AECT STANDARD 3
Final Reflection Cognitive Learning
AECT Standard 3
Creating - Candidates create instructional design products based on learning principles and research-based best practices.
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EDET 705
SPRING 2024
Context & conditions
For this artifact, I created a chart that illustrates my organization’s internal service process and explores what might be happening in the human brain as a new employee learns and absorbs information. The course focused on understanding the brain and how it supports learning. We discussed neuroplasticity extensively, which is the brain's ability to reorganize its neural networks.
Additionally, we read the book Brain Rules by John Medina, which explores how the brain learns, addresses common neuromyths, and examines how factors like exercise and stress affect brain function. The book elaborates on how the brain acquires, processes, and retains information using Medina’s 12 Brain Rules. I now understand that learning is deeply rooted in brain function, that the brain is not designed to maintain attention for extended periods, and that emotions play a significant role in the learning process.
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Scope
With that in mind, our final project involved crafting a reflection on our chosen topic, utilizing insights from the book as well as lessons provided by Dr. Morris in our weekly modules. I selected this topic because it aligned with my current work and offered a deeper understanding of the learner. At that time, we were developing a refresher training program aimed at enhancing learning retention for individuals who had previously completed the training but needed a review of the material. I used the Analyze phase of the ADDIE model as the major design element since we did not create an actual learning product.
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Instructional Design
This artifact aligns with AECT Standard 3 (2012) because it demonstrated how I could create instructional design products based on learning principles and research-based best practices, including insights from Medina’s book about evoking emotions in learning. I have recommended that book to several peers because I found it both interesting and helpful for those in the field of education. As I reflect on this artifact, I consider how we worked extensively not only to reinterpret the material for the learners but also to truly engage them. Ultimately, we created an eLearning experience with an 8-bit gamified style. Our aim was to evoke a sense of nostalgia while engaging the learners and reinforcing content for better retention.
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Reflection
If I could revisit this project, I would focus more on the emotional aspects and explore how social cognitive theory could align with my current work in developing leadership. I’m currently involved in a program that dedicates more direct time to leaders, teaching them about areas of the business that significantly impact the overall health of our organization.
UDL Barriers to Learning Chart
AECT Standard 3
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Managing - Candidates establish mechanisms for maintaining the technology infrastructure to improve learning and performance.
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EDET 745
SPRING 2025
Context & conditions
I created a Barriers to Learning chart for my course, Cummins Upselling/Cross-Selling Training. What I learned and have grown to appreciate about Universal Design for Learning was the proactive approach one should take prior to training/teaching a course or class. It’s important to think about what could or may occur in your learning and to be flexible with options to support an equal opportunity for all learners to be successful. Some barriers include cognitive differences while others may be more physical abilities.
Scope
As I was thinking about the barriers that could potentially impact learning, I gravitated a lot towards cognitive difficulties and difficulties learning. This is because within my organization, we have several support systems in place to help those with physical abilities. So, I wanted to think more about what other solutions and opportunities we could provide for barriers that didn’t involve a physical impairment. I thought a lot back to the content we worked through in EDET 705 and how the brain functions and if it doesn’t function as well or properly, how that impacts learning.
Reviewing the UDL solutions, I made certain to provide the right support or methodologies to create a successful foundation for the learner who may encounter certain challenges. I watched a series of videos and read texts on UDL barriers, but this YouTube video stuck out to me the most since I’m quite a planner when it comes to having family or friends over for dinner. It never occurred to me how much I truly prepare and think proactively (like having more than enough food or asking about allergies) while planning. It’s the same process with UDL; we want to make certain that we are taking care of everyone – and we exhaust all efforts to make the learning and the learning environment safe and supportive of all learners' needs.
Instructional Design
This artifact represents my ongoing journey of applying UDL practices. While I’ve considered some of the potential challenges, I’m sure there is much more that I could consider as a part of my learning solution. As I develop my skills as an instructional designer, I want to deepen my understanding of the different needs that learners might have. My goal is to create more personalized and responsive solutions to all learning I develop so that I can help build a more inclusive learning environment.
This artifact aligns with AECT Standard 3 (2012) because, within the chart, I had to identify the established mechanisms for maintaining the technology infrastructure to improve learning and performance. If I were to continue to revise my work here, I would attempt to think more broadly in solutioning. I have been researching a great deal of technology that is in the market today, and I think in the next couple of years, we’ll see a great increase in the use of AI throughout learning and development. My hope is that with this increase, we’ll also see additional technology surface for individuals who experience barriers that continuously increase their learning capability.
Reflection
We evaluated a wide range of tools and software in this course that we tested and experienced firsthand, which I thought was very beneficial to help us learn or even expose us to just a fraction of what these learners experience. I tested out screen readers like NVDA and JAWs and visual impairment magnifiers like ZoomText. Also, I reviewed Tobii Dynavox as a part of another assignment, which was neat to see. Watching people communicate with their eyes (eye-gazed enabled speech) was super cool, and I’d never seen it before. For one of my last projects in this same course, I used the NVDA software in a scenario where I was a new employee attempting to navigate our company’s intranet home page. It made me realize how convoluted the page was and how difficult it would be to navigate with someone who needed to use a screen reader. Before this course, I had limited knowledge on how to support learners with accessibility issues. I only looked at language translations and color-blindness. After completing this course, I asked my team (in my corporate role) to prioritize accessibility as a part of their discovery in creating new training opportunities.
