Interview with a Learning Experience Designer

Professional Background and Role in Online Program Development

I had the pleasure of interviewing Alicia Jenner, a Senior Learning Experience Designer in the Center for Teaching and Learning Innovation at Michigan State University. Alicia works primarily with online program management, partnering with MSU faculty that are looking to develop, market, and manage online graduate certificate and master’s programs. Students typically enrolling in these programs are looking for career advancement and skill development and are often in their mid-30s. Alicia’s primary role is teaching faculty how to develop and launch online graduate programs, which includes putting together curriculum, effectively recruiting students for the program, how to use application management systems to track applicant information, and integrating courses into a Learning Management System. Alicia has over a decade of experience as an instructional and learning experience designer.

Graduate Education Path and Evolving Perspective on Adult Learning

Alicia began her graduate studies at Wayne State University through an online program that focused on performance improvement in corporate settings. Though only enrolled for a short time, she enjoyed her experience and felt that she was part of a group passionate about adult learning. Due to having to relocate for work, she moved to Iowa and transferred to Iowa State University, switching her focus to curriculum and instructional technology. Now in an on-campus program, she secured an assistantship, teaching an undergraduate lab in educational technology. Her graduate program opened doors, leading to a position in instructional design at Iowa State. Her experiences, including peer-to-peer connections and mastering learning management systems, shaped her perspective on higher education and adult learners. In her role as an instructional designer, Alicia noted the importance of adapting to changes in higher education, emphasizing that all educators should continuously develop skills and reflect on their experiences to keep up with evolving technologies, diverse student populations, and enhanced teaching methods.

Commitment to Accessibility, Adaptability, and Social Learning

Alicia approaches learning with accessibility at the forefront and is committed to adaptability and lifelong learning in this area. During the COVID-19 pandemic, Alicia was part of a team that helped MSU faculty transition quickly to online teaching, holding regular workshops and drop-in hours to teach instructors how to not only shift to online teaching but to create engaging virtual learning experiences for their students. During this time, Alicia soon recognized that while support and web access may be available on campus, many students and instructors lost access to essential resources like internet connectivity, technology, and materials when they were forced to leave campus, and she became interested in learning more about digital accessibility. From these experiences, Alicia believes that accessibility should be a fundamental part of teaching, both in physical and digital spaces, and integrates this into her discussions with faculty and designing new graduate programs. Alicia stated that accessibility reviews are often overlooked and are more of an afterthought once a course has already started, but accessibility needs to be considered during the initial stages of creating a new learning experience. Alicia also shared the importance of gaining exposure through diverse personal and professional experiences, and through these conversations we can acquire broader perspectives and challenge our own views, whether through formal, informal, or nonformal learning, to continue developing our unique educational path. This relates to the Social Cognitive Theory discussed by Merriam and Bierema (2014), which states that human learning occurs in a social environment, and through observing and connecting with others we can gain new knowledge, skills, beliefs, and attitudes.

Alignment with Knowles’ Theory of Adult Learning and Professional Practice

My philosophy of adult learning closely aligns with theories shared by Malcolm Knowles, which emphasize self-directed learning and the impact that life experiences have on learning. Through my personal experience of being a lifelong learner—whether completing graduate certificates, eTutorials, fitness instructor certifications, or an additional master’s degree—I have found that I enjoy self-directed learning most and having the opportunity to apply my own professional and personal experiences to what I am learning. I also find that I retain information and am more engaged when I can apply what I’ve learned directly to my work. I believe that intrinsic motivation is a key factor in sustaining engagement and getting learners excited about their education. As Alicia shared in our interview, not knowing the “why” or the “how” for a learning experience can impact motivation to learn, and I have found this to be true in my own educational path. In my work with academic advisor development and training, I often see adult learners seeking additional education for professional advancement, career change, or skill development, which more clearly describes the why and how for learning. The workshops and programs I offer to advisors that garner the most interest are those that directly impact their work with students.

Experiential Learning, Constructivism, and Personal Meaning-Making

I also align with David Kolb’s theory on experiential learning as well as Constructivism, as discussed by Merriam and Bierema (2014), which asserts that learning is a construction of meaning from our experiences. Since being an undergraduate student, I have found that I learn best by “doing.” I enjoy having hands-on experiences, engaging with real-world tasks, and having space to reflect on what I’ve learned. In Making Sense of Learning, I resonated with MacKeracher’s (2006) discussion of Kolb’s model in which learners relate new experiences to existing beliefs, expanding their understanding and developing new meanings. I find that I often integrate meaning from new experiences into my current understanding, continuing my personal and professional development.

References

MacKeracher, D. (2006). Making sense of adult learning (2nd. ed., Repr). Univ. of Toronto Press.

Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Linking theory and practice (First edition). Jossey-Bass, a Wiley brand