The Adventure Begins

My long-awaited choice to embark on a new career in learning design and technology is finally here! As a classroom teacher for the past seventeen years, I thought I would stay in the classroom forever. I loved working with students and finding creative ways to intertwine technology into their learning, and I enjoyed creating lessons that helped my students master curriculum standards. One of my last years of teaching was online in 4th grade. I jumped at the opportunity to be an online teacher because I spent the past five years studying and piloting various EdTech in my classroom as a Google Ambassador for my campus. Being an online teacher helped me realize my love of learning design. I researched ways to reach my students remotely using technology while also finding ways to make course content online engaging and relevant for my 4th graders. Learning designers help facilitate an environment that is most optimal to a student's needs because they can access learning from anywhere and at any time in an environment, they feel most comfortable. Learning designers remove many of the barriers students face in a traditional classroom. Ellen D. Wagner states, "As learning designers, we have profound opportunities to develop conditions, strategies, resources, tools, and platforms to keep learners engaged and inspired. We can help people make new connections and meanings, spark new interest, and develop new abilities so that new learning will occur." (Wagner, 2021) The world of e-learning is the future, and its expansion, thanks to new technology, will help make learning accessible to people around the globe. 

Two years ago, I decided that I wanted to begin a new career in learning design. That long-term goal has now become a reality, and thanks to my participation in this course, I have already learned what specific area of learning design I want to specialize in. I want to continue to develop my skills in creating engaging, relevant, learner-centric courses so that students feel seen and can meet their professional and personal goals. When I began to study a career in learning design, I spent time researching the skills needed in the profession, and reassuringly, I found many of the skills required were skills I had gained as a teacher in the classroom and through my master's degree program in curriculum and instruction. I also learned there were a lot of new skills I needed to acquire, not only regarding the technological side of the profession but also in the learning models used to reach adult learners. My professional long-term goal evolved into wanting to find a specialty beyond the "instructional designer" title I saw in job postings on Indeed. The world of Learning and Development seemed massive, and pinpointing where I would fit was a bit overwhelming. In the article, Nuts and Bolts: The ID (Job Description) Bucket Overfloweth, Jane Bozarth captures the overwhelming job descriptions found for postings titled "instructional designer" by stating, "The title has become a catchall for anything related to creating, launching, delivering, or even facilitating instruction in any capacity, and at any level of complexity." (Bozarth, 2019) That article put my mind at ease and helped me examine the learning and design career sphere more deeply.

Recently, I chatted with my A.I. Mentor, Amanda Nguyen, in ChatGPT and asked her to explain the different areas of the learning design profession. After reviewing the information she provided, I realized that my interest lies in becoming a learning experience designer in higher education. I plan to bridge my teaching and mentoring experience within this long-term career goal by creating online courses that support teachers and pre-service teachers. My A.I. mentor inspired me to consider ways I could influence the future of learning design by using immersive learning experiences in classroom management and instruction. Employing this type of technology would allow pre-service teachers to "apply theoretical knowledge in a risk-free practical setting" (A.I. Mentor: Nguyen, 2024). 

Now that I have pinpointed my long-term goal, I have begun to create short-term goals that will support my future endeavors. In this course, I look forward to becoming more familiar with the technology learning designers utilize while understanding the instructional design process models such as the ADDIE and ASSURE. Ellen D. Wagner summarizes the importance of understanding human learning, "We should expect each other to be familiar with the major schools of thought that explain the phenomenon of human learning. We will need to know about the steps, stages, and processes that constitute the various phases of learning. We need to understand how learning outcomes may change under different conditions and how conditions change in different populations, at different ages, under different kinds of support structures." (Wagner, 2021)

The following short-term goal I have been pondering is to learn more about UX principles and leverage my project management skills to drive successful learning design outcomes in higher education. A.D. Ritzhaupt, S. Kumar, and F. Martin state, "Instructional designers in higher education are often assigned to either manage or participate in multiple projects on any typical day of their work." (Ritzhaupt, Kumar, Martin, 2021) By having an understanding of applying various project management skills to a learning experience position, I will be better prepared to join a higher education institution within the learning design profession. 

Being new to the field of learning design, I needed to familiarize myself with any current influencers or pioneers in the industry; however, after speaking with my A.I. mentor, I learned the names of major players in the industry and researched their contributions and philosophies. The two influencers I connected most with are Michael Allen and Cathy Moore. My A.I. mentor, Amanda Nguyen, stated, "Michael Allen pioneered the field of interactive e-learning design, and his model is widely used by learning designers around the globe." Nguyen further affirmed that "his focus on creating engaging and interactive learning experiences aligns nicely with my interest in multimedia and simulations." (A.I. Mentor: Nguyen, 2024)  It's inspiring to learn that Allen has pioneered a design model that can immerse students in situations that create real-world simulations of the skills they seek. This technology and design model provides the safety of the classroom with the feel of performing the learning task at hand in a relevant manner. 

Another designer in the field that I connected to was Cathy Moore. Nguyen shared, "Cathy Moore's work can guide designers in creating learning experiences tied to measurable outcomes and help learners apply knowledge practically." (A.I. Mentor Nguyen, 2024) Analyzing data has become a massive part of my lesson design and student intervention planning as a teacher. Analysis of and evaluation of learning data provided invaluable information that allowed me to help students meet their learning objectives and goals while also providing me with the knowledge needed to support the development of students' future learning opportunities. Ellen D. Wagner expresses: "Formative and summative evaluation can help us determine whether or not the designs we provide will achieve the results we hope to achieve." Analysis and evaluation are applied differently in learning design; however, the end goal remains familiar: we work to improve student success outcomes by refining the delivery of learning content in an e-learning environment.

In conclusion, before I complete this program to become a learning experience designer, I want to have the opportunity to explore the design thinking process, strengthen my understanding of accessibility standards and UDL principles, and learn more about the tech used to create immersive learning experiences. Connecting to professional associations while preparing to enter the job market will play an integral part in developing these areas of exploration. The support of belonging to a professional community will help me meet my career goals. As time progresses, I want to give back through my participation in professional organizations by becoming a mentor and support for others. I plan to become an advocate of learner-centered design and inclusivity. Working in higher education will provide me with the opportunity to collaborate with other educators and designers so that I will stay at the forefront of new trends. A.D. Ritzhaupt, S. Kumar, and F. Martin describe the benefits of working as a designer in higher education, "Working as an instructional designer in higher education provides many growth opportunities." (Ritzhaupt, Kumar, Martin, 2021) As a learning experience designer in higher education, I look forward to the opportunity to create content that removes the barriers created by the brick-and-mortar classroom. Learners will reach their future goals by accessing learning content from anywhere. I look forward to working with others to develop content that is not only informative but also engaging. I can't wait to focus on the learners' experience by incorporating feedback and data analysis in my day-to-day work and innovating curriculum content while supporting and collaborating with students, faculty, and staff. I am excited to be joining this ever-evolving, fast-paced profession. The sky's the limit! 

References

Bozarth, J. (2019, April 2). Nuts and Bolts: The ID (Job Description) Bucket Overfloweth. https://www.learningguild.com/articles/nuts-and-bolts-the-id-job-description-bucket-overfloweth/

ChatGTP A.I. Mentor & Nguyen, A. (n.d.).

Ritzhaupt, A.D., Kumar, S., & Martin, F. (2021). The Competencies for Instructional Designers in Higher Education. EdTech Books.

Wagner, E. D. (2021). Becoming a Learning Designer. EdTech Books.

Learning in the future…

If technology continues to advance at the current rate, in 2035, online and blended learning will be the way to learn, and in-person learning will be a way of the past in higher education. My prediction is based on incorporating AR/VR and the capabilities of virtual environments like the Metaverse. These technologies allow instructors and students to teach and learn from anywhere while providing learning opportunities that simulate in-person learning. Conceição and Howles confirm through Dabbagh's study (2007), "The shift in student demographics shows that nontraditional students are the new majority of postsecondary enrollment. The profile of these students is 25 years old or older, with full-time jobs and family obligations, likely attending school on a part-time basis and choosing online education as their primary mode of learning." (Conceição & Howles, 2023, p.2) If students can learn from anywhere, the limitations of distance, family obligations, and other personal responsibilities that can limit students' ability to attend classes in person will no longer limit where they go to college and their educational aspirations. 

Situated learning and experiential learning theories suggest that learners retain knowledge better through hands-on experiences. By 2035, learning through AR/VR simulations, virtual labs, and gamification will be the best way to engage the learners of 2035. Students will expect their courses to expose them to the skills needed to succeed in a fast-moving technological world. 

To strengthen students' critical thinking skills, virtual labs will provide students with the opportunity to practice solving problems in authentic situations. These immersive situations will support students' cognitive presence, promoting deeper learning and engagement and social presence by allowing students to collaborate, problem solve, and communicate, creating a sense of "being there" with one another in a real-world setting. 

AR/VR can create a social presence in distance courses by using avatars to emote expressions. These virtual meeting spaces allow students and instructors to engage in real-time conversations, creating a sense of connection, community, and collaboration. AR/VR will also help students of the future who may be more reluctant to participate in real-time class discussions feel more at ease in social situations, building their confidence and communication skills. 

The advancements in gamification will enhance student motivation, engagement, and collaboration. Conceição and Howles assert that game design can guide learning designers to put the learner's experience at the forefront, "Game design focuses heavily on the player experience, which is equally important as the content contained in the game. Like most well-designed learning activities, well-designed games present a compelling challenge that motivates players to invest in the experience fully." (Conceição & Howles, 2023, p.88) Scenario-based learning challenges will test students' problem-solving skills by encouraging them to evaluate and apply their knowledge in real-world contexts. Challenges or quests will open students to a world where they can explore various solutions to problems individually or collaboratively. Game-based assessments will utilize student performance data to personalize their learning and provide prompt feedback, increasing student motivation. Lastly, gamification will help foster a strong social presence through multiplayer challenges, role-playing games, and game-based identities, making students feel more comfortable expressing themselves. 

AR/VR simulations, virtual labs, and gamification will make the lack of social presence in an online course a problem of the past. Access and implementation of these technologies in higher education will facilitate group cohesion and strengthen social bonds and engagement in an online learning environment. 

After thinking about the endless possibilities of what the online learning environment will look like in 2035, one can't help but wonder how this will impact students who want to participate in-person and virtually in a blended learning environment. Hybrid learning will give way to a Hyflex model, allowing students to choose how they will participate in their courses. This model will give students the flexibility to meet their learning goals. Based on student choice, students will dictate whether they participate online asynchronously, synchronously through Zoom, or in-person, and this could vary from week to week based on the student's needs at that time. (California Learning Resource Network, 2024) Universal Design for Learning (UDL) principles encourage flexible content delivery that supports diverse learners. In 2035, the Hyflex model will replace hybrid learning, providing students with multiple means of engagement, representation, and action/expression. 

The availability of access across numerous modalities will strengthen social and teacher presence in the blended learning environment. Offering a seamless transition between in-person, asynchronous, and synchronous environments. For this type of model to be successful, support will need to be provided to instructors, and there will be a strong need to ensure that instructors are trained in digital facilitation. For example, for instructors to successfully facilitate this learning environment, they must automate many administrative tasks by utilizing technologies like AI. Implementing AI to support instructors will make them more available to their students and increase teacher presence in the classroom. Garrison, Anderson, and Archer state the importance of instructor presence in online and blended learning, "There is growing recognition of the importance of teaching for a successful computer conference- especially when critical thinking and discourse is required." (Garrison et al. 2000, p.97) The future instructor will act as a guide rather than a content provider. This will be evident in a Hyflex learning environment and valuable in distance and in-person learning. Overall, building instructor’s confidence in the implementation of an AI assistant will enable instructors to focus on mentorship, coaching, and critical thinking development in any learning environment and it will create greater learning opportunities and gains for students in 2035. 

In closing, by 2035, the landscape of higher education will be fundamentally transformed by AR/VR, gamification, and the availability and implementation of the HyFlex model. These innovations will not only remove traditional educational barriers but also create immersive, engaging, and flexible learning environments that cater to diverse student needs. The shift toward technology-driven instruction will enhance cognitive and social presence, ensuring that online and blended learning experiences will rival and even surpass traditional in-person education. As AI and automation support instructors in administrative tasks, their role will evolve into that of mentors and facilitators, guiding students through personalized, interactive learning experiences. Ultimately, the future of education will be defined by accessibility, adaptability, and the ability to foster deep, meaningful engagement, preparing students for tomorrow's rapidly advancing technological world.

References

California Learning Resource Network. (2024, December 27). What is hyflex learning? CLRN.org. https://www.clrn.org/what-is-hyflex-learning/

Conceição, S. C.O., & Howles, L. (2023). Designing the online learning experience: Evidence-based principles and strategies. Taylor & Francis Group.

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-1

How I will Strengthen My Communication in the Field

Communication Strength: Visual Storytelling Rooted in Empathy

Among the core communication skills, I am most confident in visual storytelling. As a former classroom teacher transitioning into the field of learning design, visual communication has been one of the most effective tools I’ve used to connect with learners and simplify complex information.

In my teaching career, I often relied on visuals to create engaging learning environments. For instance, when teaching students about the Revolutionary War, I created online learning environments with embedded videos, interactive photos that highlighted key vocabulary, illustrated learning maps that guided students through the material using icons, arrows, and simple diagrams rather than relying solely on text. These visual tools helped my students engage with content more independently and with greater confidence. The visual elements didn’t just aid comprehension; they told a story that made the material feel more approachable and relevant to their present-day lives.

As I move toward a career in learning design, I carry this strength forward. Visual storytelling enables me to honor learner diversity and create content that is clear, inclusive, and engaging.

Growth Area: Communication with Stakeholders Using Clarity and Ethics

While I feel confident communicating with students, parents, and district colleagues, communicating effectively with stakeholders, subject matter experts, and learning designer colleagues is a different skill that I need to develop. As I prepare for a role in learning design, I aim to clearly and confidently articulate the rationale behind my design decisions, align projects with strategic goals, and collaborate transparently and ethically across interdisciplinary teams.

This skill is vital because learning design is a collaborative business. During a project, stakeholders bring unique priorities, constraints, and communication styles. Being able to adapt my messaging, while staying grounded in instructional best practices, is essential to creating practical and ethical learning solutions. 

One of the challenges I face is shifting my communication from a “teacher to student” model to one that involves peer-level communication with professionals who may not speak the same language regarding instructional planning. I often find myself unsure about how much background to provide or how to frame learning design decisions in a way that is persuasive yet not overly technical. I want to ensure that my communication is transparent, responsive to feedback, and aligned with the ethical standards of the field. 

Action Plan: Building Clarity, Confidence, and Ethical Alignment

To address this growth area, I enlisted the help of my ChatGPT AI mentor, Amanda Nguyen. I asked Amanda to help me build an action plan that utilized Berlo’s SMCR Model and focused on helping me build clarity, confidence, and ensuring my alignment with the industry’s ethical standards. Throughout my coursework, I have learned how valuable AI tools can be in refining design plans, serving as an editor of communication, and clarifying complex topics in a more in-depth or accessible manner. 

Step 1: Communicate with Clarity- Leveraging AI-Assisted Communication 

Using AI-assisted communication, I can revise and review communication instructional explanations and learner-facing materials. These tools will help me review my message critically to ensure it preserves my intent and instructional voice. My goal is to ensure that every message I send is easily understood on the first read. The content I deliver will be clear and easy to understand. 

Use AI-Assisted Communication to: 

• Simplify complex sentences

• Detect any overly technical jargon or uncertainty

• Improve flow and structure 

• Adjust the tone of a message based on the audience

Step 2: Create a reflective practice or checklist that reviews areas of transparency, alignment, and ethics:  

The content I deliver, whether written, spoken, or visual, is a direct reflection of my communication skills and ability to manage projects as a learning designer. I can ensure that what I say is both respectful and inclusive by asking myself if what I am sharing strengthens the ethical alignment between the source and the receiver. I will keep deep empathy and ethical alignment at the forefront of all I do.

• Transparency: Am I being open and honest about decisions, timelines, or potential challenges?

• Alignment: Do the learning outcomes meet the organization’s goals and learning outcomes? Request feedback within the project cycle to ensure that what is shared aligns with the learning project’s goals.

• Ethics: Am I advocating for learner-centered design and respecting inclusivity, accessibility, and professional standards?

Step 3: Establish Confidence in my Communication as a Learning Designer: 

To be able to instill the confidence of stakeholders, subject matter experts, and fellow learning designers in my abilities as a learning designer I will need to own my expertise, by presenting my ideas clearly and assertively, while having the capability of making informed decisions, even when stakeholders and team collaborators might challenge my thinking.

• Strengthen verbal communication: I will practice explaining my design decisions out loud. Then I’ll rehearse it verbally, record myself, and listen back to adjust my tone, pacing, and structure. This practice will help me articulate my design work with greater fluency, clarity, and confidence.

• Practice Framing Assertive, Ethical Feedback: To practice delivering constructive feedback, I’ll use AI tools to help draft assertive, respectful messages. Over time, this will help me build a mental bank of confident language for sticky situations.

• Practice Journal Reflection for Communication Wins: I’ll document communication interactions where I felt confident or made progress, whether it’s presenting my work, contributing to a discussion, or clarifying my rationale. This reflective practice will help me internalize the confidence to speak with authority, and it will build momentum over time.

Connection to Professional Identity: Communication as a Reflection of Purpose 

My current communication habits reflect the kind of learning designer I am becoming thoughtful, learner-focused, and values-driven. As a former teacher, I have a strong foundation in listening to learners, observing their needs, and adapting accordingly. However, I now understand that learning designers must deliver their communication in an efficient yet detailed manner that is both diplomatic and straightforward, yet empathetic and strategic. 

I want my communication to reflect not only my care for learners but also my growing confidence as a learning design professional, someone who can communicate the value of learning experiences and advocate for ethical, inclusive, and effective practices. My long-term goal is to work in higher education, or an organization focused on educational equity. To succeed in that environment, I’ll need to demonstrate clear, adaptive, and collaborative communication that builds trust and drives impact. As I grow into my role as a learning designer, I’m committed to using this framework to ensure my messages resonate with clarity, transparency, and purpose.

References: 

1. Janse, Ben. “Berlo's SMCR model of communication theory.” Toolshero, 8 January 2019, https://www.toolshero.com/communication-methods/berlos-smcr-model-of-communication/. Accessed 2 July 2025.

2. Nguyen, Amanda. Action plan for improving communication skills as a learning designer using Berlo’s SMCR Model. 6 July 2025. Unpublished mentoring communication.

Blog Post Title Four

It all begins with an idea. Maybe you want to launch a business. Maybe you want to turn a hobby into something more. Or maybe you have a creative project to share with the world. Whatever it is, the way you tell your story online can make all the difference.

Don’t worry about sounding professional. Sound like you. There are over 1.5 billion websites out there, but your story is what’s going to separate this one from the rest. If you read the words back and don’t hear your own voice in your head, that’s a good sign you still have more work to do.

Be clear, be confident and don’t overthink it. The beauty of your story is that it’s going to continue to evolve and your site can evolve with it. Your goal should be to make it feel right for right now. Later will take care of itself. It always does.