Defining Learning Design and Technology

I define learning design as the cyclical process of creating and iterating instructional material based on program standards and pedagogical theory.

In this process, technology plays a central role as a vehicle for instructional material via learning management systems, and as a tool through which accessibility options can be provided for traditional and nontraditional learners alike. Furthermore, technologies can be employed in distance learning to enhance the learner experience by increasing the personability of virtual learning activities. Innovative technological use in learning design can also prepare learners for the hi-tech landscape of the modern world.

The concepts of iteration and standards are key in this approach to learning design and technology. Iteration is critical for the continuous improvement of course materials, in which subjects and content are kept up-to-date and relevant. Iteration is important to me as it keeps each course ‘living’, rather than stagnant and neglected. Abiding by the standards of the programs through which the course materials are offered is also critical, as learners should experience professionally designed and similarly structured courses throughout their completion of a degree program. For me, following established standards is paramount for creating an environment in which participants feel respected as learners – they should be able to tell that careful work and dedication was employed to craft their courses, as disorganized and outdated courses discourage learners from performing their best.

Wagner outlines four skills that align well with my understanding of learning design: first, an excellent grasp of written communication; second, the ability to present ideas in a compelling manner; third, demonstrable technological proficiency; and fourth, an appreciation for design (2011, p. 37). These skills are necessary for employing a design process cognizant of both theory and practice, while remaining technologically relevant. However, Gronseth et al. warn that technology can create barriers for diverse learners when accessibility is not supported (2020, p. 2). They encourage “[i]ntentional effort in developing empathetic understandings of target learners during initial design phases [to] support more sustainable implementation of the educational program” (2020, p. 3). This effort, which is characteristic of universal design, has been vital in my experience with learning design – for instance, the eLearning team for whom I work ensures that transcriptions, slide decks, captioning, and mp3 files of video lectures are made available along with the lectures themselves. While it is indeed the case that this process creates more work on the front-end, it results in a more accessible and inclusive experience for all of our learners, and thus is crucial in the design process. 

I created the following diagram to represent how I interpret the learning design process as an instructional designer in higher education. Because we implement learning design for established university-level courses, our subjects, departments, and programs are already known entities. As a result, the design process usually centers around working with an instructor (the SME) to create and maintain their iteration of a course in an established degree program, and does not include an initial research or problem identification phase in the traditional sense. Rather, the program and/or instructor comes to us with a new course or course redesign proposal, and we work with them from there to create and ultimately launch the course. 

In this process, we identify mistakes, inconsistencies, and – once the course has begun cycling through iterations – concerns raised by learners. Because changes happen constantly (such as the introduction of new technologies or of new media content) each iteration results in improvement to the course. We work with the instructor to implement these changes, and make suggestions based in theory, to create a smoother experience for the students of the next course iteration. 

References

Gronseth, S.L., Michela, E. & Ugwu, L.O. (2020). Designing for diverse learners. In J.K. McDonald & R.E. West (Eds), Design for learning: Principles, processes, and praxis. EdTech Books.

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