Learning Technologies Program Goals and Student Learning Outcomes
The Learning Technologies (LTD) program prepares practitioners to systematically design, develop, evaluate, and lead learning technology and instructional solutions across educational and organizational contexts. The reflections below connect my artifacts to each outcome, demonstrating how theory and research informed my practice in equitable, accessible, and sustainable ways.
Goal 1
Develop theory- and research-based skills for innovative, aesthetic, accessible, equitable, effective, and sustainable design and development of technologies for learning opportunities and systems.
Student Learning Outcome 1.1 Reflection
I designed and developed opportunities that span direct instruction, student-centered inquiry, collaboration, and performance support. The Digital Literacy Curriculum provides clear, direct instruction with scaffolded practice while embedding UDL options for choice and representation. In parallel, the Financial Data Analysis with Python & Google Sheets work positions students as investigators who choose variables, co-construct datasets, and collaborate in shared sheets. I complemented these with performance supports such as quick-reference visuals and short walkthroughs that reduce cognitive load and encourage just-in-time help. Together, these artifacts show breadth in modality and depth in intentional alignment among objectives, tasks, and supports.
Student Learning Outcome 1.2 Reflection
I designed for meaningful learning by activating prior knowledge, sequencing authentic problems, and selecting appropriate technologies to sustain engagement. In the Digital Literacy Curriculum, students examine real online scenarios to practice privacy, credibility checks, and respectful participationtasks that transfer to everyday life. In the Financial Data Analysis activities, Python and Google Sheets are not used for their own sake; they are tools to visualize market behavior, ask better questions, and iterate on claims using evidence. The Financial Markets Slideshow integrates media and guiding prompts to maintain focus and promote reflection. Across these experiences, technology choices serve pedagogical intent: to make thinking visible, promote collaboration, and provide multiple means for engagement and expression.
Student Learning Outcome 1.3 Reflection
I applied project management practices across the full lifecyclescope definition, milestones, risk tracking, versioning, and retrospectives. For the Rapid Development work, I maintained concise sprints and evidence-driven checkpoints, which led to timely pivots when usability feedback indicated friction. Assets and content were organized for reuse and traceability, reducing rework and enabling quick updates across artifacts. I proactively monitored link health and browser/device compatibility to prevent regressions, and I documented decisions to support continuity. These habits ensured predictable delivery and continuous improvement while keeping stakeholder expectations aligned with evolving insights.
Student Learning Outcome 1.4 Reflection
I strengthened production skills in web development and digital media to create functional, accessible learning resources. The Digital Literacy Curriculum employs semantic HTML, responsive CSS, and attention to color contrast and focus states to support screen reader users and mobile learners. In the Rapid Development portfolio, I produced interactive media and data visualizations that balance clarity with aesthetics, using consistent typography and visual hierarchy to guide attention. The Financial Markets Slideshow demonstrates media editing, narrative pacing, and purposeful use of visuals to reinforce key ideas. Collectively, these artifacts evidence practical proficiency that meets technical standards while enhancing the learner experience.
Goal 2
Apply systematic methods for analyzing instructional or training needs, using the results to drive design and development, and collecting and analyzing evaluation data to improve products.
Student Learning Outcome 2.1 Reflection
I used lightweight but systematic analyseslearner interviews, task walkthroughs, and content auditsto clarify needs and inform design decisions. Early reviews of scholarship-related resources revealed findability and language barriers, which led me to streamline navigation labels and chunk instructions. For the Financial Data Analysis work, stakeholder conversations highlighted the value of collaborative spreadsheets and simple visualizations to make progress visible. I translated these findings into concrete requirements for scaffolds, exemplars, and formative checks embedded in the activities. This disciplined analysis-to-design pipeline ensured that features mapped directly to real learner needs, not assumptions.
Student Learning Outcome 2.2 Reflection
I designed assessments aligned to outcomes and collected formative and summative evidence to drive iteration. In the Digital Literacy Curriculum, checks for understanding target source evaluation, privacy decisions, and respectful communication, with rubrics that emphasize reasoning over recall. Within the Rapid Development portfolio, I tracked interaction metrics and gathered short reflections to understand where learners struggled or disengaged. These data prompted targeted revisionssimplifying instructions, refining visuals, and reordering content to match cognitive flow. By closing the loop from evidence to action, I improved clarity and increased the likelihood of successful task completion.
Goal 3
Understand the societal impact of technology and strive to produce ethical, inclusive, and equitable instructional systems and technologies.
Student Learning Outcome 3.1 Reflection
I embedded ethical, inclusive practices into data collection and analysis, emphasizing proportionality and privacy. Where analytics were used (e.g., in Rapid Development iterations), I favored aggregate indicators and anonymous reflections to protect student identity while still learning from patterns. I was transparent about what was measured and why, and I sought consent where appropriate. I avoided collecting sensitive data not essential to learning goals and documented retention practices to minimize risk. This approach reflects a commitment to do no harm while still using evidence to improve instruction.
Student Learning Outcome 3.2 Reflection
I employed Universal Design for Learning principles across artifacts to widen access and reduce barriers. The Digital Literacy Curriculum offers multiple means of representation (text, visuals, step-by-step examples) and action/expression (discussions, written responses, scenario analyses). The Financial Markets Slideshow uses captions, clear narration structure, and high-contrast visuals to support diverse needs and contexts. In the Financial Data Analysis activities, learners can choose topics and pacing while receiving scaffolded supports, such as templates and exemplars, to promote success. These design choices honor learner variability and aim to create inclusive experiences from the start, rather than relying on after-the-fact accommodations.