This project highlights the redesign and implementation of an English Language Development (ELD) course to better serve multilingual learners using educational technology. Developed as a graduate-level capstone project, the course redesign applies foundational instructional design theories to improve access, engagement, and equity.

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Project 2: Designing for Equity: Technology-Driven ELD Course Redesign

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• Created as a Canvas-based course, this ELD curriculum centers student agency, cultural relevance, and language acquisition through intentional integration of digital tools. The project responds to barriers experienced by multilingual learners in traditional ELD settings and reimagines what a tech-supported, inclusive classroom can look like.

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The ELD course redesign was informed by the following educational and instructional design theories:

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Learning and Cognitive Frameworks

 

• Bloom's Taxonomy (Anderson et al., 2001) – Used to scaffold instructional objectives and assessments, moving students from foundational vocabulary acquisition to language application, synthesis, and real-world communication.

• Cognitive Load Theory (Sweller, 1988) – Informed interface design and content delivery. Simplified navigation, consistent layout, and segmented instructional videos were employed to reduce cognitive overload.

• Universal Design for Learning (Meyer et al., 2014) – Reflected in the use of multiple modalities (audio, visuals, text), translated instructions, and scaffolded language supports to engage learners with diverse needs and abilities.

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Adult Learning & Evaluation Approaches

 

• Andragogy (Knowles et al., 2015) – Recognized that older students (ages 18–19) benefit from real-world relevance, self-direction, and tech tools that allow flexible pacing and personalized learning.

• Kirkpatrick Learning Evaluation Model (1996) – Applied in designing student feedback loops, formative assessment checkpoints, and ongoing reflection activities to measure both engagement and skill transfer.

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Accessibility & Implementation Challenges

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The redesign adheres to accessibility principles (WCAG 2.1), including captioned media, alt-text for images, clear visual hierarchy, and mobile-responsive content. When faced with technology gaps (e.g., lack of Canvas training for embedding National Geographic Learning tools), the instructor independently collaborated with tech staff and colleagues to troubleshoot, demonstrating adaptive problem-solving.

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This course redesign project demonstrates how research-based instructional design can reshape equity outcomes in language learning. It applies theory to practice, challenges outdated ELD structures, and creates a blueprint for accessible, student-centered education.

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