DLI to USD: Building Deeper Expertise in Learning Design

After six years with her company and already working in Learning & Development, Laurence felt ready to challenge herself academically again.

Her background was originally in business management and finance rather than education or learning sciences, and she wanted to build a stronger theoretical foundation around the L&D work she was doing every day.

That search led her to the Digital Learning Institute’s Professional Certificate in Immersive Learning, where she discovered an entirely new way of thinking about learning design. At the same time, she also began a Master of Science in Learning Design and Technology at the University of San Diego (USD).

Rather than duplicating one another, the two experiences became complementary parts of Laurence’s development. DLI provided focused, practical exposure to new learning design concepts, while USD gave her the opportunity to explore learning design and learning science at greater depth.

Laurence completed this journey before DLI and USD established their new academic partnership. Today, eligible DLI graduates have a formal pathway to build on their DLI qualification and continue their studies with USD.

Hear from Laurence directly below!

When Laurence discovered DLI, immersive learning was largely new territory. AR, VR and immersive technologies had caught her attention, but she wanted to understand more than the technology itself, she wanted to know how it could be used effectively for learning.

The program introduced her to everything from cognitive load, dual coding and experiential learning to AR, VR, 360° video, simulations and prototyping.

She even rented a Meta headset so she could experience some of the concepts for herself.

What stood out was the balance between theory and practical exploration, alongside the opportunity to learn with professionals who were discovering immersive learning together.

One lesson from DLI has continued to influence how Laurence approaches her work: start with the learning need, not the technology.

Immersive technology can be exciting, but the program reinforced that VR, AR or any other learning technology should only be used when it genuinely supports the intended learning outcome.

That principle now extends well beyond immersive learning in her day-to-day work.

Another framework that stayed with her was challenge, choice and consequence. When designing scenario-based learning, she now considers the situation the learner is being placed in, the decision they need to make and the meaningful consequence or feedback that follows.

Interestingly, Laurence didn't complete DLI and then decide to pursue a master’s. The two journeys actually overlapped.

She had already been considering larger academic programs, including the University of San Diego, when she discovered DLI’s immersive learning certificate. The subject interested her enough that she decided to pursue both.

That overlap proved valuable.

Because her previous academic background wasn't in education, DLI introduced Laurence to concepts including cognitive load, dual coding, experiential learning and learning design principles. When those ideas appeared again during her master’s at USD, she was able to explore them at greater depth and across a broader range of learning contexts.

As she progressed through her master’s at USD, Laurence began seeing connections between the concepts she had first explored through DLI and the wider field of learning design.

Cognitive load, dual coding, experiential learning, scenario-based design, prototyping, accessibility and learner experience all reappeared during her studies — but with greater depth and breadth.

The difference was in the depth and breadth.

Rather than seeing learning science, instructional design and technology as separate areas, she began to understand how they fit together.

The impact hasn't been limited to academic knowledge.

Laurence says the experience fundamentally changed the way she practices L&D. Her approach became more systematic, from needs analysis and learning objectives through to instructional strategy, storyboarding, accessibility, assessment and evaluation.

She also became more comfortable questioning whether training is actually the right solution to a problem in the first place.

That shift has helped her move beyond simply delivering learning requests towards advising stakeholders on the learning solutions that are most likely to achieve the desired outcome.

The change in Laurence’s practice has also influenced learning more broadly within her organization.

She has developed learning design frameworks, playbooks, checklists, storyboard templates and style guides, while reviewing existing L&D processes to introduce stronger learning design practices.

The organization's learning ecosystem has expanded too. Where learning was once heavily centered around classroom training and SOP reading, the team increasingly uses e-learning, video, microlearning, scenario-based learning and workshops depending on the need.

One achievement stands out in particular: Laurence developed the first internally created e-learning solution for her site of approximately 490 employees.

Perhaps the biggest change has been confidence in her own professional judgment.

Before undertaking the programs, Laurence already had several years of L&D experience. But without an academic background in learning, she sometimes relied heavily on established practices and the way things had traditionally been done.

Today, she feels more confident questioning assumptions, challenging requests and explaining the reasoning behind her recommendations.

For her, that change represents one of the most important outcomes of the entire journey.

For Laurence, DLI and USD were complementary steps in her learning journey. DLI gave her a focused, practical introduction to new areas of learning design, while her master’s at USD allowed her to explore those foundations at greater depth.

That progression is now supported by a formal academic partnership between DLI and USD. Eligible graduates of DLI’s Professional Certificate in Digital Learning & Instructional Design who achieve Pass with Distinction can receive 6 transfer credits towards USD’s online Master of Science in Learning Design and Technology.

This means eligible DLI graduates can skip the first two foundational courses at USD and build directly on what they have already learned.

Ready to take your learning further? Explore the DLI to USD Master’s pathway.

Do I need a background in education or learning science to study with DLI?
No. Laurence came from an academic background in business management and finance and was already working in L&D. The program introduced her to learning science and learning design concepts that were new to her and gave her a stronger foundation for her work.

Will I use what I learn outside immersive learning projects?
Yes. Laurence has carried principles such as starting with the learning need, scenario-based design, experiential learning, and challenge, choice and consequence into her wider L&D work.

Can further study make a difference to your day-to-day L&D role?
For Laurence, the impact went beyond gaining qualifications. She introduced new frameworks and resources within her organization, expanded the range of learning solutions being used, and became more confident advising stakeholders on the right approach to learning.

Is there a pathway from a DLI certificate to a master’s at USD?
Yes. Through DLI’s partnership with the University of San Diego, eligible graduates of the Professional Certificate in Digital Learning & Instructional Design who achieve Pass with Distinction can receive 6 transfer credits towards USD’s online Master of Science in Learning Design and Technology (MS-LDT). Graduates must apply within three years of completing their DLI certificate, meet USD’s standard admissions requirements, and be accepted to the program.