My Learning and Learning Design Journey

– I am a member of the faculty at Business School Lausanne,  Webster University Geneva , Geneva Business School and University of Business and International Studies. The courses I teach, have the words systems, design, thinking, information and operations in their titles!

I have been awarded as a distinguished member of faculty at Business School Lausanne and UBIS.

I am industrial engineer (systems design and analysis) by training. I hold a master’s degree in System Dynamics from Worcester Polytechnic Institute and a Ph.D. in Technology Management from École polytechnique fédérale de Lausanne (EPFL).

I am passionate about learning and teaching.

I have captured my learning and learning design journey in numbers:

  • Number of years I have not been a student after age six: 0
  • Ratio of the years I have taught to the total years I have lived in Sept 2018: 1:2
  • Number of times I have been awarded as a distinguished professor by students at Business School Lausanne: 5
  • Number of years the award has been given: 5
  • Number of universities in Switzerland where I am a member of faculty: 4
  • Ratio of the amount of money I have spent on various courses to the amount I paid for rent in 2016: 9:10
  • Number of years my father taught Persian literature before he retired in 2001: 40

My father taught Persian literature for around 40 years, before he retired. The picture shows me and my father teaching, the two classes are 42 years apart !

Learning Design For Millennials

My experience as a learner and an educator prompted me to put together a training course called Learning Design for Millennials.

The objective of this training course is to help educators design effective learning environments. Environments in which the focus shifts from “passive reception of disconnected ideas” towards “creation of an enlightening experience” for both learners and educators.

Rethinking learning design gains increasing significance, once we consider the key characteristics of Millennials, such as their need for excitement, their digital and fast-paced lives, their quest for practicality and interactivity, as well as their aspiration for creating meaning through their education and future careers.

This training course explores responses to the following questions:

  • Are teaching and learning different sides of the same coin?
  • How can we design a self-organizing learning environment?
  • Why can Microsoft PowerPoint be an impediment to learning? What are the alternatives to using slides?
  • Why is peer instruction important? How can it benefit learning design?
  • Why does gamification matter? How can we develop simple and effective games to create a fun and profound learning experience?
  • Why is it worth knowing about the Kolb Cycle? How can we apply it in learning design?
  • What is contextualization? How can it add significance to the learning process?
  • What alternative modes of performance evaluation exist? How can these create more value compared to conventional examinations?
  • Why are questions important? How can they be used toward creating dialogue-based learning?
  • What is the “by-product effect”? Why do we need it in designing learning for soft skills?
  • Why are creating inter-disciplinary connections crucial?
  • How can we create meaningful connections between course materials and everyday life activities, in addition to other courses or disciplines?
  • Why should we pay more attention to our intuition? How can we help the learners in developing their intuition?
  • Why should our quest for learning design be viewed as venturing on an odyssey? Why do we need to design a learning odyssey for the students?
 You can download the course brochure from here