Welcome to My Portfolio
I build instructional tools to facilitate powerful learning experiences
Intentional Practice and Specific Feedback
The Cycle of Mastery Practice and feedback are the most powerful tools in the learning design toolbox. My designs include the facilitation of practice for new skills, coupled with specific and meaningful feedback. This deliberate cycle of action and reflection is crucial for skill mastery, transforming passive observation into active competence.
Evidence-Based Techniques To guarantee that knowledge transfer actually occurs, I employ retrieval and spaced practice techniques (Roediger & Karpicke, 2006). Instead of massed practice that fades quickly, these methods are designed to move learning beyond short-term memory into long-term retention, ensuring the material sticks when it matters most.
Goal-Oriented Growth By utilizing the four levels of feedback (Hattie & Timperley, 2007), my designs ensure learners stay focused on their specific learning goals. This structure provides the clarity needed to close the gap between current understanding and desired performance, directing the learner's attention exactly where it is needed most.
Instructional Design Philosophy
My approach to instructional design is a learner-centric model focused on creating meaningful, effective, and goal-oriented learning environments. I believe that authenticity in the learning experience is paramount to ensuring learners successfully attain their goals. This philosophy is operationalized through the following four principles:
Andragogy: Centering the Adult Learner
The Foundation I lean on Andragogy as the basis for facilitation because adult learners are self-directed, bring a wealth of experience, and learn best when they see immediate relevance (St. Clair, 2024). This perspective shifts the dynamic from passive reception to an active partnership in learning.
My Design Approach I consistently honor the learner's existing knowledge. Instead of presenting information in a vacuum, I craft instructional decisions that acknowledge and build upon what the learner already knows. This scaffolding bridges the gap between the known and the unknown, fostering genuine engagement.
Commitment to Utility I believe learning is most impactful when it translates into actionable skills. My designs prioritize real-world utility, ensuring the experience is not merely theoretical but rooted in practical relevance. This empowers learners to not just understand new concepts, but to use them immediately.
Cultivating a Continuous Learning Culture
Leading by Example I believe a continuous learning culture is paramount for organizational success. I emulate this by being a lifelong learner myself, fostering an environment where open inquiry, knowledge sharing, and skill development are integrated into daily operations.
Maintaining Relevance & Credibility The field of instructional design is dynamic, with new technologies and learning theories emerging regularly. By staying abreast of these advancements, I ensure that the solutions I design are not only engaging but reflect the latest industry best practices.
Driving Innovation My ongoing pursuit of knowledge allows me to anticipate future learning needs rather than just reacting to them. I proactively develop innovative solutions that drive both organizational performance and individual growth.
Establishing the Learner's Baseline
Audience First Communication begins with understanding who you are speaking to. I view establishing a baseline as a non-negotiable starting point. That baseline entails knowing who the learners are and where they are in their journey. Without this understanding, even well-designed content risks missing the mark.
Strategic Alignment I actively work with stakeholders to clearly define the target audience and monitor performance data. This collaboration ensures we identify exactly when a learning intervention is needed, rather than guessing. It allows us to pinpoint the precise performance gaps that instruction must address.
Data-Driven Relevance I build pre-tests into programs whenever possible, serving as both assessment and process improvement tools. This ensures instruction remains relevant and appropriately challenging. By assessing prior knowledge, I can streamline the learning path and respect the learner's time.
References
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Roediger, H. L., & Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1(3), 181–210. https://doi.org/10.1111/j.1745-6916.2006.00012.x
St. Clair, R. (2024). Andragogy: Past and Present Potential. New Directions for Adult and Continuing Education, 2024(184). https://doi.org/10.1002/(issn)1536-0717, Retrieved from https://rave.ohiolink.edu/ejournals/article/438658944