Beyond the Beaker: My Learning Design Vision

Sparking Change Through Learning Design
If you had told me a few years ago that I’d be geeking out over instructional design frameworks and AI-powered learning tools, I probably would’ve laughed. Yet here I am, deep in the world of learning design and loving every second of it. For me, this field isn’t just about creating courses or designing modules. For me, it’s about solving real problems, sparking curiosity, and making learning meaningful for everyone, no matter where they start.
So, what drew me here? It was the power of design to transform learning experiences. I’ve seen firsthand how bad design can frustrate learners, and I’ve also experienced those rare moments when everything clicks and suddenly learning feels effortless. That’s why I want to create learning experiences that feel intuitive, engaging, and empowering.

What Makes Me Different?
I bring a combination of empathy, creativity, and tech curiosity to the table. Before diving into learning design, I spent years in roles where communication and problem-solving were key. Whether I was supporting a team through change or mentoring colleagues on a new platform, I realized my strength wasn’t just in teaching. It was in listening and designing solutions that actually work for people.
One example? When my department adopted a new LMS in the midst of COVID, chaos ensued. People were overwhelmed, training sessions were rushed, and frustration levels were sky-high. Instead of throwing another generic tutorial at them, I created a series of short, personalized walkthrough videos and job aids based on real pain points they shared with me. The feedback? “This finally makes sense!” That experience cemented my belief that learning design is about people first, tools second.

My Professional Goals
In the short term, my focus is on confidently applying foundational learning design principles to create at least one fully developed, standards-aligned instructional resource. This means aligning goals, writing measurable objectives, and designing outcomes that reflect both the content and the needs of learners. I want to leave this program with not just knowledge, but something tangible I can use to support both my students and fellow educators. I’ve already set my first milestone—begin adapting my lesson plans for next year by the last week of June.
By the midpoint of the program (Spring 2026), I aim to move beyond participation and into leadership by facilitating a professional development session at my school or district level. This will allow me to share practical, relevant strategies that help teachers create engaging learning experiences. I also want to start collaborating more formally with instructional coaches to co-create resources and refine my facilitation skills. As Leslie Odom Jr. famously said, “I want to be in the room where it happens!”—and this will be my way of stepping into that space.
Long term, by the end of the LDT program, my goal is to transition from the classroom into an official instructional coaching or curriculum design role. I envision myself leveraging the tools, strategies, and mindset I’ve developed to advocate for and design instructional practices that are not only effective but also empathetic and empowering. By Fall 2026, I see myself shaping instruction at the school or district level, helping teachers thrive and students succeed.

Who Inspires Me?
There are so many thought leaders in this space who motivate me. Richard Mayer’s work on multimedia learning has been a game-changer for me. I apply his principles every time I design slides or eLearning content. Then there’s Julie Dirksen, whose book Design for How People Learn constantly reminds me to focus on behavior change, not just content delivery. I recently came across a blog titled Top 100 Learning Influencers by David Kofoed Wind and have been exploring the works of Cammy Bean, Karl Kapp and Christy Tucker.

What I’m Most Passionate About
If I had to pick one area that excites me most, it’s interactive learning design powered by AI and adaptive technology. The idea that we can design experiences that adjust in real-time to a learner’s needs is huge. It solves so many problems we’ve wrestled with for years: engagement, pacing, accessibility.

Staying Connected Through Networked Learning
The field of learning design moves fast. New tools, new frameworks, and new research never seems to stop. That’s why connectivism and networked learning resonate so strongly with me. I don’t want to be a passive consumer of knowledge; I want to be part of the conversation.
My plan? Stay active in professional networks like the Learning Guild, ATD, and LX Design communities. Follow thought leaders on LinkedIn. Engage in Slack groups where designers share tips, challenges, and wins. And honestly, share what I learn back with others, whether that’s through blogging, creating micro-videos, or just answering questions for someone who’s new to the field.
The beauty of networked learning is that it keeps us humble and adaptable. It reminds me that the best ideas often come from collaboration, not isolation. And as AI, VR, and other technologies continue to reshape our world, staying connected will be the key to staying relevant and making an impact.

Looking Ahead
Learning design isn’t just a job for me; it’s a way to make education accessible, engaging, and human-centered. I want to be part of that movement that uses creativity, technology, and theory to make learning something people look forward to, not something they endure.
If you’re passionate about the same things, let’s connect. After all, learning is better when we build it together.

Disclaimer: This post was developed with the assistance of OpenAI’s ChatGPT (GPT-5) for brainstorming ideas and structuring content and then reviewed and edited by me for accuracy and clarity.