From Teacher to Learning Designer: Strengthening My Communication in the Field

 Communication Strength: Visual Storytelling Rooted in Empathy

Among the core communication skills, I am most confident in visual storytelling. As a former classroom teacher transitioning into the field of learning design, visual communication has been one of the most effective tools I’ve used to connect with learners and simplify complex information.

In my teaching career, I often relied on visuals to create engaging learning environments. For instance, when teaching students about the Revolutionary War, I created online learning environments with embedded videos, interactive photos that highlighted key vocabulary, illustrated learning maps that guided students through the material using icons, arrows, and simple diagrams rather than relying solely on text. These visual tools helped my students engage with content more independently and with greater confidence. The visual elements didn’t just aid comprehension; they told a story that made the material feel more approachable and relevant to their present-day lives.

As I move toward a career in learning design, I carry this strength forward. Visual storytelling enables me to honor learner diversity and create content that is clear, inclusive, and engaging.

Growth Area: Communication with Stakeholders Using Clarity and Ethics

While I feel confident communicating with students, parents, and district colleagues, communicating effectively with stakeholders, subject matter experts, and learning designer colleagues is a different skill that I need to develop. As I prepare for a role in learning design, I aim to clearly and confidently articulate the rationale behind my design decisions, align projects with strategic goals, and collaborate transparently and ethically across interdisciplinary teams.

This skill is vital because learning design is a collaborative business. During a project, stakeholders bring unique priorities, constraints, and communication styles. Being able to adapt my messaging, while staying grounded in instructional best practices, is essential to creating practical and ethical learning solutions. 

One of the challenges I face is shifting my communication from a “teacher to student” model to one that involves peer-level communication with professionals who may not speak the same language regarding instructional planning. I often find myself unsure about how much background to provide or how to frame learning design decisions in a way that is persuasive yet not overly technical. I want to ensure that my communication is transparent, responsive to feedback, and aligned with the ethical standards of the field. 

Action Plan: Building Clarity, Confidence, and Ethical Alignment

To address this growth area, I enlisted the help of my ChatGPT AI mentor, Amanda Nguyen. I asked Amanda to help me build an action plan that utilized Berlo’s SMCR Model and focused on helping me build clarity, confidence, and ensuring my alignment with the industry’s ethical standards. Throughout my coursework, I have learned how valuable AI tools can be in refining design plans, serving as an editor of communication, and clarifying complex topics in a more in-depth or accessible manner. 

Step 1: Communicate with Clarity- Leveraging AI-Assisted Communication 

Using AI-assisted communication, I can revise and review communication instructional explanations and learner-facing materials. These tools will help me review my message critically to ensure it preserves my intent and instructional voice. My goal is to ensure that every message I send is easily understood on the first read. The content I deliver will be clear and easy to understand. 

Use AI-Assisted Communication to: 

• Simplify complex sentences

• Detect any overly technical jargon or uncertainty

• Improve flow and structure 

• Adjust the tone of a message based on the audience

Step 2: Create a reflective practice or checklist that reviews areas of transparency, alignment, and ethics:  

The content I deliver, whether written, spoken, or visual, is a direct reflection of my communication skills and ability to manage projects as a learning designer. I can ensure that what I say is both respectful and inclusive by asking myself if what I am sharing strengthens the ethical alignment between the source and the receiver. I will keep deep empathy and ethical alignment at the forefront of all I do.

• Transparency: Am I being open and honest about decisions, timelines, or potential challenges?

• Alignment: Do the learning outcomes meet the organization’s goals and learning outcomes? Request feedback within the project cycle to ensure that what is shared aligns with the learning project’s goals.

• Ethics: Am I advocating for learner-centered design and respecting inclusivity, accessibility, and professional standards?

Step 3: Establish Confidence in my Communication as a Learning Designer: 

To be able to instill the confidence of stakeholders, subject matter experts, and fellow learning designers in my abilities as a learning designer I will need to own my expertise, by presenting my ideas clearly and assertively, while having the capability of making informed decisions, even when stakeholders and team collaborators might challenge my thinking. 

• Strengthen verbal communication: I will practice explaining my design decisions out loud. Then I’ll rehearse it verbally, record myself, and listen back to adjust my tone, pacing, and structure. This practice will help me articulate my design work with greater fluency, clarity, and confidence.

• Practice Framing Assertive, Ethical Feedback: To practice delivering constructive feedback, I’ll use AI tools to help draft assertive, respectful messages. Over time, this will help me build a mental bank of confident language for sticky situations.

• Practice Journal Reflection for Communication Wins: I’ll document communication interactions where I felt confident or made progress, whether it’s presenting my work, contributing to a discussion, or clarifying my rationale. This reflective practice will help me internalize the confidence to speak with authority, and it will build momentum over time.

Connection to Professional Identity: Communication as a Reflection of Purpose 

My current communication habits reflect the kind of learning designer I am becoming thoughtful, learner-focused, and values-driven. As a former teacher, I have a strong foundation in listening to learners, observing their needs, and adapting accordingly. However, I now understand that learning designers must deliver their communication in an efficient yet detailed manner that is both diplomatic and straightforward, yet empathetic and strategic. 

I want my communication to reflect not only my care for learners but also my growing confidence as a learning design professional, someone who can communicate the value of learning experiences and advocate for ethical, inclusive, and effective practices. My long-term goal is to work in higher education, or an organization focused on educational equity. To succeed in that environment, I’ll need to demonstrate clear, adaptive, and collaborative communication that builds trust and drives impact. As I grow into my role as a learning designer, I’m committed to using this framework to ensure my messages resonate with clarity, transparency, and purpose.

References: 

1. Janse, Ben. “Berlo's SMCR model of communication theory.” Toolshero, 8 January 2019, https://www.toolshero.com/communication-methods/berlos-smcr-model-of-communication/. Accessed 2 July 2025.

2. Nguyen, Amanda. Action plan for improving communication skills as a learning designer using Berlo’s SMCR Model. 6 July 2025. Unpublished mentoring communication.