Welcome to My Portfolio

I will continue to lean on Andragogy as the foundation for creating and facilitating all learning experiences. I recognize that adult learners are self-directed, bring a wealth of experience to the table, and learn best when they see the immediate relevance of the material (St. Clair, 2024). The design choices I make will continue to consistently honor the learner's existing knowledge and focus on practical application. Every instructional decision I make will be crafted to acknowledge, validate, and build upon what the learner already knows, rather than presenting information in a vacuum. This approach is fundamental to fostering genuine engagement and effective knowledge transfer. Furthermore, a core tenet of my design is an unwavering commitment to practical application. Learning, in my view, is most impactful when it directly translates into actionable skills and real-world utility. This ensures that the learning experience is not merely theoretical but rooted in practical relevance, empowering learners to confidently utilize their new understanding.

A continuous learning culture is paramount for organizational success in today's rapidly evolving landscape. By being a lifelong learner myself, leading by example, I will emulate and foster a continuous learning culture. This commitment to continuous learning is also essential for maintaining credibility as an instructional designer. This commitment involves not only personal growth but also a dedication to fostering an environment where open inquiry, knowledge sharing, and skill development are actively encouraged and integrated into daily operations.

For an instructional designer, this dedication to continuous learning is particularly critical. The field of instructional design is dynamic, with new technologies, and learning theory interpretations emerging regularly. By staying abreast of these advancements, I can ensure that the learning solutions I design are not only effective and engaging but also reflect best practices and leverage the latest tools and insights. This ongoing pursuit of knowledge is indispensable for maintaining credibility and demonstrating expertise to both colleagues and learners alike. It also allows me to anticipate future learning needs and proactively develop innovative solutions that drive organizational performance and individual growth.

Practice & Feedback are powerful tools in the learning design toolbox. My designs will include the facilitation of practice for new skills, coupled with specific and meaningful feedback on learner performance. This deliberate cycle of action and reflection is crucial for skill mastery. By using retrieval and spaced practice techniques (Roediger & Karpicke, 2006) and using the four levels of feedback (Hattie & Timperley, 2007), my designs can ensure the students are focused on their learning goals and that knowledge transfer is truly happening.

Communication is key, and it begins with understanding the audience. Knowing your audience is a crucial skill within any field that requires the presentation of information. Therefore, an essential starting point in designing and presenting learning experiences is establishing a baseline for who the learners are and where the learner is in their journey. I intend to accomplish this by:

• ensuring the target audience is clearly defined for instructional materials and programs

• working with stakeholders to ensure performance is being monitored and evaluated to determine if and when a learning intervention is needed

• Build pre-tests into programs whenever possible, to include their use as a continuous process improvement tools for my work and the end users

This ensures that all instruction is relevant, appropriately challenging, and directly supports the learner's goals. 

• Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487 

• Roediger, H. L., & Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1(3), 181–210. https://doi.org/10.1111/j.1745-6916.2006.00012.x

• St. Clair, R. (2024). Andragogy: Past and Present Potential. New Directions for Adult and Continuing Education, 2024(184). https://doi.org/10.1002/(issn)1536-0717, Retrieved from https://rave.ohiolink.edu/ejournals/article/438658944