The title of this page is a bit misleading in that learning should also be included as this process is intertwined with teaching and instructional design (ID). Learning is the ultimate goal, but how one approaches learning and how one designs and shapes learning experiences significantly impact how and what learners actually learn . . . how they engage the subject, topic or content; how they apply what they learn; and, how they reflect on their learning and knowledge construction (aka, metacognition).

The word, “construction,” then serves as a reflection of how I approach and theorize all three processes: instructional design, teaching, and learning. That is, I work from a social-constructivist perspective, meaning that I believe one best designs, teaches, and learns when exploration and reflection, personal experiences, and social and interactive processes are considered. Technology, of course, plays a powerful role in ID, teaching, and learning, but it cannot supplement for sound design and teaching practices.

On the other hand, the medium is part of the message, yet "the medium" should accomplish more than simply “wowing” or engaging learners. In fact, to varying degrees, Web 2.0 technologies (re)shape our cognitive and social practices. 

In short, my design, teaching, and use of educational technologies are informed by the following: 

~Learners should come first.
~Learning activities should be sequenced, interactive, authentic, and multimodal. ~Learners should be able to apply their knowledge across disciplines, contexts, and experiences.
~Collaboration is essential to the learning experience.