Once again, I am tasked with answering a question that I am not sure I know the answer to. I am struggling to find my “why”. My apologies if this post rambles or jumps, but I am determined to try and make some sense of this question, “Why learn Learning Design?”
From what I have read and seen so far, I like the idea of Learning Design. In the beginning of January, I read the course outline and made a leap of assumption that Learning Design was akin to unit planning. I think my brain still holds that view. I am a graduate from UVic Education, and we were taught how to plan a unit. We went through process after process to show that we knew how the progression of lessons should go. I can look back at my large plans full of outcomes, resources, activities, and assessments painstakingly penciled in, ready to be used when needed. I look at my understanding of learning design and see similarities between it and unit planning. I may be off base by a mile, but that is how I see it.
So, why learn Learning Design? The more I sit and ponder what to say and how to write what I know in my gut, the harder it is for me to put on paper.
I know how to plan. I know how to use my dramatic sense of being to grab a child’s interest. I know that play is the most important tool I can use with my students. I know that I am creative, and most of the time, willing to take a risk. If you take all of that, and toss it into a big ole pot you get my “why”. The planning of my past is incomplete for 2014. It needs an upgrade. It needs to reach the students of this era differently, and it needs to encompass what I now believe in for my students. The plans I made in my past do not follow the philosophy I now hold. I need to learn how to change the “how” of my teaching while questioning the “why” I am teaching it. As Doctor Who says, “Life depends on change and renewal.” I see that I need to change and renew my practice to stay current and to regenerate into a better, more effective facilitator of learning.