Reflection

My instructional design project follows a deliberate, research-based process that is grounded in adult learning theory, transformational learning theory, and evidence-based instructional design principles. I intentionally applied scenario-based learning to create realistic decision-making opportunities, giving learners the chance to reflect on and reframe their responses to anxiety triggers, which is an approach closely tied to transformational learning’s emphasis on perspective transformation through critical reflection.

Guided by cognitive load theory, I structured content into concise, intentional segments to support focus and minimize cognitive strain, especially when covering emotionally sensitive material. To ensure accessibility and engagement for all learners, I embedded Universal Design for Learning (UDL) principles by offering multiple means of engagement (videos, guided meditations, structured journaling), multiple means of representation (visual, auditory, and text-based formats), and multiple means of action and expression (interactive branching scenarios, reflective writing, and tool application activities). These design choices fostered learner autonomy while supporting diverse learning preferences and needs.

This project reinforces the importance of aligning every element of a course to measurable objectives while also considering the emotional and cognitive demands placed on learners. I understand that when objectives, activities, and assessments are tightly connected, and when they intentionally integrate opportunities for critical reflection, learners not only deepen their understanding but also experience personal transformation in how they approach real-world challenges. Moving forward, I will continue to integrate scenario-based learning, reflective practice, and UDL principles in my instructional designs, as I have seen how powerful this combination can be in promoting both skill mastery and lasting behavioral change.