Designing for Learning: Framing Problems, Seeing Theory in Action
Program Description:
Whether you're a designer-by-necessity, a teacher with creative instincts, or a prospective student curious about learning and technology, this course offers an introduction to the field of learning sciences and human-centered design. You'll explore how research on learning can inform the design of effective, engaging, and inclusive experiences—whether in classrooms, workplaces, or digital environments. Ideal for anyone interested in turning learning theory into practical design, this course bridges the gap between understanding how people learn and creating solutions that support that learning.
Learn to view design as a stance: a way of noticing, framing, and responding. In this 2.5-week experience, you’ll sharpen your eye for framing problems by learning to see through theory. Explore how to define problems, create solutions, empathize with learners, and reason through complexity. Even if you’re new to theory, you’ll learn how to use it to refine your perspective and make more intentional design choices. You’ll leave with a concept artifact that reflects not just what you made, but how you now see.
| Non-Credit Requirements | For-Credit Requirements (Must register through Registrar) |
|---|---|
Approximately 8 contact hours |
Offered for 1 credit |
Dates & Registration
Dates: Fridays - January 2, January 9, and January 16, 2026
Times: 7:00pm–9:30pm ET (Saturdays 8:00am–10:30am CST (China Standard Time))
Format: Online with Live Zoom Sessions (See dates and times above)
Price: $295
Please Note: This course is offered on a non-credit basis or for 1 credit. Registration for this course through TC Academy is for the non-credit offering and Academic Credits will not be awarded. For instructions on how to register for the credit offering see below.
For more information, questions, or to register: Email tcacademy@tc.columbia.edu
This course can be taken for credit in accordance with TC's enrollment policies. If you are not a current student and would like to take this course for credit, please review the Non-Degree Application Instructions page on our website and proceed accordingly. Also, please note that if you plan to take this on a for-credit basis, college tuition and fees will apply. If you are a continuing student in a degree program and have approval from your advisor, you can register for this course beginning on December 1st. Winter session courses will follow spring registration and payment deadlines.
Faculty
Jin Kuwata
Associate Professor of Teaching, Instructional Technology & Media Coordinator, Computing in Education Online Programs Coordinator, COGMOS Design Lab Director
My teaching is grounded in the belief that learning is not just the acquisition of knowledge, but the cultivation of ways of seeing, reasoning, and making sense of the world. Whether I’m guiding students through computational modeling, learning design, or problem-based inquiry, my goal is to help them engage ideas not only as consumers, but as designers, critics, and epistemic agents.
I approach teaching as a form of design—each course an intentionally crafted experience that invites students to grapple with real questions: What counts as understanding? What makes a problem worth solving? How do our representations shape what we see, and what we overlook? My classrooms are collaborative studios where students prototype, critique, reflect, and iterate—not just on projects, but on their own ways of thinking.
I draw deeply from the learning sciences, cognitive science, and design theory to help students build fluency with concepts like constructivism, metacognition, computational thinking, and epistemic practices. But I also ask them to wrestle with the human stakes of learning design—issues of inclusion, ethics, identity, and meaning.
Ultimately, I want my students to leave not just with skills or artifacts, but with a sharpened lens: one that helps them design, teach, and think with greater clarity, humility, and purpose.
Learning Objectives
By the end of this course, participants will be able to:
- Frame learning problems with conceptual clarity, using structured inquiry and design reasoning
- Interpret learning experiences through multiple theoretical lenses, identifying how perspectives like motivation, cognition, and social learning shape design decisions
- Translate theoretical insights into actionable design principles, adapting them to context and learner needs
- Create and explain a concept artifact that demonstrates theory-informed design reasoning and includes justification of key decisions
- Reflect on and articulate a personal stance on learning design, informed by practice, theory, and peer dialogue
Who Should Attend
- K–12 and higher education instructors
- Professionals in edtech, non-profits, and learning organizations
- Graduate and Prospective students
- Educators, technologists, and professionals who want to move beyond surface-level design methods and deepen their craft
Upon Completion
Participants who successfully complete this program will earn a verified Certificate of Participation and an official Digital Badge—valuable credentials that showcase your commitment to professional growth and can be shared on LinkedIn or digital portfolios.
View our sample program badge and certificate below:
Important Notice: This is a non-credit program. Completion does not provide academic credit toward any degree program at Teachers College or other institutions. No transcript credit will be awarded.