Global Approaches
to Learning English

Before engaging with the team, I collated my own research and reflected on my experience in the realm of language learning, conducting a preliminary analysis of existing programming at the organization and elsewhere. I then met with a team of managers and directors to devise a vision, key roles and responsibilities, and a project scope that would be agreeable with all parties.

We envisioned a renewed program with a future-proofed and inclusive approach to language learning. Through a combination of live, adaptive, and self-directed learning experiences, students would explore questions of language identity, sustainable development, employment, and academics to prepare them to navigate the complexities of today's world.

I then led the team through the revision of previous program outcomes to develop a series of course learning outcomes bridging 6 levels of essential language abilities, rather than the 9 levels previously offered. Of these new streams, 3 of these hybrid synchronous courses would be reconstituted for specialized accelerated programming, requiring the creation of 3 self-directed learning Add-Ons.

With direction to connect the curriculum to UN SDGs, workplace essential skills, academic success, and DEDI, it was critical that language learning be used as a vessel to help students explore the wonders and complexities of our today’s world. Consulting with English language educators, leaders, and instructional design colleagues, I facilitated discussion and devised a scalable set of learning outcomes to propel and engage students throughout their learning journeys.

With the trajectory established, we started with developing assessment strategies and crafting the learning environment to ensure curriculum alignment. After designing and facilitatingseveral workshops and esteemed language educators, facilitating high-level discourse around teaching and learning in in-person, blended, and asynchronous formats.

As ownership of content creation was transferred to the SME team, I regularly regrouped with developers in groups and individually to assure quality was maintained and the learning experience was cohesive. Alongside media developers and learning management system staff, I brought the project to completion through a combination of educational videos, podcasts, interactive Articulate Rise modules, AI learning tools, lesson plans, and a diverse battery of assessments to form a wrap-around, multi-dimensional learning journey.

Once the curriculum was nearing completion, I collaborated with the instructional team to coordinate review and pilot periods for content to be evaluated prior to program launch. All materials were translated, exported, and formatted to ensure appropriate accessibility of content from specific disability-oriented and general navigational support angles.

Throughout the project, I kept notes of areas for additional discussion, refinement, and/or support to be highlighted as part of a post-development retrospective to inform future iterations of program enhancements. Key program success indicators were identified and improvement pathways established and communicated to ensure future upgrades didn’t contribute to idiosyncratic deviations. From there, the team wrapped up the project, sending ELI on their way with fresh new learning pathways for their students to explore.