About Me & My Philosophy
My Experience and Goal. As an afterschool instructor with a background in creating lesson plans, I have experimented with creating meaningful learning experiences through slides, writing activities, and discussions. As I made more learning materials, I became more interested in the designing process which led to my pursuit of a master’s degree in learning design and technology.
I seek to create many more fun-filled learning adventures based on learning design models and theory.
My Hobbies. I am an avid bookworm! I love to read about adventure with a dab of action and a sprinkle of romance. When I consume fiction, I find myself exploring knowledge about the world, different ideologies, and social norms.
When I have time outside of reading and working, I like to catch up on current trends and news with my friends.
My Philosophy
Learning is inseparable from our social lives and daily forms of entertainment. We are learning every day actively and passively.
I believe learning can be both intentional and enjoyable. It is a passive ability that can be brought to the fore with the help of learner-centered design because when learning content becomes reflective, relatable, and deliberate, it is similar to experiencing the world through stories — an adventure that any learner can find thrilling!
My Professional Identity
Designing Through Reflection
Learning, design, and reflection are intertwined processes and experiences that have strongly influenced my commitment to conveying engaging experiences to others.
When I design an artifact, I look inwards at myself as a learner and use that reflection to craft a relatable and enjoyable eLearning artifact for my learners. In designing a previous project step-by-step, I have found it to be immensely rewarding to connect my observations as a learner and designer to learning theories and best practices within the instructional design field.
As an instructional designer, I aspire to use eLearning technology to make learning more accessible to learners who may not readily be available for a traditional learning environment. With the support of these tools and design informed by key design principles, I strongly believe new avenues for active learner interaction will emerge.