In 2013, my alma mater, the University of Colorado at Denver unveiled a new ‘brand-identity’ campaign. The goal of this campaign was to demonstrate to students that the urban campus was uniquely positioned to help them attain their professional goals. The slogan communicated a simple but important message: “LEARN WITH PURPOSE.” The message characterized the importance of approaching education with intentionality and it represents a philosophy of learning that views education as a means to achieving one’s desired goals. For students, this meant first defining their future professional goals and then setting themselves on a course to attain them through an undergraduate degree.

As an Instructional Designer, I apply a similar maxim to my practice. I believe it is important to approach every learning opportunity with intentionality, letting the learning outcomes dictate the process. Before beginning any project, it is crucial to determine what the learner is supposed to do once the instruction is complete. This outcome-based approach to learning requires me to ‘work backwards’ to determine what learning activities best foster mastery of the performance expectations the organization has set. In taking an outcomes-based approach to the process, this has allowed me to create purposeful, measurable and results-driven learning experiences, that successfully achieve organizational goals.

This philosophy is recognized by many professionals in the community. In Cathy Moore’s action mapping approach to instructional design, she criticizes traditional topic-centric training methods that focus on training ‘information dumps’. Instead, she argues training is best achieved by first identifying what people need ‘to do’ to accomplish a specific business goal. David Merrill, author of “First Principles of Instruction” also embraces this philosophy. Merrill makes a distinction between topic-centered and problem-centered learning, arguing that learning is best achieved when the context for learning involves solving real world challenges. This problem-centered approach allows designers to create instructional opportunities that require learners to ‘do’ what they are learning in the context of a business problem. By focusing training opportunities on what a learner needs to do to solve a problem or complete a task, learners will naturally see the relevance of the learning opportunity, leading to greater engagement, achievement and results.

When creating learning opportunities, I believe it is crucial to create engaging activities that mirror the behaviors we seek to cultivate through training. For example, I was recently tasked with developing training related to the implementation of a new software system. To help associates learn how to navigate the system, I helped create a scavenger hunt that required associates to perform specific functions as they searched for correct answers. This not only provided the context for training but gave associates the opportunity to ‘learn by doing’.

Finally, I believe in creating inclusive, equitable and accessible learning opportunities that embrace and celebrate our diversity. As a designer it is important for me to acknowledge that learners come to a course with an array of experiences, cultural backgrounds, abilities and learning preferences. I strive to create differentiated learning opportunities that are accessible, culturally relevant and which embrace diversity. I make it a priority to use imagery that reflects a breadth of identity groups, and design for accessibility by including closed captions in my videos and text options for audio and visual content. I believe that engagement is best maximized when employees see themselves in the training materials and when a variety of learning styles are considered in the design and delivery of the content.