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Design for Learning- Principles, Processes, and Praxis, 2021a

Design for Learning- Principles, Processes, and Praxis, 2021a

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experience failure, only reflection-on-action could allow them to<br />

process that failure, learn from it, <strong>and</strong> essentially become aware of<br />

future modes of failure that might come their way.<br />

An Example of a <strong>Design</strong> Reflection by an Instructional<br />

<strong>Design</strong> Student<br />

Kaminski et al. (2018) has illustrated several design reflections<br />

written by ID students. One example is shared in this chapter, <strong>and</strong> you<br />

are encouraged to read more—as shared by Kaminski et al. (2018).<br />

"One of the hardest lessons I learned from the instructional design<br />

course (<strong>and</strong> still struggle with), is articulating my decisions <strong>and</strong><br />

actions onto paper. The best advice I received from Dr. Kaminski is to<br />

approach instructional design with the mindset that you are making<br />

something that another instructor (without any prior experience) can<br />

recreate. I think my difficulty comes from the many steps that I<br />

personally revisit <strong>and</strong> parts that I revise with research <strong>and</strong><br />

experience. It is hard to describe all those directions that my mind<br />

takes to come to a final product. The picture I drew allows me to<br />

provide an abstract visual of all those steps. The student is the 'key,'<br />

the center of my purpose. As the 'doorknob, it is my responsibility to<br />

make sure all the working parts are in place so that the individual can<br />

open the door to knowledge. Begin by identifying the goals of the<br />

training event, analyze the learner, <strong>and</strong> the method <strong>for</strong> instruction,<br />

<strong>and</strong> verify the per<strong>for</strong>mance objectives. Start on outer edges <strong>and</strong> spiral<br />

toward the middle, <strong>and</strong> then through evaluation back out <strong>and</strong> spiral<br />

back in again until you get through the door. Goals are set – look at<br />

the learner <strong>and</strong> environment to make it work. Facilitators need to<br />

address all the pieces <strong>and</strong> parts of the classroom component, so the<br />

facilitator ensures the student has what they need to open the door."<br />

As you can see in this example, the student expressed how hard it was<br />

<strong>for</strong> them to make design decisions. The student reflected on what they<br />

believe to be the appropriate design moves, how to begin, <strong>and</strong> what<br />

<strong>Design</strong> <strong>for</strong> <strong>Learning</strong> 259

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