Jonan Phillip Donaldson

Jonan Phillip Donaldson is a learning scientist, designer, composer, and artist. His areas of expertise include foundations of the learning sciences, learning experience design, constructionist learning, complex systems, network analysis, critical pedagogy, design thinking, and creativity. Through his research he is currently developing a complex conceptual systems theory, as well as a learning experience network analysis methodology for design-based research.

For most of the last century, education was largely about knowledge. As we approached the turn of the century, those at the forefront began to push a new paradigm, one focused on skills. But for me, learning has always been about more than this. We are now at a turning point. Learning design must be centered on mindsets—how we approach the world, how we navigate the problems we face, and how we see ourselves as creators of the future. This perspective isn’t just theoretical for me; it’s how I’ve lived my life, and it drives everything I do as an educator, a scientist, a musician, and an artist.

For years, I struggled with the problematic idea that learning was about acquiring something—whether knowledge or skills. It didn’t resonate with the way I understood the world. Learning, I came to believe, is not about filling up empty spaces. It’s about becoming—constantly evolving, exploring, and constructing who we are. This shift in perspective led me to see the importance of fostering a 'tinkering' mindset, one that values exploration and embraces failure as a productive step in the process. It’s a mindset of empathy, always looking to the margins, asking whose voices are missing and how we can design for more beautiful learning environments where learners say “I’m finally home! I found my people. This is where I belong.”

This new paradigm is deeply personal to me. It mirrors my approach to music and art, where every composition, every brushstroke, is an act of exploration and creation. In both, I’ve embraced complexity and rejected reductionist approaches. My music invites listeners into moments of tranquility, where they can experience the subtle interplay of melody and harmony, much like the layered nuances of a learner constructing their world. My paintings, often abstract and introspective, reflect my fascination with light and shadow, the tangible and intangible, and how these elements echo the deeper complexities of the human experience. In both learning and art, I strive to create spaces where people can reflect, grow, and ultimately see themselves as agentic generative creators.

Compositions

My music invites listeners into a world of tranquil beauty and profound emotion. Composed as a form of Zen meditation, each piece reflects my attempts at mastery of orchestral composition, utilizing a vast array of virtual instruments, including esteemed libraries from Vienna Symphonic Library and Spitfire Audio. The resulting soundscapes are rich and nuanced, ranging from serene and ethereal passages to moments of dramatic intensity. I meticulously craft every aspect of my music, from composition and arrangement to performance, recording, mixing, and production, ensuring a cohesive and immersive listening experience. Explore a sanctuary of sound where melody and harmony intertwine to create a journey of introspection and emotional resonance.

Click here for Jonan Phillip Donaldson's Original Compositions on SoundCloud

Click here for Jonan Phillip Donaldson's Original Compositions on Spotify

Click here for Jonan Phillip Donaldson's Original Compositions on Apple Music

Click here for Jonan Phillip Donaldson's Original Compositions on Amazon Music

Academic Research

Driven by a deep belief in the power of transformative learning experiences, my work as a learning scientist investigates the nature of learning, and explores how we can make education more engaging, effective, and equitable for all. I envision learning contexts where learners are authors of knowledge, perspectives, things, self, and their world. Through my research, I'm developing innovative approaches like Design Thinking for Engaged Learning, which empowers learners to take ownership and make real-world connections, and mapping the "Creativity Landscape" to help educators foster creative thinking in all its forms. I believe education can challenge inequalities and contribute to a more just world, which is why my work also delves into the realm of critical pedagogy and social justice. I'm excited to share my research journey with you and invite you to join me in building a future where learning is a joyful and empowering experience for everyone.

Complex Conceptual Systems Theory

This research builds on the proposition that conceptualizations of learning are complex systems, and our practices in teaching and learning are emergent from those conceptualizations. In simple terms, the only way to change practices towards more effective, meaningful, and empowering practices is to first change the underlying conceptualizations from which practices emerge.

Design-Based Research

As a learning scientist, I'm fascinated by the complexities of how people learn and how we can design educational experiences that truly empower them. My research focuses on Design-Based Research (DBR), a collaborative and iterative approach to developing and refining learning environments. To better understand the intricate tapestry of learner experiences, I've developed Learning Experience Network Analysis (LENA), a novel method that uses network mapping and AI tools to analyze qualitative data and uncover hidden patterns in how students engage with learning designs. LENA provides a practical, data-driven roadmap for making iterative design improvements and creating more effective and inclusive learning experiences for all.

Click here to read more about Learning Experience Network Analysis

Design Thinking

My work developing the Design Thinking for Engaged Learning (DTEL) model centers on transforming education into a dynamic, human-centered process. This approach moves beyond traditional rote learning by empowering learners to become active creators and problem-solvers. The DTEL framework, which I developed, provides a structured yet flexible pathway for students to tackle complex, real-world problems collaboratively. By integrating key designerly ways of knowing – like empathy, wicked problem framing, and abductive reasoning – DTEL cultivates essential 21st-century skills such as critical thinking, communication, creativity, and collaboration. This approach, grounded in learning sciences theory and informed by a relational ethic of care, helps students develop a deeper understanding of knowledge creation, become more engaged in their learning, and ultimately, contribute to building a more just and sustainable world.

Click here to read about Design Thinking for Engaged Learning

Creativity

My fascination with creativity stems from a belief that it is a skill that is learned and nurtured, not an innate talent. I've developed the "Creativity Landscape" framework to map the diverse terrain of creativity research, providing educators with a comprehensive guide for designing learning environments that foster creative thinking. This framework emphasizes a holistic approach based on complex systems theory that considers the environmental factors, mindsets, creative processes, and cognitive skills that contribute to creative production.

My creativity landscape framework and associated work focuses on integrating constructionist learning principles, design thinking, and reflective practices to empower learners to develop their creative potential, embrace experimentation, and approach challenges with innovative solutions.

Learning Design & Learning Sciences

My work in learning design is deeply rooted in the principles of the learning sciences, seeking to create engaging and transformative educational experiences. This commitment is evident in my development of the Master of Science in Learning Design & Learning Sciences program at the University of Alabama at Birmingham. The revised program (which was formerly an instructional design program) will emphasize a holistic approach to learning, integrating theories like constructivism, situated learning, and critical pedagogy to prepare students to design innovative and impactful learning environments. I also actively engage in faculty development through workshops and initiatives focused on fostering creative, collaborative, and technology-enhanced learning experiences for higher education. My goal is to empower educators across disciplines to leverage the learning sciences to create learning environments that are both effective and equitable, inspiring students to become lifelong learners and agents of positive change.

Learning Design & Learning Sciences Programs

My passion for creating truly transformative learning experiences led me to develop the Master of Science in Learning Design & Learning Sciences (LDLS) program at UAB. It's a deeply personal endeavor, born from a belief that learning should be an active, engaging process of "becoming," not simply the acquisition of information. We've thrown out the traditional Bloom's Taxonomy pyramid and embraced a waterfall model, recognizing that creation is the wellspring from which all other learning flows. Infused with constructivist, situated, and critical pedagogy principles, the LDLS program is designed to empower learners to shape their own understanding and make a real difference in the world. Building this program, along with the graduate and professional certificates and future doctoral program, is about fostering a community of passionate learning scientists and designers who will reshape the future of education. Every course I've designed for this program, from "Foundations of the Learning Sciences" to "Complex Systems in Learning," is infused with my conviction that learning is about becoming, not just knowing.

Click here to read about my reframing of Bloom's Taxonomy

Faculty Development

I'm driven by a desire to share the power of the learning sciences with educators across disciplines. My faculty development workshops are not just about presenting theories; they're about igniting a passion for creating more engaging and equitable learning environments. I love seeing the spark when faculty connect theories like constructionism and 4E cognition to their own teaching practices. Exploring innovative approaches like design thinking, game-based learning, and augmented intelligence together is an energizing experience. Ultimately, these workshops are about empowering faculty to become learning designers, fostering learner agency and creativity within their own classrooms.

Click here to read about the Learning Design Principles I teach faculty

Higher Education Courses

Every course I design is a reflection of my core belief in the transformative potential of learning. I draw inspiration from constructionist, situated, and transformative learning theories, striving to create experiences where students aren't just learning about learning, but actively living it. I want my students to feel the thrill of making, designing, and creating for real-world impact. It's about fostering critical thinking, nurturing problem-solving skills, and sparking a deep understanding of the complex dance between learners and their environment. More than anything, I want my courses to empower students to become the kind of learning scientists and designers who will make a meaningful difference in the lives of others.

Click here to see a sample course design

My Paintings

My paintings are introspective journeys through color and texture, often blurring the lines between representation and abstraction. My landscapes, veiled in mist or shrouded in twilight, evoke a sense of mystery and quiet contemplation. The human form, when present, is suggested rather than explicitly depicted, adding to the introspective mood. My abstract pieces, with their dynamic compositions and layered textures, invite the viewer to explore the emotional resonance of color and form. Throughout my work, there is a consistent exploration of light and shadow, a play between the tangible and the intangible, reflecting an artistic vision that seeks to capture the fleeting beauty of moments and the subtle complexities of the human experience.

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Select Publications

(see Dr. Donaldson's Google Scholar profile for more)

Donaldson, J. P., Han, A., Yan, S., Lee, S., & Kao, S. (2024). Learning experience network analysis for design-based research. Information and Learning Sciences, 125(1/2), 22-43. https://doi.org/10.1108/ILS-03-2023-0026

Donaldson, J. P., & Allen-Handy, A. (2023). What is learning? A complex conceptual systems analysis of conceptualizations of learning. International Journal of Educational Research Open, 4, 100254.

Randolph, J., Perry, J., Donaldson, J. P., Rethman, C., & Erukhimova, T. (2022). Female physics students gain from facilitating informal physics programs. Physical Review Physics Education Research, 18(2), 020123.

Galoyan, T., Barany, A., Donaldson, J. P., Ward, N., & Hammrich, P. (2022). Connecting science, design thinking, and computational thinking through sports. International Journal of Instruction, 15(1), 601-618.

Rethman, C., Perry, J., Donaldson, J. P., Choi, D., & Erukhimova, T. (2021). Impact of informal physics programs on university student development: Creating a physicist. Physical Review Physics Education Research, 17(2).

Afroogh, S., Esmalian, A., Donaldson, J. P., & Mostafavi, A. (2021). Empathic Design in Engineering Education and Practice: An Approach for Achieving Inclusive and Effective Community Resilience. Sustainability, 13(7). https://doi.org/10.3390/su13074060

Jamal, T., Kircher, J., & Donaldson, J. P. (2021). Re-Visiting Design Thinking for Learning and Practice: Critical Pedagogy, Conative Empathy. Sustainability, 13(2). https://doi.org/10.3390/su13020964

Donaldson, J. P. (2020). Building a digitally enhanced community of practice. Information and Learning Sciences, 121(5/6), 241-250. doi.org/10.1108/ILS-04-2020-0066

Donaldson, J.P. (2020). Travelling in Troy with an instructional designer. In J. Strommel, C. Friend, & S. Morris (Eds.), Critical digital pedagogy: A collection (pp. 106-117). Washington, D.C.: Hybrid Pedagogy Inc.

Donaldson, J. P. (2020). Creativity in computer-supported collaborative learning environments. Paper presented at the 2020 American Educational Research Association Annual Meeting, April 17 – 21, 2020, San Francisco, California.

Donaldson, J. P. (2020). Epistemic violence: Conceptualizations of learning for subjugation, marginalization, and compliance. Paper presented at the 2020 American Educational Research Association Annual Meeting, April 17 – 21, 2020, San Francisco, California.

Donaldson, J. P. (2020). Conceptualizations of learning in the learning sciences. Paper presented at the 2020 American Educational Research Association Annual Meeting, April 17 – 21, 2020, San Francisco, California.

Barany, A. & Donaldson, J. P. (2020). Digitally-mediated design thinking ideation. Paper presented at the 2020 American Educational Research Association Annual Meeting, April 17 – 21, 2020, San Francisco, California.

Donaldson, J. P., Barany, A. & Smith, B. K. (2020). Situated learning through situating learners as designers. In M. J. Bishop, J. Elen, E. Boling, & V. Svihla (Eds.), Handbook of Research on Educational Communications and Technology: Learning Design (5th ed.) (pp. 1-24). New York: Springer International Publishing

Donaldson, J. P. & Allen-Handy, A. (2019). The nature and power of conceptualizations of learning. Educational Psychology Review. https://doi.org/10.1007/s10648-019-09503-2

Donaldson, J.P. (2019). Travelling in troy with an instructional designer. Hybrid Pedagogy: September 12, 2019. https://hybridpedagogy.org/travelling-in-troy/

Donaldson, J. P. (2019). Conceptualizations of learning in the learning sciences and STEM education. (Ph.D. Dissertation), Drexel University, Philadelphia, PA.

Donaldson, J. P. (2019). Conceptualizations of learning in ijCSCL. Paper presented at the International Conference on Computer Supported Collaborative Learning, Lyon, France.

Donaldson, J.P. & Barany, A. (2019). Designerly ways of learning. Paper presented at the FabLearn 2019 Eighth Annual Conference, New York.

Wheeler, P., Trausan-Matu, S., Donaldson, J. P., & Barany, A. (2018). Experiencing and analysing embodied design thinking in CSCL. Paper presented at the International Conference on Computer Supported Collaborative Learning, Lyon, France.

Donaldson, J. P., & Hammrich, P. L. (2018). Critical pedagogy and conceptual metaphor. Paper presented at the International Conference on Urban Education Annual Conference, Nassau, Bahamas.

Donaldson, J. P. (2018). Conceptual shift through constructionist learning. Paper presented at the The 13th International Conference on the Learning Sciences, London, England.

Gasson, S., & Donaldson, J. P. (2018). Peer and vicarious framing, problematization, and situated learning in online professional masters courses. Paper presented at the 51st Hawaii International Conference on System Sciences, Waikoloa, HI.

Donaldson, J. P. (2018). Designing learning environments to facilitate creativity. Paper presented at the The 13th International Conference on the Learning Sciences, London, England.

Wheeler, P., Trausan-Matu, S., Donaldson, J. P., & Barany, A. (2018). Design-activity-sequence: A case study and polyphonic analysis of learning in a digital design thinking workshop. Paper presented at the The 13th International Conference on the Learning Sciences, London, England.

Donaldson, J. P. (2018). Public perceptions of learning. Paper presented at the 2018 American Educational Research Association Annual Meeting, New York, NY.

Donaldson, J. P., & Smith, B. K. (2017). Design thinking, designerly ways of knowing, and engaged learning. In M. J. Spector, B. B. Lockee, & M. D. Childress (Eds.), Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy (pp. 1-24). Cham: Springer International Publishing.

Donaldson, J. P., Barany, A., Smith, B.K. (2017, June 18-22, 2017). Digitally-mediated design thinking in CSCL environments. Paper presented at the Computer Supported Collaborative Learning, Philadelphia, PA.

Donaldson, J. P., & Bucy, M. (2017). Constructionism and authorship learning. Paper presented at the 2017 American Educational Research Association Annual Meeting, San Antonio, TX.

Donaldson, J. P. (2017). The creativity landscape framework and design of learning. Paper presented at the 2017 American Educational Research Association Annual Meeting, San Antonio, TX.

Donaldson, J. P. (2017). Metaphors, worldviews, and the every student succeeds act. Paper presented at the 2017 American Educational Research Association Annual Meeting, San Antonio, TX.

Donaldson, J. P. (2017). Global Creativity through the Lens of the Creativity Landscape Framework. Paper presented at the 2017 International Conference on Knowledge, Innovation and Enterprise with the American Creativity Association, Philadelphia, PA.

Hammrich, P., Cellitti, J., & Donaldson, J. P. (2017). Empowerment and creativity through cooperative controversy. In F. Reisman (Ed.), Creativity, Innovation, and Wellbeing (pp. 123-138). London: KIE Conference Publications.

Donaldson, J. (2016). Alignment of creativity tools and techniques with theory and research. In Reisman, F. K. (Ed.) Creativity in arts, science and technology (pp. 260-279). London: KIE Conference Publications.

Donaldson, J. P. (2016). Role negotiation in collaborative projects. In A. Kok, & H. Lee (Eds.) Cultural, Behavioral, and Social Considerations in Electronic Collaboration (pp. 218-234). Hershey, PA: . doi:10.4018/978-1-4666-9556-6.ch012

Donaldson, J., & Hammrich, P. L. (2016). Sports as a creative way to teach science. International Journal of Curriculum and Instruction, 8(2), 64-72.

Donaldson, J. P. & Bucy, M. (2016). Motivation and engagement in Authorship Learning. College Teaching, 64(3), 130-138. doi:10.1080/87567555.2015.1125842

Donaldson, J.P. (2014). The maker movement and the rebirth of constructionism. Hybrid Pedagogy: January 23, 2014. http://www.hybridpedagogy.com/journal/constructionism-reborn/

Donaldson, J. (2013). Learners as producers: Structuring courses around OER production by students. Proceedings of the OpenCourseWare Consortium Global Conference, May 10, 2013

Donaldson, J., Agra, E., Alshammari, M., Bailey, A., Bowdoin, D., Kendle, M., Nixon, L., & Wressell, L. (2013). Massively open: How massive open online courses changed the world. CreateSpace Independent Publishing. Note: This book was the first book ever published about MOOCs, and was collaboratively written with my students in a class at Western Oregon University.

Donaldson, J. (2012). Digital portfolios in the age of the read/write web. Educause Review: November/December 2012 Issue