LDTC 650

In the UMGC master’s degree program in Learning Design and Technology, I developed and honed my learning design skills both theoretically and through practical application.

I originally took this program because I needed to make a career shift after my content marketing job fell through thanks to generative AI. I also wanted to take the learning design program for my own online course business, which had stalled in no small part due to my lack of discipline in planning courses.

I actually started selling my own courses on the Internet back when video wasn’t feasible, in the mid-2000s. My first courses were MP3 files with PDF manuals. Over the years I started offering video, but I wasn’t quite clear on how to methodically create quality courses that students would like. To say my process was a bit haphazard is an understatement. Sometimes making a course was like “throwing spaghetti at the wall,” as they say.

This degree program has been very helpful in that I have a much better idea how to methodically plan and launch an effective online course. My growth as an instructional designer in this program has been marked by a shift from theory to integrated strategy and implementation, with a strong emphasis on accessibility, evaluative data, and forward-looking design.

By engaging in scenario analysis, crafting accessibility plans, and designing course modules, I learned to implement core principles such as Universal Design for Learning and accessibility best practices (CAST Inc., n.d.). This portfolio also demonstrates my critical thinking abilities and comprehension of important factors in choosing appropriate educational technology, including usability and engagement (ISTE, 2024).

Each artifact in my portfolio demonstrates my growth in creating accessible, learner-centered educational experiences and reflects my commitment to supporting students of all ages and backgrounds with effective learning solutions.

I took the first four courses of the degree program through EdX (LDT100x, LDT200x, LDT300x, and LDT400x). Early portfolio work centered on applying foundational learning theories (LDT100x) and instructional design models (LDT200x), which laid the groundwork for effective learning design. I particularly enjoyed exploring learning theories, which has helped me to think more strategically about how to engage and train students in a variety of contexts.

After completing the EdX MicroMasters in Instructional Design and Technology, I transferred into UMGC’s full program, leading to a Master of Science in Learning Design and Technology. As I progressed through the program, I immersed myself in emerging technologies, gamification, AI, and design thinking, translating innovative concepts into tangible learning experiences and collaborative solutions.

My favorite parts of the program involved creative assignments where I was able to apply what we learned to develop unique and hopefully innovative solutions. Also, I worked to make sure that my strategies were as accessible as possible. As someone with a visual impairment, I understand how important it is to make sure course text is legible, such as ensuring text accessibility for reduced contrast sensitivity (Crossland & Rubin, 2012).

In particular, I found the project management course to be quite helpful, as I plan to offer instructional design consulting services. In creating strategies for hypothetical clients during the course, I was able to consider the most optimal educational technologies to meet learner needs. I am particularly excited about the prospects of generative AI in the development of learning materials, provided they are curated and not automated. I have many ideas to incorporate AI into future courses, such as using it to generate practical video examples or role plays that would be less feasible to do with real people.  

Out of the highlights already shared in my portfolio, to follow are a few notable portfolio highlights from my work in this program:

Collectively, my experiences in this program reflect a trajectory from theoretical grounding to hands-on practice that integrates creative thinking, accessibility, data-informed decisions, collaboration, and strategic technology adoption, preparing me to design engaging learning experiences for a variety of audiences.

I intend to use this knowledge for both a career as an instructional designer (including consulting) and for my own online course business.

Thanks to my training in the UMGC learning design program, I am much more confident about my ability to create courses that will actually help students...courses that can hopefully be useful and enriching for people from all walks of life.

References

CAST Inc. (n.d.). Support multiple ways to perceive information. Retrieved September 5, 2025, from https://udlguidelines.cast.org/representation/perception/ways-perceive-information/ 

Crossland, M. D., & Rubin, G. S. (2012). Text accessibility by people with reduced contrast sensitivity. Optometry and Vision Science, 89(9), 1276–1281. https://doi.org/10.1097/OPX.0b013e318264cc62

Gernsbacher, M. A. (2015). Video captions benefit everyone. Policy Insights from the Behavioral and Brain Sciences, 2(1), 195–202. https://doi.org/10.1177/2372732215602130

ISTE. (2024). ISTE Standards: For Students. ISTE. Retrieved 28 September 2025, from https://iste.org/standards/students

AI Usage: AI was used to summarize the homework assignments as a starting point for the reflection.