LDTE 5760 has transformed my understanding of instructional design in some key ways. Through wrestling with complex stakeholder challenges, engaging in deep personal reflection, and immersing myself in course readings, I’ve developed a richer, more nuanced perspective on what it means to create meaningful learning experiences.

Major Course Takeaways

1) The Real-World Complexity of Design

One thing that really hit home during this course was just how messy instructional design can be in practice. During our first stakeholder challenge, my team tackled designing a digital literacy proposal for rural South Dakota teachers. Having spent significant time in South Dakota myself, I pushed hard for ideas that would work in areas with spotty internet and limited resources. It was a balancing act between wanting to use cutting-edge technology and being realistic about what would actually work in these communities. This experience reinforced that understanding local context isn’t just helpful – it’s absolutely crucial for creating solutions that stick.

The second round of challenges threw me for an even bigger loop. As we developed a cybersecurity training problem and designed a mental health framework solution, I kept running into what I started calling the “universal-specific paradox” – how do you create something that works broadly but still gives enough concrete guidance to be useful? This experience taught me that good design often means creating flexible frameworks that can be adapted locally while still providing clear direction.

The course readings, especially Ertmer et al. (2013), really helped me make sense of these experiences. Their discussion of how design happens “in diverse contexts by team members with varied expertise” perfectly captured the challenge of bridging theory and messy reality that we faced in our projects. Similarly, Williams and Samset’s (2010) insights about front-end decision making in projects resonated deeply with our struggles to align ambitious goals with practical constraints.

2) Putting People First

Another major shift in my thinking came around the importance of truly understanding and prioritizing user needs. During the rural education project, I found myself constantly drawing on my South Dakota experience to advocate for proposal components that would reflect these communities. It wasn’t just about what teachers needed to learn – it was about understanding their daily reality, their values, and the unique challenges they face in rural schools.

This focus on empathy carried through to our mental health framework project, where I pushed to include real student stories and case studies. I drew on my background in UX design, helping me see how we could make abstract principles more relatable and human. I’ve come to believe that effective instructional design requires us to be almost anthropological in our approach –  immersing ourselves in the learner’s world to understand their needs, motivations, and constraints.

Moving forward, I’m excited to integrate more UX design principles into my instructional design practice. I plan to use tools like learner personas and journey mapping to ensure I’m truly designing with users in mind, not just for them.

3) Rethinking Assessment

My view of assessment also changed dramatically during this course. I used to think primarily in terms of tests and knowledge checks, but our challenges forced me to think deeper and develop assessment that was easy for stakeholders to follow but still allowed for flexibility on the learner’s end and was still rigorous. This led me to also provide some comments on our evaluation for more practical assessments like security audits and simulated phishing tests – things that show whether people are actually changing their behavior.

This shift in thinking about assessment connects to a broader realization about what we’re really trying to achieve through instructional design. Williams and Samset’s (2010) discussion about aligning project outcomes with long-term organizational value really resonated here. It’s not enough to just deliver content or even ensure short-term learning – we need to create experiences that drive lasting behavioral change and real-world impact.

4) The Power of Working Together

Perhaps the biggest lesson from this course was the value of collaborative design. During our first challenge, my familiarity with South Dakota proved useful, but it was the combination of this local knowledge with my teammates’ expertise in curriculum development and project management that made our solution truly strong. We each brought different perspectives and experiences to the table, and our solution was stronger for it.

The second round of challenges really drove this home. My teammates’ questioning about peer learning and virtual teaming strategies pushed me to develop more practical, grounded approaches. Even when their feedback challenged my initial ideas, it ultimately led to better, more thoughtful solutions. Yamagata-Lynch et al.’s (2015) case study of collaborative design in online program development really resonated with these experiences, highlighting how diverse perspectives and effective communication can help teams navigate complex design challenges.

Looking Ahead

As I wrap up LDTE 5760, I’m excited to walk away with these key insights and commitments:

1. I will seek to create adaptable frameworks that balance broad applicability with specific implementation guidance as a way to navigate the complexities inherent in design across diverse contexts.
2. Empathy and user-centered design will be at the forefront of my process. I plan to leverage strategies like learner personas, journey mapping, and user testing to maintain focus on deeply understanding and meeting end-users’ needs.
3. Assessment strategies will emphasize verifying authentic behavioral change and long-term impact. Potential approaches include performance-based assessments, designs informed by learning science principles like spaced repetition, and intentional measurement of learning transfer to real-world contexts.
4. Collaboration will be a cornerstone of my design process. I will actively seek out diverse perspectives, work to thoughtfully synthesize team insights, and continue honing my skills in design-focused facilitation and collaborative leadership.

Conclusion

Looking back at the course, I can see how much my approach to instructional design has evolved. From grappling with real-world complexities to embracing user-centered design, rethinking assessment, and valuing collaboration, I’ve developed a more nuanced and practical approach to design. 

Additionally, this course has deepened my commitment to this field and my belief in the transformative potential of thoughtful, user-centered instructional design. As I move forward in my career, I know I’ll continue drawing on these lessons and insights to create more impactful, learner-centered solutions. While there’s still much to learn, I feel like I have a stronger foundation and clearer vision for my work as an instructional designer.