Instructional Design - Anika Knight

My Philosophy

I design learning experiences through a systems-oriented, research-informed lens. My work integrates cognitive psychology, accessibility frameworks, Universal Design for Learning (UDL), and evidence-based sequencing to create meaningful, coherent, and equitable learning environments. I focus on clarity of purpose, alignment between outcomes and activities, and an intentional flow that reduces cognitive load and supports diverse learners

My approach centers high-impact practices:

Purposeful alignment (objectives → activities → assessments)
Cognitive load management (chunking, scaffolding, flow
Universal Design for Learning (multiple means of engagement, representation, and action)
Accessibility from the start (WCAG awareness, screen reader considerations, multimodal design)
Learning theory integration (Gagné’s Nine Events, Bloom’s Taxonomy, Constructivism)
Evaluation and iterative improvement (data-informed revisions)

Below are selected examples demonstrating how I analyze, redesign, and build instructional experiences using theory, structure, and research.

analysis

I begin with learner characteristics, context, prior knowledge, and barriers to access. I review existing materials for alignment gaps, engagement issues, unclear sequencing, or inaccessible design choices.

Design

Using UDL, cognitive load theory, and Bloom’s taxonomy, I create measurable objectives, identify the optimal content flow, and select interaction types that support transfer and retention.

Development

Using UDL, cognitive load theory, and Bloom’s taxonomy, I create measurable objectives, identify the optimal content flow, and select interaction types that support transfer and retention.

Evaluation

I assess the alignment, engagement, and accessibility of the experience through rubrics, reflection, and formative evaluation. I document revisions and iterate based on learner response and data.