, Performance, And Change, evaluation is inherently political and our evaluations have real-world repercussions. At the beginning of this course, I did not understand the gravity of this responsibility, but it’s clear that evaluators have an ethical responsibility to ensure evaluation benefits its stakeholders. 

Beyond LDT506, I plan to build upon competency 1.7, “Pursues ongoing professional development to deepen reflective practice, stay current, and build connections.” I would like to seek out additional reading material and online courses to continue learning about evaluative practices. Our instructor, Dr. Salik mentioned how the advancement of AI will impact the field of learning design. Responsibilities usually delegated to instructional designers such as content writing and assessment creation will be completed by large language models such as ChatGPT, Google Gemini, Claude AI. As AI streamlines these tasks, our roles may begin to shift into program evaluation. To ensure I am prepared for the learning design job market upon completion of my program in May 2027, I plan to continue building my evaluation skills and stay informed on upcoming trends within the field.

References

American Evaluation Association. (2018). AEA evaluator competencies. https://www.eval.org

My Self-Assessment Notes Table can be found here: https://docs.google.com/document/d/15xrf5x37N4PyOn70LP0umsFm08zULiplg3FYJUR9WqU/edit?usp=sharing

Reflecting on My Evaluation Self-Assessment

    At the beginning of my LDT 506: Evaluation of Learning System course, I was tasked with completing an Evaluator Self-Assessment based on the AEA Evaluator Competencies. My results did not surprise me since I am new to the realm of evaluation. If I were to rate myself on a scale of 1-6, I would firmly place myself at a 2. My background in teaching created transferable skills in collaboration and teamwork, which translate well to people-oriented domains such as Interpersonal Competence and Planning/Management. However, my experience in assessment rather than evaluation has led to weaknesses in the more technical domains, such as methodology. Most importantly, this assessment shifted my mindset of the focus of evaluation itself. While effective methodology is vital to evaluation, it’s not the only piece to the puzzle.

    My two main strengths are specific competencies in the Interpersonal Competence and Planning/Management domains. These two competencies are AEA 4.7 (teams with others when appropriate) and AEA 5.2 (listens to understand and engage different perspectives). I exhibited both of these strengths during a district meeting where my fellow science teachers and I were responsible for selecting a new science curriculum. After hearing various presentations about our curriculum choices, I, along with many other teachers, were drawn to an inquiry-based program, which reflected our state standards closely. However, there was pushback from veteran teachers from my school’s science team initially. Upon first glance, it appeared they simply did not want change to the current curriculum. After further conversation, my colleague and I uncovered the true reason for the resistance to change: the amount of time required to overhaul the years of extensive work these teachers had put into their current slideshows, assignments, and assessments. The veteran teachers understood the merit of the new curriculum, but they were worried about the time commitment needed to essentially start from scratch. I understood their frustration rather than brushing off their concerns, and I took the time to listen to their perspectives, which aligns closely with AEA 5.2.

    After listening to my colleagues, I teamed with them to create an effective solution to mitigate their concerns. Rather than each individual teacher take on the responsibility of creating their own unique set of materials, we would work together to create a specific set of resources to share with the team. Two teachers would be responsible for developing the slide decks, two teachers would create the assignments, and one teacher would be responsible for crafting the assessments. Working together as a group ensured the success of each individual teacher, which follows competency AEA 4.7. Before completing my self-assessment, I thought these types of skills were not necessary for evaluation practice. However, Stevahn et al. (2005) found that people-oriented competencies such as interpersonal competence, reflective practice, and situational analysis are crucial to becoming a successful evaluator. The AEA Evaluator Competencies also place a heavy emphasis on these skills in their Interpersonal and Context domains. Evaluation is not only a numbers game, but a people game too.

    This experience shone a light on my growth areas too. The two main competencies I would like to focus on are AEA 1.3 (selects evaluation approaches and theories appropriately) and AEA 2.14 (uses evidence and interpretations to draw conclusions, making judgments and recommendations when appropriate). Relating back to my previous example, our old curriculum had not been evaluated to determine its success rate. It would have been extremely helpful if our district office had evaluated the old curriculum and provided us with data showing why it may have been ineffective. While the new curriculum appeared to align with our state standards because it was inquiry-based, I did not have evidence to back my conclusions regarding how this would impact student success. Similarly, our veteran teachers did not have evidence to back their conclusions regarding student success with the old curriculum. With this data, we would have been able to conduct a more data-driven conversation. After reflecting on this experience, I can see how effective evaluation can make it easier to make recommendations, especially when they involve change.

    Moreover, I found a few surprises when reviewing the evaluator competencies. Initially, I believed evaluation only focused on methodology such as collecting and analyzing data, but the importance of cultural competence can be found across all of the AEA domains. While the success of the school, business, and organization we are serving is crucial, we must also focus on the success of our learners. By understanding the background of our learners and their own unique cultural contexts, we can ensure the judgments and recommendations we provide are impactful.

    Ultimately, I realized I do not need to be in the role of an evaluator to possess an evaluator mindset. I am currently piloting an AI tool in the ASU Online Enrollment Center, which is assisting enrollment coaches while they are on calls with students. The AI tool recognizes questions students ask, and it will pull up the appropriate resource for enrollment coaches to reference in the conversation. I would like to collect some of my own data regarding its effectiveness (how quickly it pulls up resources and if the information is correct) to make evaluative judgments I can share during our weekly debrief meetings. Within Module 2, I would like to focus on AEA 1.3 when completing the Evaluation Proposal Analysis assignment. I plan to carefully look over the evaluation procedures to determine if the correct approach has been selected. If not, I will be able to explain why the current approach is insufficient, and I will be able to offer actionable suggestions for improvement. Currently, this skillset is not within my wheelhouse, so I am looking forward to using this week’s resources to learn and grow!

References

American Evaluation Association. (2018). AEA evaluator competencies. https://www.eval.org

Stevahn, L., King, J. A., Ghere, G., & Minnema, J. (2005). Establishing essential competencies for program evaluators. American Journal of Evaluation, 26(1), 43–59.

My Communication Style

This week marks the beginning of the next course in my Master of Education in Learning Design and Technologies program, which is LDT503: Design of Effective Communication. As I read through our Module 1 resources, one quote stood out to me. The quote read, “Effective communication assists in building relationships and trust” (Arizona State University, 2026). Learning designers are in constant communication with their colleagues, stakeholders, SMEs, leadership, and the list goes on! When we communicate with them, we can either strengthen or weaken those relationships based on our communication style. Our communication choices matter!

Communication Strength

My greatest communication strength is AI-assisted communication. My workplace has been implementing various AI enhancements to streamline our workflow. These enhancements include research tools that can scour our database of program information, writing assistant tools that can draft text messages and emails, and summarization tools that can accurately capture the main points of our conversations with students. I use all three of these tools daily when communicating at work. Due to my expertise and experience using these tools, I am confident in my ability to utilize AI to its fullest capabilities. 

AI tools, specifically writing assistants, have been critical to my success as an Enrollment Coach. For example, I had a phone call with a student where we discussed the Bachelor of Arts in Business Administration program. We covered the course plan, the admissions requirements, and the tuition costs. I typed notes as we covered each topic. At the end of the call, I informed the student that I would send them an email summarizing our phone conversation. I prompted our writing assistant tool by copying and pasting my student notes into the chat box. Then, I asked the tool to “Draft an email based on my conversation with this student in an easy-to-read format with the appropriate ASU links.” Within seconds, the assistant had drafted the email. I read it to make a few revisions. Lastly, I personalized it by including our scheduled follow-up date at the end of the email. This tool made me a more effective communicator because it provided a concise message for the student to review based on our conversation. Ultimately, they received the same message twice, through written and verbal communication, which allowed for deeper understanding.

Growth Area

While AI-assisted communication is my greatest strength, my biggest area of growth is active listening.  My AI mentor, Jordan Lee, defines active listening as “fully focusing on the speaker, understanding their message, and responding thoughtfully.” I would like to improve in this area during LDT503. More specifically, I would like to focus on “responding thoughtfully” to the messages I am receiving. This includes reflecting on the message, summarizing key details, and asking clarifying questions as needed. 

This skill is important to my development as a learning designer because effective active listening skills are required for success. For instance, if I am attending a project kickoff meeting, connecting with SMEs, or listening to team updates, I must clearly understand the message being presented. Disruptions and a lack of understanding threaten my rapport with the sender. By listening intently, responding thoughtfully, and asking clarifying questions for better understanding, I can build trust. If a team member does not feel listened to or valued, this can lead to negative impacts on the project at hand. 

This area is challenging for me because I struggle to speak in group settings. Although it may sound silly, I am afraid of sounding ignorant or asking the “wrong” questions. Therefore, I receive the message, but I do not show my understanding of it. If I do have questions, I try to figure out the answer on my own or ask colleagues later. 

Action Plan

Although LDT503 focuses on individual assignments within each module, there are still many opportunities to practice my active listening skills. First, I would like to continue improving this skill by thoroughly replying to discussion posts each week. While I can already connect my peers’ posts to the module readings, I would like to work on asking at least one clarifying question in each of my replies. 

Next, I would like to attend each live session and continue to challenge myself to ask questions. If I find a specific topic unclear, I need to ask for clarification. To practice this skill, I will review each module before the scheduled live session. Then, I will come prepared with specific questions. If they are not answered during the session, I will ask the question aloud or through the chat function. By practicing this skill in a safe learning environment, I can make it a habit.

Connection to Professional Identity

Currently, my communication style is positive, timely, and AI-enhanced (when appropriate). I strive to continue nurturing these skills because maintaining an upbeat attitude and remaining reliable can ensure my success when working with teams in the learning design field. By continuing to use AI-assisted communication tools, I can ensure my messaging remains consistent and concise. 

As my communication style grows, I would like to focus on curiosity, reflection, and critical thinking. Per the 8 Practices of Principled Innovation, we must learn how to reflect critically and compassionately (Mary Lou Fulton College for Teaching and Learning Innovation, 2020). This principle closely aligns with my desire to improve my active listening skills. As a learning designer, we must find the root cause of the challenges an organization may be facing. These are not always surface-level issues. We must be willing to listen intently, ask questions, and collaborate with our team to find the appropriate solution. In doing so, we can create positive and effective change!

Resources

Arizona State University. (2026). M1: Principled innovation. Canvas. https://asu.instructure.com/courses/244021/pages/m1-principled-innovation?module_item_id=18294802

Mary Lou Fulton College for Teaching and Learning Innovation. (2020). A framework for principled innovation. https://pi.education.asu.edu/wp-content/uploads/2025/10/Framework-for-Principled-Innovation-251016.pdf

Ideas and concepts explored in this discussion post were brainstormed in collaboration with my AI mentor, Jordan Lee.

Reflecting on LDT502

As the Fall 2025 semester comes to an end, I would like to take some time to reflect on my LDT502 course. Throughout this course, my teammates (Asifa and Anthony) and I were responsible for a specific design case. Each week, we would focus on a different element of the instructional design process, guided by the ADDIE model. As our final project, we were responsible for creating a mock-up of a training module. Please see my thoughts on our final project below. Also, feel free to view our mock-up before reading my thoughts! Our mock-up can be found here: LDT502 Instructional Materials Mock-Up. 

*Please note: This evaluation contains hypothetical results, which assume the training has been put into production. 

When we started our mock-up, we began with our learning objectives in mind. Our terminal and instructional objectives were clearly stated on the front page of our instructional module. These goals were designed to be easy for our students to measure their success in the training. Our terminal goal was: You will be able to create, edit, export, upload, and embed a 5–8 minute module introduction video using DaVinci Resolve, YouTube, and Canvas, following university branding, accessibility, and quality standards to increase student engagement. Ultimately, we wanted to prepare our learners to create an effective introductory video for a module in their course to boost student engagement.

All three of our instructional objectives served as stepping stones toward this terminal goal. Our first instructional objective was to teach our learners how to organize their media files. Our second objective was to allow them to demonstrate how to edit their raw video footage into a cohesive final product. Our third objective focused on equipping our learners with the skills to export, upload, and embed their videos in their own course. These objectives clearly align with the identified needs of our learners. Some of our faculty had little to no experience with video editing tools, while others had more advanced levels of knowledge.

This module served as an entry point for learners regardless of their prior knowledge or background. We strove to build clear connections between our activities and assessments. Each page of instructional text and assessment for each section closely aligns with its specified instructional goal. We took care only to provide essential information to decrease cognitive load and focus on learning retention. This resulted in a practical training module designed to teach learners how to create their own introductory video using the software, Da Vinci Resolve. 

When evaluating the success of our training, we utilized the Kirkpatrick model. We started with Level 1: Reaction. Per the University of San Diego (2025), this level “gauges how participants responded to the training.”  To gauge our learners' responses, we asked them to provide mandatory feedback in their final assessment. We asked: Was this training helpful? Were the steps in this training easy to follow? We also offered our learners the opportunity to ask additional questions. Our initial results found that our learners found our content approachable and engaging. Over 90% of our learners stated the module layout was easy to follow. Also, many mentioned that the written instructions were clear and easy to follow when used along with the screenshots we provided. However, to make the module even more accessible, my team and I could have created step-by-step video tutorials within each lesson for our learners to reference. This would have provided an additional way for our learners to interact with the content and bring another aspect of Universal Design Learning to our design process. If given the opportunity, I would focus on designing instructional videos to include in the next iteration of this training. 

Next, we evaluated the success of our training by diving into Level 2: Learning. This level focuses on the knowledge our learners gain and the skills they develop through our training (Calhoun et al., 2021). At this level, we must determine whether our training has resolved the identified problem. We provided assessments at the end of each lesson (3 total). Then, we gave a final assessment encompassing the artifact that the learners would create (their introductory video). After parsing through the data, our learners were able to create their own videos with 95% accuracy and embed them into their own Canvas courses! 

We are still gathering data for both Kirkpatrick Level 3: Behavior and Level 4: Results. While most of our faculty members have been able to include their introductory videos in an upcoming course, we will continue to monitor their remaining courses for the 2026-2027 school year. This will give us insight into changes in their behavior or if they revert to not posting introductory videos at all. Also, our terminal goal of increasing student engagement is being continuously evaluated. Once student engagement has been successfully measured throughout the Spring 2026 semester, we will be able to accurately assess our training based on Kirkpatrick Level 4: Results. 

Based on my evaluation of our instructional materials, our instruction did an excellent job solving the identified problem of our design case. We equipped our learners with the proper skills to create and edit their own videos. These skills can be utilized throughout their time at the University of Skaro to increase student engagement. Our current assessment data shows our target learning goals have been met!

As I reflect upon this project, the analysis part of the ADDIE model resonated with me the most. Before this course, I did not truly understand the amount of work that goes into identifying the problem, determining learners' needs, and understanding their prior experiences. From our readings, I learned that this is often overlooked but an essential part of the design process. The success of a training heavily relies on the amount of time and effort spent in the analysis phase. The stages I found most challenging were the design and development phases. However, our instructor provided us with helpful feedback to incorporate into our task analysis and detailed design documents. This experience truly opened my eyes to the iterative nature of the design process. Working in a team greatly influenced the positive outcome of our project. We designed a practical training module tailored to our learners' needs and exceeded our stakeholders' expectations. I am excited to continue providing high-quality learning experiences in the future!

References

Calhoun, C., Sahay, S., & Wilson, M. (2021). Instructional design evaluation. Design for learning: Principles, processes, and praxis. https://edtechbooks.org/id/instructional_design_evaluation

University of San Diego. (2025). The Kirkpatrick Training Evaluation Model [+ Benefits & faqs]. University of San Diego Online. https://onlinedegrees.sandiego.edu/kirkpatrick-training-evaluation-model/

Revisiting My Goals

    Welcome to my second blog post! I have successfully completed my first course in my master’s program, which was LDT 501 - Foundations of Learning Design and Technologies. I am starting my next course, LDT502 - Design and Development of Instruction. As I have been progressing through my first semester, I have learned how instructional design should be learner-centered and focus on effectively integrating emerging technologies. In doing so, learning opportunities will be authentic, engaging, and purposeful. When thinking about my future as a learning designer, there are three main goals I have in mind.

• By the end of LDT502 (December 2025), I want to improve my oral communication skills.
• By the middle of my master’s degree program (May 2026), I want to become proficient in Canva. 
• By the end of my master’s degree program (May 2027), I want to secure a learning designer position at Arizona State University. 

Let’s start off with my first goal, which is to improve my oral communication skills. In previous work meetings and group projects, I have found myself sitting quietly and observing others. I will share my viewpoints and ideas rarely, which I know is a recipe for disaster in a career like learning design, where collaboration is key! As Wagner (n.d.) states, “Effective communication is central to the role and function of learning design.” If I would like to be successful in my future role as a learning designer, I must be able to collaborate with subject matter experts, stakeholders, and my colleagues! As a result, I want to improve my oral communication skills by sharing at least five times during my group meetings throughout LDT501. By setting a numerical goal for myself, I can hold myself accountable and track my progress through each meeting. At the conclusion of each meeting, I will write a short 3-5 sentence reflection about my experience. I will plan to reflect upon what went well and how I can improve for next time. By writing these reflections, I can document my growth as I work towards sharpening my communication skills. Some people who may be able to help me in achieving this goal include my senior managers and my team leader at work. These people are my current superiors, who share updates in larger meetings often. I can reach out to them for support and advice. Also, I will plan to practice my communication skills in our own work meetings as well. 

My second goal is to become proficient in Canva. Wagner (2021) mentions how instructional designers cannot only have theoretical knowledge and expect to be successful in their roles. In the current landscape of instructional design, we must have strong technical skills as well. Currently, I have a very limited (if not non-existent) skillset when it comes to technical tools. To make myself more marketable as a learning design professional, I must take the initiative to learn a variety of technical tools. Therefore, I want to become proficient in Canva by the middle of my master’s degree program (May 2026) by completing eight certified Canva courses. These courses range from Canva Essentials to Graphic Design Essentials to The Field Guide to Human-Centered Design. Although Canva can be seen as a simpler tool compared to its more robust counterparts, such as Adobe Creative Suite products, I see the value in mastering it first. Completing these courses will allow me to “get my feet wet” when it comes to graphic design tools. By building my confidence in graphic design through the use of Canva, I can slowly start practicing with higher-level programs. Also, I would like to learn Canva because I can start producing artifacts to add to my portfolio, such as job aids, flowcharts, etc. I can even start creating my own personal branding using Canva, which can help me market myself on LinkedIn and this blog! As I work through this goal, I will plan to lean on specific YouTube channels for how-to videos and tutorials alongside the actual courses themselves. By seeking out Canva professionals, I can ensure the information I am learning is clear and helpful. 

My third goal is to secure a learning design position. As I work through my master’s degree program, add to my portfolio, and build relationships with my professors and peers, I am setting myself up for success in the job field. Ultimately, I want to secure a learning design position at Arizona State University by the end of my master’s degree program (May 2027). While I would love for the position to be in training and professional development, I would not mind starting off by creating course content or other materials for the university. I would like to hit the ground running after completing my degree program and begin accruing the professional experience needed to supplement my educational background. As I embark upon my final semester in January 2027, I will begin job searching to find roles that align with my interests. To achieve this goal, I will start building connections now within my program. For example, I worked alongside an ASU learning designer in my previous course, LDT501. She shared some information regarding ASU’s LDT department and encouraged me to look into open positions! Also, I will reach out to my professors and fellow peers for advice and support as I navigate the job market. I plan to take advantage of mock interviews that are offered by ASU as well to brush up on my interviewing skills. Lastly, I will plan to complete all of my work in my master’s program to the best of my ability. By actively participating in my coursework, giving each assignment my best effort, and being open to learning emerging technologies, I am adding to my skill set for my future resume!

As I consider my future, these three goals will help me become my best self as a learning designer. Enhancing my communication skills and learning Canva will make me a marketable professional, and securing a position as a learning designer will allow me to begin my professional career. I’ve got my eyes on the prize, and I’m ready to crush these goals. Now let’s do this!

References
Wagner, E.  (2011). Essay: In search of the secret handshakes of ID. The Journal of Applied Instructional Design, 1(1), 33–37.

Wagner, E. D.  (n.d.). Becoming a learning designer. A course reader for learning experience design. EdTech Books.

It's the Start of Something New!

Welcome to my first post! This blog will be dedicated to chronicling my journey as a learning designer. I will be posting my thoughts, projects, along with my challenges and successes along the way. 

My interest in learning design started as a small spark back in 2024. I was working as an enrollment coach with Arizona State University. In this role, I would provide information to prospective students about our wide variety of online programs. One day, I was tasked with walking someone through our Master of Education in Learning Design and Technologies program. As we looked through the transferrable skills of this program along with the prospective career paths, I found myself tucking away these bits of knowledge. After our conversation, I began researching about the learning design field. I found myself enticed by its dynamic nature. Every organization, business, and classroom has their own unique set of objectives and people who must meet them. A learning designer is tasked with creating the pathway to accessible knowledge to ensure these objectives are met. This work sounded challenging and rewarding, and I was eager to learn more!

Fast forward to August 2025, and I am now enrolled in the same program I was counseling my student on a year ago. As I start with my first course, LDT501 - Foundations of Learning Design and Technologies, I am most passionate about learning more about learning theories and instructional strategies. How do people learn best? How can I differentiate my learning experiences to make them accessible for all adult learners? How can I ensure everyone achieves the desired objective? These are questions I will be digging into throughout this course. As I equip myself with this knowledge, I can begin to recommend the "appropriate instructional strategies for a given learner population, content domain and delivery format" (Wagner, 2021). 

One aspect of learning design that I am interested in exploring further is the use of technology. Technology is the through line of learning design. The tools I will utilize on a daily basis are important for the "communication, collaboration, management, and development of instructional resources" (Ritzhaupt, Kumar, & Martin, 2021). Therefore, it’s extremely important I know how to utilize a wide variety of tools to my advantage. The main tools I would like to learn more about are multimedia tools such as Photoshop, Canva, and Adobe Creative Suite. I am not the most well-versed in these types of applications, but I am open to learning and challenging myself to take on these new skills. Another vital tool I would like to harness is generative AI. In this world, AI is unavoidable. We must learn how to work with it because it will not be going away anytime soon. By finding ways to add it into my workflow as a learning designer, I believe it will help manage my workflows and allow me to become more productive in my creative processes. 

As I begin developing my identity as a learning designer, I find myself thinking back to my time as a middle school science teacher. As an educator, I was expected to identify learning objectives, create instructional materials, facilitate learning experiences, and then evaluate and assess my students. Although the design process will vary in settings outside of education, these soft skills provide me with a solid framework to build upon. Another perspective I bring to the table is one of accessibility and inclusivity. In the classroom, my team and I would keep our learner's needs in mind. We would collaborate and work together to ensure the learning was scaffolded for our different populations of students, such as those who have special needs, those who learned English as a second language, and those who were gifted. I am looking forward to continuing to use this mindset in my work with adult learners. It is vital that we identify the needs of learner populations and ensure they are properly met. I believe my experience and perspective as a teacher can help me stand out within the field of learning design. 

Next, I’ve been thinking about my short-term and long-term career goals. Short-term, I am looking to gain as much knowledge as I can through my master’s degree program, which I am projected to complete in May 2027. It feels so far away, but I know time will fly by quicker than I think! I will continue to build my portfolio and work on creating my personal brand through my LinkedIn profile. Once I graduate, I will plan to start job-hunting. I can envision myself as a training specialist or a learning and development specialist within an organization or business; however, I would ideally like to pursue this role with my current employer, ASU. In this role, I would like to be responsible for designing and facilitating training programs for both new hires and seasoned employees. By using my perspectives from my master’s program and my time in teaching, I plan to make an impact by delivering powerful learning experiences to the learners I will be serving. I would like to identify the gaps and find ways to ensure the training materials are accessible to all employees. Long-term, I would like to gain the necessary expertise to lead a team of my own and become a manager or head of training and development. 

Ultimately, I envision making a difference in the broader community or learning design professionals by focusing on creating engaging and inclusive content. I hope to collaborate with other professionals who have the same goals. Together, we can work to optimize materials within the training and professional development realm to ensure they are relevant, informative, and accessible to all in every organization we serve. Feel free to follow along as I embark on this exciting journey, and here’s to new beginnings!

References:

Ritzhaupt, A. D., Kumar, S., & Martin, F. (2021). The competencies for instructional designers in higher education. In S. Conklin, B. Oyarzun, R. M. Reese, & J. E. Stefaniak (Eds.), A practitioner's guide to instructional design in higher education. EdTech Books. https://dx.doi.org/10.59668/164.4268

Wagner, E. D. (2021). Becoming a learning designer. In J. K. McDonald & R. E. West (Eds.), Design for learning: Principles, processes, and praxis. EdTech Books. https://edtechbooks.org/id/learning_designer