Topic 6 - Learning and Teaching Experience
Topic image was generated by AI*
Activity 12
A learning encounter that had an effect on me was learning about accessibility when I first began working in learning design. Before this, I understood accessibility in a general sense, but I had not fully considered how many design decisions can affect a learner’s ability to access and engage with content.
Through my work in CQU’s Hyperflexible platform, I became more familiar with the Web Content Accessibility Guidelines (WCAG) and areas such as colour contrast, alternative text, heading structures, meaningful link text and ensuring content can be accessed in different ways (W3C, 2024). This changed the way I approached design because accessibility became something I considered from the very beginning of a project and continued to consider throughout the design process.
I now think more carefully about how content is structured and presented, and whether there may be unnecessary barriers for learners. It also changed my understanding of good design by making accessibility and usability a more deliberate part of the way I design and review learning content, rather than allowing visual appeal and navigation alone to drive my decisions.
Activity 13
A recent teaching encounter that affected my practice involved demonstrating the Moodle marking process to staff. I worked through the process in detail and explained each step, and at the time it seemed clear. However, staff later returned with the same questions when they tried to complete the process themselves.
This made me realise that watching my demonstration was not always enough for someone to feel confident doing the task independently. Since then, I have placed more importance on giving people an opportunity to practise the process themselves while I am there to observe and provide guidance. I also provide a resource, such as a link to a specific Moodle Help for Staff page or a recording, that they can refer back to when completing the task independently.
Activity 14
My PAEI result identified Progressive education as the philosophy that most closely matched my approach. Progressive education focuses on practical problem-solving and applying learning to real situations, which I can see reflected in my own practice (Zinn, 1983).
This fits with the way I approach learning design, as I tend to value activities that give learners a clear purpose and allow them to apply what they are learning rather than only receive information. I also place importance on understanding learner needs and designing activities that are relevant to the situations they may face in practice.
The result gave me some insight into why I often prefer authentic tasks, scenarios, guided practice and opportunities for feedback. It also reinforced that I tend to see learning as most useful when learners can connect new knowledge to problems or tasks they may encounter in real contexts.
References
World Wide Web Consortium. (2024). Web Content Accessibility Guidelines (WCAG) 2.2. https://www.w3.org/TR/WCAG22/
Zinn, L. M. (1983). Philosophy of Adult Education Inventory [Assessment instrument]. Lifelong Learning Options.