Personal Theory of Learning
How do I Approach Design?
My personal learning theory is grounded in constructivist traditions and an iterative design process suited to realistic contexts.
When approaching instructional opportunities, I believe in an iterative design strategy that allows for movement, flexibility, and high collaboration with stakeholders. To accomplish this, I follow the parameters of SAM (Successive Approximation Model) to prepare, create, evaluate, and refine my work, as a gardener cares for their plants by watering, nurturing, and moving them when necessary. My experience as an instructional designer for Orlando Utilities Commission demonstrates that a flexible, refinement-based strategy is optimal for collaboration, rapid changes, and end-user-centered goals.
Additionally, I have found in my graduate studies and internships that constructivist learning experiences, where the learner builds unique knowledge through active engagement, real-world application, and self-reflection, yield the greatest outcomes for behavior change and real-world transfer. Just as a gardener actively nurtures their seedlings to eventually grow into strong-rooted plants. Drawing inspiration from Marc Prensky, I implement skill-based strategies that provide learners with a toolkit to prepare them for problem-solving, critical thinking, and collaboration.
To accomplish this, I implement activities like simulations, educational games, and maker-based opportunities in my learning experiences. I believe that by guiding learners through a truly engaging, situated learning experience, they may engage in deep learning and reflection, connecting their foundational knowledge to new content. Moreover, by encouraging social learning through collaboration, critique, and discussion, learners develop deep perspectives informed by both their personal mental models and those of their peers. Centralizing the experience on the learner establishes intrinsic motivation that translates into genuine effort and accountability in their educational journey.
I am currently researching the strategic link between artificial intelligence in educational experiences and user autonomy. In other words, I aim to answer the question: how can instructional designers create immersive, personalized learning experiences that leverage artificial intelligence while also giving users high control over their experience. What is this balance between technology and the learner? How does user autonomy truly enhance the learner's educational experience despite the industry's movement toward automation?