Personal Learning Design Philosophy

My learning design philosophy highlights the keyword: autonomy. The reason why I
emphasize autonomy in my designed courses is because I experienced the lack of
autonomous learning in Asian cultures, seeing how excessive focus on memorization and
monotone answers are affecting the creative potential of the generation. Hence, my personal
design philosophy encourages independent thought, and doing so requires creating learning
contexts that foster self-directed learning, where the students actively engage in inquiry,
exploration, and contribution to learning.
An autonomous learning environment does not mean a permissive classroom. I
recalled watching a Japanese experiment in school that tested the different levels of instructor
control. The results show that a permissive classroom does not motivate students to learn. But
rather, a comfortable control in the classroom is where teachers become facilitators rather
than solid authorities. I believe that courses should be designed to elevate autonomy by
having the educators empower the students to take responsibility in their learning objectives.
More modern theories and pedagogy, such as integration of multimedia platforms and use of
qualitative assessments result in more student-centered learning.
There is a strong correlation between autonomy and creativity, a crucial element for
learners in school and in professional contexts. When learners are given autonomy, they are
given the space to experiment, explore, and make choices that align with their intrinsic
interests and motivations. Autonomy can drive creativity, hence the design hovers around
open-ended questions as well as real-world applications – where there is no correct answer.
Learners utilize their critical thinking skills to develop solutions, where they can approach the
same assignment in multiple ways. An autonomous learning philosophy allows for
applications in learner’s personal lives, where the ability to change and adapt is essential in
this fast-changing global society and economy.

Overview of the Instructional Design Process

The ADDIE model has been very useful in my design process. In the beginning phase,
it is important to identify the learning problem and the objectives. From my own experience
growing up in Chinese culture, I had already realized an existing learning problem I would
like to address, in particular to the targeted audience, what they know, and their distinct
characteristics. The analysis step involves the understanding of the learning environment,
including how information is delivered, the existing strengths, and the limitations of the
current instruction. When the problem is pinpointed, solutions can therefore be
recommended. The design phase was challenging, which defines the assessments, exercises,
planning, and use of media. The development process involves the production of learning
content, such as videos and the integration of other types of technologies. The course material
is realized during this process. Implementation and evaluation are the two last processes of
the ADDIE model, which puts the plan into action as well as have evaluations to examine the
instructional process.
From a design perspective, the ADDIE model provided a comprehensive foundation
on how I created my masterclass. It allowed me to think about how I would actually put my
objectives into action, and even ways in which I can see what needs to be improved on. In
addition to the ADDIE model, I also depended heavily on Bloom’s taxonomy and Gagne’s
Events of Instruction. Bloom’s taxonomy classifies learning objectives into cognitive,
affective, and psychomotor components. I have been able to generate a specific, yet diverse
range of objectives. Through Gagnes’ instruction, I became aware of attention, retention,
transfer, and recall. The combination of these models has aided in a smoother and more
specific instructional design process.
Reflection About Capstone
The capstone project was a stimulating intellectual process. One of the valuable skills
that I have learned from this capstone is to be detail-oriented and specific. Prior, I used to be
more general in how I apply theories and principles in teaching and learning. By being
specific, I have gained a deeper understanding of my topic, where I am not just skimming the
surface, but rather, engaged intimately and personally. Being more specific also clarifies
communication. When ideas are articulated precisely and clearly, this helps to explain my
capstone to others who may want to replicate or modify my design. Clarity of communication
has no space for ambiguity, which is crucial in academic and professional settings.
I’ve developed the ability to pay attention to detail, where I’ve learned to notice small
errors, which fixing it can make a major difference in the quality of my design. Any minor
oversight can be a significant issue if not solved sometime down the line. As a result,
throughout the capstone’s process, I have repeatedly worked on specificity – setting specific
goals, timelines, milestones, and assessments to help me ensure that the planning and
execution components are not only effective, but efficient. Learning to be specific is certainly
not just about getting things right – it is a lifelong process that fosters continuous
development and growth. Specificity can help to cultivate precision as an important value, be
clear-up in any content comprehension, and recognize that refinement in my crafting sets a
foundation for a solid capstone.