Demonstrate knowledge of learning design principles and learning sciences in creating equitable, inclusive, and technology-enhanced learning content and environments.
Two key artifacts illustrate my ability to design equitable, accessible, and research-aligned learning experiences: my Lesson Study on Cognitive Flexibility Theory and my Multimedia Design Brief on Weathering and Erosion. In the lesson study, students engaged with absolute value through self-paced exploration, multiple representations, and real-world contexts, an approach that intentionally reduced cognitive load and supported the flexible knowledge-building emphasized by Cognitive Flexibility Theory. The multimedia design brief further demonstrated my grounding in the learning sciences by incorporating clear visual signaling, sequential organization, and multimodal pathways aligned with Mayer’s Multimedia Learning Theory and Universal Design for Learning. Together, these projects highlight my commitment to designing digital learning environments that are thoughtful, inclusive, and rooted in how students learn best.
Subcategories: 1a. Learning design principles & 1b. Learning sciences application
Lesson Study on Cognitive Flexibility Theory
Focus on Cognitive Load & Flexible Knowledge
“The lesson’s self-paced structure allowed students to revisit instructional videos, explore content at their own speed, and make second attempts at the tasks. This supported the revisiting and restructuring of knowledge, which is essential to Cognitive Flexibility Theory. Students engaged with the material in non-linear ways, deepening their understanding of absolute value and its applications.”
This example clearly demonstrates how thoughtful instructional design and learning science principles work together to support diverse learners. By incorporating self-pacing, opportunities to revisit content, and non-linear pathways through the lesson, the design intentionally reduces cognitive load and promotes flexible knowledge building—core elements of Cognitive Flexibility Theory. These choices show a deep understanding of how students learn, not just what they learn, and illustrate my ability to create technology-enhanced lessons that are equitable, accessible, and rooted in strong learning design practices.
Focus on Multiple Representations & Real-World Contexts
“Students explored absolute value through varied representations such as vertical and horizontal number lines, contextual scenarios, and real-world applications such as sea level changes and the distance from the top of a volcano to the ocean floor. These multiple angles helped students form interconnected knowledge structures aligned with Cognitive Flexibility Theory.”
This example highlights the intentional use of multiple representations and meaningful real-world contexts which are key components of effective learning design and the learning sciences. By allowing students to engage with absolute value through number lines, contextual problem scenarios, and authentic applications, the lesson supports the development of rich, interconnected understanding. This aligns directly with Cognitive Flexibility Theory and Universal Design for Learning by providing varied conceptual pathways for students to make sense of complex ideas. It demonstrates my ability to design instruction that is inclusive, conceptually strong, and grounded in research on how students build and transfer knowledge.
Multimedia Design Brief on Weathering and Erosion
This project features a UDL-aligned science lesson for grades 4–5 created in Schoology, introducing weathering through the engaging real-world context of a pen pal exploring the Great Sphinx and pyramids of Giza. With clear visual organization, interactive media, and multiple ways for students to participate, the lesson demonstrates strong multimedia design and thoughtful learning structure. Collaborative activities, choice-based pathways, and built-in accessibility supports ensure that all learners can connect with the science content meaningfully and independently.
Multimodal Design and Cognitive Load Reduction
“In our lesson on weathering, we made sure to include simple icons and color-coding to help guide students through the lesson and directions. Key vocabulary and important directions were highlighted or noted in bold to signal attention to the text. Relevant images were used that pertain directly to the lesson, and course folders were organized sequentially and consistently throughout.”
Student Choice and Multimodal Engagement
“Students were given choices for learning and were able to navigate the materials at their own pace. We provided a variety of mediums such as videos, pictures, games, and interactive simulations, along with options for students to respond using writing, audio, or video.”
These examples strongly align with Program Goal 1 because they demonstrate intentional, research-informed design grounded in learning sciences, Cognitive Flexibility Theory, and UDL. The self-paced structure reduces cognitive load and supports flexible knowledge building by allowing students to revisit content, move non-linearly, and make multiple attempts. At the same time, the use of varied representations, such as number lines, scenarios, and meaningful real-world contexts, helps students form interconnected conceptual pathways and access the content from multiple angles. Together, these practices reflect thoughtful, equitable digital lesson design that meets diverse learners where they are and deepens their understanding in authentic, developmentally appropriate ways.