Designing with Purpose—A Reflection on Learning

By Alexanderia Easterling

FINAL REFLECTION

Over the past few weeks, this course has challenged and inspired me to think more critically—and creatively—about the role of instructional design in shaping equitable learning experiences. Coming in, I thought I had a solid grasp of inclusive design and emerging technologies, but I was most surprised by how deeply they could be integrated when purpose, theory, and user-centered thinking were deliberately aligned.

One unexpected insight was how frameworks like SECTIONS and UDL can serve not just as evaluation tools, but as lenses for empathy. They’ve helped me refine how I select and adapt tools—not just for functionality but for accessibility, representation, and cognitive equity. I also found immense value in exploring Open Educational Resources (OER) and their transformative potential, especially when layered with tools like Blackboard Ultra and LAMP.

Personally, this course affirmed my path forward. It gave language to the values I already hold and deepened my understanding of what systemic change might look like from the lens of an educator, a designer, and a future leader.

There were challenges, too. Some of the course navigation—especially around assignment instructions and deadlines—felt a bit fragmented at times. Clearer rubrics and a centralized checklist would’ve helped ensure I was hitting the right marks. If I were teaching this course, I’d also integrate more collaborative checkpoints: moments where peers can give feedback on design drafts or brainstorm accessibility strategies together. Learning is always richer when it’s shared.

The course significantly enhanced my skills, challenged my thinking, and left me eager to continue developing. Inclusive design is an ongoing practice, not a destination.