Theory of Learning

In order to design effective learning experiences, be it for students in a classroom or working professionals, it is critical to have an understanding of learning theories. From behaviorist theories of the 1800s to culturally relevant and sustaining pedagogies of the 21st century, there are benefits and drawbacks to each learning theory. While learning about these theories, I weighed each one against my own practices as a teacher and leader. With thought and reflection, I created a theory of learning that explains what I believe learning is, how it occurs, and what a designer should know about those they design for. 

This theory of learning demonstrates my ability to synthesize information across multiple schools of thought, analyze the places and spaces learning occurs, and argue for more inclusive and informed practices. 

Remixed Learning Design Model

When I approach designing an experience, there are two primary theoretical underpinnings I keep in mind: my first is my theory of learning; the second is my learning design model. Drawing from popular learning design models and pedagogies, I created my own model of learning design. Informed primarily by principles of accessibility and equity, I also use Wiggins and McTighe’s (2005) Understanding by Design, the ARCS model, and other considerations such as my knowledge of learners and beliefs in sociocultural theory. 

This learning experience design model shows my ability to pull together frameworks, theories, and my own experiences to synthesize a learning model that fits my practice as an educator and as a designer. 

Ultimate Unit

This unit brings together my knowledge of best practices for online learning with my knowledge of Google Classroom and similar applications like Google Docs, Forms, and Slides. It is centered around the core unit of argumentation in the tenth grade curriculum that I currently teach. In this asynchronous online unit, I provide structured and non-structured opportunities for students to work together and with me, their teacher. This provides the connection and guidance that online learning opportunities can often lack, while still acknowledging that students have varied schedules and might need additional flexibility to meet unit objectives. This unit also highlights my ability to apply elements of effective instructional design in an asynchronous online learning space.

Adobe Captivate

Educational technologies, particularly in the 21st century, are ever-evolving, from updates to tried-and-true applications to what seems like new ones entering the educational world each week, I chose to work with Adobe Captivate to increase my understanding of online learning modules. First, I created a module on synthesis essays for an 11th grade class, then, I made a quick how-to for my colleagues who might be interested in learning this technology. These pieces show my ability to acquire new proficiencies in technology, demonstrating how a technology can be used for students and for educators to elevate their own practices.

Like many people who went to public school in the first two decades of the 2000s, I have a complicated relationship with assessment. At times, it felt all I was good for was a standardized test score, other times, I could not believe a project I completed counted as points. As a pre-service teacher, I learned the value of assessment, but could struggle creating them. After taking a course dedicated to assessment, I began to study assessment in-depth, reflecting on my learning through a series of blog posts. I cover my experiences with assessment, how I utilize assessment in my classroom, and what I can do to align assessment with my learning experience designs. These blog posts reflect my change in understanding of assessment, what it is, how it can be utilized and creative ways that it can be implemented.

Leadership Dashboard

The dashboard on a vehicle is designed to display important information; in the spirit of this, I have designed a leadership dashboard to showcase the salient pieces regarding my leadership beliefs, style, and practices. It is reflective of my growth as a leader across a semester of coursework in learning design leadership. This demonstrates my ability to utilize industry-standard forms of leadership and apply it to an understanding of my community.

Professional Development: Gamification

To address the need for more effective teaching strategies in the secondary history classroom, I developed a professional development module for gamification in the classroom. The module can be tailored to a teacher’s knowledge level of gamification, from beginner to expert, and provides not only opportunity for individual and department focused professional development. This professional development showcases my ability to gather data on a group, determine group needs, and create a learning experienced tailored to that group’s needs.

While much of my work has focused on standard industry models: tried-and-true frameworks and theories, I feel strongly about equity in design, education, and leadership. This zine, while not a traditional method for sharing information, works in two ways: it demonstrates my understanding of Liberatory Design , which fits nicely alongside my beliefs in Paulo Freire and Gloria Ladson-Billings‘ theories, and also shows how I can bring ideas like Liberatory Design to my colleagues. This zine explains how I can connect Liberatory Design to my own practice and encourage my colleagues to do the same.