This course highlights experiential learning where learners receive opportunities to reflect, to think about what they did and how they would improve going forward. In my case, it was about changing the course and being disruptive for my future. The Design Project is a course that spans over two semestres and requires learners to reflect on their journeys and experiences throughout the course and apply their knowledge by performing three tasks. The first task involves creating a Design Project Prospectus – this project should show the designer’s motivation and interest in designing and implementing a solution to fix a problem or opportunity at the participant’s workplace. This can also be a research design project. The second task involves creating an e-Portfolio to display artefacts and lastly, a design or research project which is the complete element of the first task. Whilst, in my explanation, it may sound linear and that each task is completed after the proceeding tasks have been completed, it is important to note that this is not the case. The tasks are actually recursive and the three elements can overlap and are constrained by time. The process requires learners to show their independence and to be self-directed and regulated learners for the majority. However, additional support and scaffolding will be given by an appointed Project Advisor. Although the programme is the ultimate one in the course of study, preparation for the programme begins from the initial courses. Skills and knowledge acquired from earlier courses will need to be culminated in order to successfully pass this course.

In going about tasks and reflecting on my experience, goals started to develop. I realised that I wanted to show my uniqueness, independence and experimental nature in the field. I wanted to show my transformation from a novice to an Instructional Designer and be more experimental with different tools that I used in my original coursework and even create my own self-designed instruments. Moreover, I wanted to make and be more confident in my own judgments and decisions and for there to be notable differences from my original coursework artefacts to my final piece. This need for transformation was noted especially in my reflection for EDID 6502: ‘Analysing Human Performance’. Secondly, another goal was my time management skills. As expressed in my reflection in EDID 6507: ‘Needs Assessment for Learning and Performance’, the group work task should have been completed at an earlier stage as there was overlap and required time and task management. Therefore and noticing that the overlap would occur in this course, it was wise to set up personal deadlines and milestones for this course. Lastly, I wanted the love and passion for what I was doing to emerge from my work. It was not just about conducting research but in fact, I was dealing with real people and was deeply involved in solving a problem that could improve their work performance and by extension mine. As such, every stage then becomes important and the ability to balance the scientific and artistic side of Instructional Design, whilst I cannot say that I have truly mastered it, has become a part of my being and I enjoy it.