ADDIE Instructional Design
For this project, I created a video using Adobe Express and Camtasia for the voiceover, explaining what ADDIE is and how it is used. It is a different technology from back when I was making film at Western Michigan. We would shoot film, splice together a record voice-over. This was also back in the day when I had the option of true film, Final Cut Pro, and Final Cut Pro HD. I feel using Adobe Express is better for creating these learning modules.
The next video is made with Animaker AI. It was a very cool process, and I used the process lightly. It did not take any time at all to create this video. I find it pretty cool that it can create such a great and informative video. I go back, though, to the thought of two people who summited Mt Everest. The one who worked out climbed each step and struggled to the top, and the one who took a helicopter to the top. Did that last person actually gain anything other than a selfie at the top?
Vision for Leadership
Rethinking Education: From Tradition to Transformation
For years, science and psychology have shown us better and better ways to understand how humans learn. Universal Design for Learning (UDL), open learning spaces, and ungrading all show how flexible, inclusive, and engaging learning can be (Blum, 2020; CAST, 2018; Barrett et al., 2019). Yet we keep trying to fit these ideas into outdated systems built on an industrial model of education. Paulo Freire (1970) called this the “banking model,” where teachers deposit information into students as if they were empty accounts waiting to be filled. It’s like we’ve invented powerful rechargeable car batteries and are still trying to stick them into a horse and buggy.
The problem is clear: traditional school no longer meets the needs of today’s students. To fix that, we need to do three big things. First, motivate teachers and communities to understand what modern learning really looks like. Second, support and compensate teachers so they can do their best work. And third, help students take ownership of their own learning. Every stakeholder—teachers, parents, students, and policymakers—has a part to play in making that happen.
But we’re facing a massive wall of tradition. Our school buildings were built in the 1950s, our teachers have been teaching since the 1980s, and generations of parents still hold expectations about school based on their own outdated experiences. Meanwhile, many state and federal leaders—who often have little firsthand understanding of classrooms—keep setting standards and rules that reinforce old systems. It’s no wonder we’re stuck.
To face this wall, we have to pause. Like a hiker who realizes the trail has disappeared, we have to stop, check our bearings, and make sure we’re heading in the right direction. That direction should come from research and science. Parents need to be part of that journey. Schools should share what these new methods look like, explain the science behind them, and show how long real change takes. When parents understand and believe in what we’re doing, they become advocates, not obstacles (Barrett et al., 2019).
Teachers are another key piece of this puzzle. Many have seen educational fads come and go and are understandably skeptical. “I’ve been teaching for forty years, and every year there’s something shiny and new,” is a common refrain. But many educators haven’t had the chance to really explore current research. Strong professional development can change that. When teachers get training that’s ongoing, meaningful, and tied to their subject area, they find it genuinely helpful (Darling-Hammond et al., 2017). The Center for American Progress (2024) found that teachers with access to expert content found their professional learning far more valuable. And none of this works without better pay and better working conditions—period.
Government and policy also have to catch up. From the 1950s through the 1970s, education was largely directed by the federal government, but much of that power has shifted to the states (Gross & Hill, 2016). That means real change starts locally—through school boards, communities, and state-level initiatives that value innovation over standardization. Local leaders can make the biggest difference by directing funds toward teacher pay, technology, and flexible learning spaces.
And then there are the students—the reason for all of this. We have to teach them that learning isn’t about grades or test scores but curiosity and growth. Education should be a process, not a finish line. Approaches like ungrading and personalized learning help students stay engaged and reflective (Blum, 2020). AI and modern technology can help tailor lessons to each student’s needs, but only if teachers are trained and all students have access to those tools. As McCraney (2025) at the American College of Education pointed out, access and training go hand in hand when it comes to effective technology use.
Implementation: The Who, What, and How
So, how do we make this happen? It’s going to take teamwork:
Teachers and administrators need consistent, research-based professional learning that connects theory to practice.
Parents and communities should be invited into the process through open houses, workshops, and honest conversations about what’s changing and why.
Students should have more say in how they learn—through projects, digital tools, and mentorship that fit their learning style.
Local and state policymakers have to step up with funding and flexible policies that make innovation possible instead of punishing schools for trying new things.
Change won’t happen overnight. Humans are creatures of habit, and education systems move slowly. But if we trust the research, invest in our teachers, and believe in our students, we can start building an education system that actually fits the world we live in now.
Reflection
This reflection takes a broad view, because that’s how I think change begins—big picture first. But I also know that big change only happens through smaller, intentional steps. Maybe that means starting with parent and teacher education or with local and state partnerships. Education touches all of us, and most people think they know what it should look like. However, that old image of school no longer fits. The first step toward progress is helping people see—and trust—a better path forward. I used Kotter’s 8 steps to help guide my thoughts on this change. It focuses on stakeholders, needs, barriers, and measuring success.
References
Barrett, P., Zhang, Y., Moffat, J., & Kobbacy, K. (2019). A holistic, multi-level analysis identifying the impact of classroom design on pupils’ learning. Building and Environment, 89, 118–133. https://doi.org/10.1016/j.buildenv.2015.02.013
Blum, S. D. (2020). Ungrading: Why rating students undermines learning (and what to do instead). West Virginia University Press.
CAST. (2018). Universal Design for Learning guidelines version 2.2. http://udlguidelines.cast.org
Center for American Progress. (2024, November 4). K–12 education: Transforming public education for a changing world. https://www.americanprogress.org/article/a-progressive-vision-for-education-in-the-21st-century/k-12-education-transforming-public-education-for-a-changing-world/
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
Freire, P. (1970). Pedagogy of the Oppressed. Herder and Herder.
Gross, B., & Hill, P. (2016). The state role in K–12 education: From issuing mandates to empowering schools. Harvard Law & Policy Review, 10(2), 299–314.
Implications and Impact Infograph.
After researching how learning has changed and evolved through time, I took what I learned and made two different infographics showing my personal philosophy on how learning happens. One was a traditional infographic, and the other was an AI-assisted infographic picture. The first one starts with Maslow. A learner has to feel safe and have basic needs met before they can learn. The rest of the “giants” who discovered and studied how we learn all contribute to the process. It is not just one, then the next. Learning is fluid and feeds back on itself. That is why I have the fluid image and the infinity knot. I have Friere next, as learning should not be done through the “banking method” of depositing knowledge, but rather it should be done through asking questions and empowering the learner. Skinner helped show that learning is step-based, and students learn through direct feedback. Piaget showed how learning happens in their environment, again through specific steps and stages. Vygotsky showed that we are capable of our own learning to a point and then need to help of mentors or more knowledgeable others. Ausubel demonstrated that we retain information when we can tie it to a known. It anchors it in and gives it meaning. Most recently, Floor looks at the learners' challenges and background and makes learning to the individual. As an educator and guide, I can help our learners by taking all these concepts from each of these “giants” in learning and creating a special place for learners to succeed. Bloom is great for the teacher to help guide the questioning and assessing by asking the questions that get the most from the learner.
Infograph showing how learning has changed through time. How learning flows and is circular.
The second image takes the concept of the first infographic and, with an AI-assisted image, turns it into an image of a boy benefiting and being boosted by all the concepts from these “giants” to reach his knowledge. Again, Maslow is the stool on which all else sits. It took a few different ways of adding details into AI to get this image. I then had to do some editing with the book texts. If this were the traditional way of making art, I would have enjoyed drawing and sketching this image out. As I do not have the art skills for online image making, AI made this a more enjoyable experience.
Boy standing on a stool that says Maslow and on that stool are books from other famous contributors to education and learning reaching for knowledge
In both of these infographics, I have everything standing on the legs of Maslow. Before students can even start to learn, they need to have their basic human needs met and feel safe and loved. I always make sure to co-regulate students who need it and make sure my students are in a place to learn before any other philosophy or best practice starts.
References
Design, L. E. (2025, February 20). A timeline of learning experience design evolution - LXD: Learning experience design. LXD. https://lxdlearningexperiencedesign.com/learning-theory/lxd-highlights-a-timeline-of-learning-experience-design-evolution/
Free online AI photo editor, Image Generator & Design Tool. Pixlr.com - Creative AI suite. (n.d.). https://pixlr.com/
Furian, P. H. (n.d.). Endless knot, also known as eternal knot. Adobe Stock Image #774918405. Adobe Stock. Retrieved September 1, 2025, from https://stock.adobe.com/.
Kanawat, T. (n.d.). Blue color digital particles wave flow and twist abstract motion technology background concept. Adobe Stock Image #283287120. Adobe Stock. Retrieved September 1, 2025, from https://stock.adobe.com/.
In School Learning
It all begins with an idea.
A Perspective from a Perpetual Learner or A Tribe-Called Quest for Knowledge
Learning is a complex and layered process. Many different theories have come from the study of how we learn. I believe learners do not learn in a vacuum where one theory is present and another is absent. For one to test a theory, variables need to be controlled and behaviors observed. One theory of learning, behaviorism, associates the ringing of the bell with freezing and looking at a teacher (Seifert et al., 2020.) The bell is a conditioned stimulus, and the conditioned response is a learner to listen. With operant conditioning, one focuses on reward and punishment (McLeod et al., 2024). If you do an excellent job, you get a good grade. These are different ways of motivating people to learn. Another theory that can explain learning is cognitivism, which focuses on thoughts (Lakha, 2023). Cognitivsts consider the construction of knowledge. Like climbing stairs, we learn one thing that builds you to that next step.
From a sociocultural theory, we learn from more knowledgeable others who can provide information to help us learn (McLeod et al., 2024). With us learning from a mentor or more knowledgeable other, we are leaning on a community to learn. Learning can be enhanced by moving from a learner-learner-teacher relationship to a learner-community, relying on others, their skills as well and the learning in the location. Culturally Relevant Pedagogy looks more at the learner by considering the learner's culture and the perspective of the learner within a group (Escudero & Duncan-Andrade). The teacher is more of a facilitator while the learners are working as a group, asking questions, and taking responsibility for their learning. I am going to focus on social learning theory.
In schools, social learning, specifically the situational perspective, is how I believe learning is best explained. The quote “tell me and I forget, teach me I may remember, involve me and I learn” (byquoteresearch, 2021) applies here. From this theory, my teachers have demonstrated skills that have allowed me to model what I have learned. Then, taking what I learned and modeling it for others who may not understand and helping them learn is where I, as a learner, learn best because of the social aspects of this experience.
Consider this example about water health to illustrate this. A teacher can model how to look for macroinvertebrates that indicate health. Then, students can model back how to search for water for the same macroinvertebrate. The teacher can add to the learners’ knowledge by going on a field trip to a local body of water that needs to be tested. Learning with a mentor who tests water for a living shows this classroom knowledge and how it applies in the real world. As a learner, this process allows students to collaborate with not only their classmates but also with real-world experts. This repetition and social learning support leads to retention.
Contrast this with a traditional approach to learning, in which a student would have, let's say, a biology book. They read it, might answer questions, and understand it, but they likely do not have buy-in. In addition, teachers may lecture about water health and support students to check for characteristics of healthy water. In the classroom, the teacher would model and watch us demonstrate understanding. This approach is abstract. I struggle to learn this way, based on behaviorist and cognitive theories only.
This example illustrates how I believe learning best happens and also how I want to teach. The situational perspective is what explains learning to me because it's real and relatable. I can take this and apply it in the real world.
References
byquoteresearch, P. (2021, January 23). Tell me, and I forget; teach me, and I may remember; involve me, and I learn. Quote Investigator. https://quoteinvestigator.com/2019/02/27/tell/
Escudero, B., & Duncan-Andrade, J. (n.d.). How to practice Culturally Relevant Pedagogy. Teach For America. https://www.teachforamerica.org/stories/culturally-relevant-pedagogy
Lakha, S. (2023, June 22). Understanding cognitivism: A learning theory. educasciences.org. https://www.educasciences.org/learning-theories-cognitivism
McLeod, S. (2024, February 2). Operant conditioning in psychology: B.F. Skinner theory. Simply Psychology. https://www.simplypsychology.org/operant-conditioning.html
McLeod, S. (2024, August 9). Vygotsky’s sociocultural theory of cognitive development. Simply Psychology. https://www.simplypsychology.org/vygotsky.html
Seifert, K., Sutton, R., Borich, G. D., Tombari, M. L., & Hoose, N. A.-V. (2020, June 1). Behaviorism. Educational Psychology. https://edpsych.pressbooks.sunycreate.cloud/chapter/behaviorism/
Exhibited Learning
It all begins with an idea.
As a learner, there have been many out-of-school learning opportunities I remember. I recall these more than I remember any specific class or particular lesson. I wonder if it is because the day-in and day-out of formal learning ends up blurring together with routine and rote habits. Whereas these out-of-school learning experiences are rare, there are many logistics for the teacher, and the location is new, as are the guides and experts. The environment is new in out-of-school learning, as are the smells, sounds, and experiences.
The out-of-school learning event I remember specifically was a visit to the Dennos Museum to see the Birds-of-Paradise exhibit. I remember the teachers saying, “You can’t run, yell, or touch anything!” This made seeing the exhibits a bit scary yet made me curious. The bus pulled up to this modern-looking building with this big entrance. We enter and a guide who specializes in students greets us. She takes us to explore the birds. This was special for a few reasons. First seeing photographs and videos as well as interactive “scenes” of tropical birds, their colors, and calls, all fascinated me. I had only seen birds like this in books or drawings of them. We enter and our senses are surrounded by bird sounds and sights of the rainforest. The first thing she tells us is that this is an interactive experience and we should touch and explore the different objects within the birds-of-paradise exhibit. Most students feel uncomfortable, as we were just given “the behavior talk” by our teacher. We were able to follow our curiosities, versus being told what to be curious about, I was my own guide in this learning experience. The difference made us want to explore and pay attention even more. I remember thinking, These bird sounds and colors are nothing like the blue jays and robins in our area. These trees and forests are so dense and these sounds so loud. It’s nothing like the woods I grew up in.” My mind’s world grew when I realized and imagined that somewhere right now, these trees, these birds, and these sounds exist. I paused and stared at everything for what seemed like an hour, but was only a few minutes.
I am arguing for more out-of-school learning experiences like this one. In a classroom, books, videos, and computers give an idea of an experience. In an out-of-school experience, there is a holistic experience when in an environment in which sights, sounds, smells, and expert firsthand user experience are directly related to real experience. There is an authentic learning experience when you are immersed in it that creates a connection and an authentic experience. Learners are in this non-formal (Carl, 2019) environment and engaged more with an authentic learning experience than they would be if they were in their classroom in their school. Non-formal educational experiences can support a range of subject areas such as learning experiences with all subjects like art science and social studies. It can take some of the concepts learned in a formal setting but make them more concrete through real immersion and hands-on experiences. Students in English and writing courses could meet with a local author. In history classes, learners could visit a site of a battle or a local historian with artifacts from this historic site. Student experiences with experts where they get mentorship on how artifacts are found and used while working with tools, in real-world experiences are many times more beneficial. Combining these non-formal experiences with inquiry-based, open-ended questions can help the learner to think critically about their experiences.
Non-formal education is important, it allows a learner to follow passions and curiosity in a framed learning experience. These non-formal situated learning experiences create curiosity and buy-in for the learner. This becomes the meat to the structure or bones of formal education. This also provides the understanding and hopefully seed to the learner that learning is not just within the walls of the classroom, but in your community through these valuable learning experiences.
References
Carl, S. (2019, September 20). Types of education: Formal, informal & non-formal. Passion In Education. https://www.passionineducation.com/types-of-education-formal-informal-non-formal/
Stars in the Sky: Celebrating Our Countless Individual Minds
It all begins with an idea.
Hug your brain! We all learn in our unique ways and these are gifts to be celebrated and embraced instead of trying to squeeze this galeton thought computer into a different shape. Neurodiversity is a term that means we all learn, think and experience the world in different ways and this is okay and there is no right way of learning (Baumer & Frueh, 2021). For years as a learner, I had to do math the same way, through rote memorization, fact-based practice worksheets, complete homework, and timed assessments. However, current research suggests (e.g. Augustine, 2024), when learners are embraced as individuals, academic and self esteem performance increase.
Neurodiversty is “ individual differences in brain functioning regarded as normal variations within the human population” (Merriam-Webster, 2024). Neurodiverseity encompasses experiences which include attention-deficit/hyperactivity disorder (ADHD), Autism Spectrum Disorder (ASD), dyslexia and social anxiety. In particular, learners with Autism do not have a “disease” to be fixed, but a unique mind to be embraced and celebrated (Park, 2024). When addressing all learning needs, all learners benefit. When participating in group activities with all learners participating, everyone can create a better product as learners get to experience the project and solutions from different perspectives.
When educators do not embrace neurodiversity, learners paint their experiences with a monochrome palette. This limited palette hinders experiences and can create anxiety. The result is students may struggle to learn. When neurodiversity is embraced and supported we get a new, varied palette of colors. Using an expanded and diverse palette, provides neurodivergent learners opportunities to succeed in ways that have not always been mainstream (or prevalent…pick your choice of word there). When neurodivergent students are in schools that do not embrace teaching neurodivergent minds, these learners may feel isolated, frustrated and experience anxiety as they learn to communicate and complete the work. Whereas schools that offer curriculum that focuses on learners’ uniqueness there is likely to be higher academic success, self esteem, and a feeling of confidence.
Schools that adopt the neurodivergent learners do a few things differently than those that do not. These schools allow students to communicate in different ways, such as digitally, through pictures, or anonymously. They are flexible with due dates and give more time when needed. Teachers will break assignments into smaller sections or even allow the learners to express their thoughts and answers in a way that works for them which gives learners a chance to express their creative thoughts and ideas. When schools focus on neurodivergent inclusion and teaching practices, it benefitsall learners. All learners get to feel heard, be seen, and participate in the learning environment. This creates a learner-centered environment in which learners are more confident, less anxious, and know themselves more as learners.
The intersection of neurodiversity and constructivist learning theory is vital to understanding how learning can work for neurodiverse learners. Constructivism considers what the learner knows and builds upon it while allowing for the flexibility in learning (Choi & Lee, 2021). . From this perspective, learners who are neurodivergent are supported in creating new knowledge, building their confidence, developing growth mindset, and taking more control of their learning when teachers guide them.
For me, growing up with Bipolar disorder, I experienced a non-supportive, non-constructivist education. Teachers made me write papers about why I need to focus as a punshiment, criticized me for being lethargic or unmotivated, and when I experienced manic episodes I was sent to the office or missed recess. I spent many days making up and missing work. Many of my teachers had the teaching mentality of one- size-fits-all and you-will-fit-into-it. I was put into a special education room to collect us all without focusing on our different learning abilities and needs. I had many counselors and principals so it will be goal and blessing if I graduate and count college out. It took many therapies, one-on-one teachers, and mentors on weekends and summers that embraced constructivist perspectives to help me gain confidence, find tools, and work with me on identifying what I know and how to use the tools I had. When struggling with work, learning how to manage anxieties, and self-talk, constructivist principles were the most effective for my learning and confidence.
As neurodivergence is more mainstream and accepted , it makes me wonder what my experience would have been like having gone through what I did in today's learning environment, specifically with teachers who rely on constructivist pedagogies. All of my experiences provide me with empathy, patience, and a willingness to provide a supportive space for all all my students, including my neurodivergent students.
REFERENCES
Augustine, A. (2024, April 18). The importance of neurodiversity in schools. EAV. https://earlyautismventures.in/importance-of-neurodiversity-in-schools/
Choi, S. E., & Lee, S. (2021). Applying constructivism in Neurodiverse classrooms. Review of Educational Theory, 4(4), 6. https://doi.org/10.30564/ret.v4i4.3876
Merriam-Webster. (n.d.). Neurodiversity definition & meaning. Merriam-Webster. https://www.merriam-webster.com/dictionary/neurodiversity
Baumer, N. M., & Frueh, J. M. (2021, November 23). What is neurodiversity?. Harvard Health. https://www.health.harvard.edu/blog/what-is-neurodiversity-202111232645
Park, H. G. (2024, April 2). Embracing neurodiversity: The essence of autism acceptance . The Mind Store. https://www.themindstore.com/embracing-neurodiversity-the-essence-of-autism-acceptance/