Reflection

When I first started at Ontario Tech University, I was exactly one year into my career as a Learning Experience Designer (LXD). Although I felt confident in my ability to design effective digital learning environments, I carried uncertainty about whether my designs were truly pedagogically aligned and benefiting learners to their full potential. My background was firmly rooted in User Experience (UX) design. Through that education, I leaned heavily into human-centered design, ensuring my work was rooted in empathy and contextual understanding. However, I soon began to realize that the environment of a typical "user" of a digital experience and that of a "learner" taking one of my courses were very different.

At the midpoint of my degree, I can see a significant shift in my teaching philosophy and professional identity. This past semester in particular has been a transformative experience, as I have begun to truly enmesh my technical skills with my pedagogical purpose as an educator.

My understanding of Universal Design for Learning (UDL) has fundamentally altered my identity as a Learning Experience Designer. In the past, I viewed accessibility through a primarily digital and technical lens; I aimed to design experiences that were accessible to users with a diverse range of physical or cognitive abilities. Now, I look at accessibility as a fundamental means to student success. Every learner has different needs that must be considered from the start. My portfolio showcases the intersection between technical accessibility and the holistic meeting of learner needs.

This past semester has been especially transformative, allowing me to test the educational theories I have been studying and apply them to a real-world learning solution. In this course, I was able to utilize pedagogical principled, such as UDL and Cognitive Load Theory (CLT), that I have developed throughout this program to create a digital course using Articulate Rise. This project served as a culmination of all my efforts in this program so far.

When building my Rise module, I spent a significant amount of time considering the extraneous load being placed on my learners. Using instructional design principles, I utilized a learner-centered approach to craft an experience aligned with learning objectives and the accessibility needs of a diverse set of learners. I made deliberate decisions regarding multimedia integration, ensuring that audio, visuals, and text worked in tandem rather than competing for the learner's attention.

My portfolio serves as a bridge between my past in UX design and my future in instructional design. It showcases who I am as a designer: someone who no longer sees the humans behind these learning experiences as ‘users,’ but rather as diverse learners with unique needs. Looking forward, I aim to further explore how inclusive design can be applied to my work as an LXD to create pedagogically sound experiences that are equitable, accessible, and engaging for all. I hope to continue developing my craft and leave Ontario Tech University not just as a Learning Experience Designer, but as an intentional educator equipped to create digital experiences that truly uplift my learners.