EVIDENCE-BASED INSTRUCTIONAL DESIGNER
Designing Curriculum for 21st Century Learners
OVERVIEW OF THE EXPERIENCE
While in the Loyola Marymount MA program for urban education, I used digital tools to enhance math learning for 21st-century learners. This experience shaped my belief that technology-based learning and using data to inform decision-making are necessary skills for educators.
In the Northeastern MEd program with a concentration in eLearning and Instructional Design, I redesigned math courses using evidence-backed learning science principles.
From both higher education experiences, I continue to use the strategies of a teacher-researcher and identify a problem, ask questions, and collect and analyze data to inform decision-making.
IMPORTANCE & IMPACT
Many of the students I support in math learning are neurodivergent. Therefore, before redesigning the high school math curriculum, I identified stakeholders and conducted empathy interviews to collect data and determine the neurodivergent learner's needs.
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I designed a training module in Articulate Rise using the backward design approach. I also implemented Mayer's multimedia principles and principles of interactivity to improve adult learner engagement.
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I designed two self-guided modules in Canvas using the backward design approach and practiced refining the course plan to align learning outcomes, content, and activities.
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I also conducted a brief needs analysis that recognized students struggling with mental and emotional health and sourced open educational materials.
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These design experiences reinforced that using inclusive and evidence-backed design principles can promote equity in learning.
SKILLS GAINED
ME.D. PROGRAM COMPETENCY:
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CULTURALLY RESPONSIVE
Interest in, and capacity to perceive, multiple perspectives.
ELID PROFESSIONAL COMPETENCY:
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PROFESSIONAL EXPERTISE
Contribute to the design of learning experiences that are rigorous, grounded in evidence-based pedagogical theory, and informed by the science of learning.
ELID PROFESSIONAL COMPETENCY:
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LEADERSHIP AND VISION
Seek out and analyze the pedagogical potential of new models, strategies, and tools.
WORK SAMPLES
UDL PRE-ALGEBRA LESSONS
The lessons use the Universal Design for Learning as a framework to design learning experiences.