When I first enrolled in the MA in Technical Communication and E-Learning at the University of Limerick, I knew I was stepping into a space where technology, education, and communication converge. What I didn’t anticipate was how deeply this programme would shape not just my professional path—but my mindset, my confidence, and my sense of purpose.

This wasn’t just a course in digital tools or educational theory. It was an immersive, reflective experience that equipped me with the skills—and the voice—to design inclusive, meaningful, and user-centric learning solutions in a rapidly evolving digital world.

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🧭 Navigating The Realities of Postgraduate Study

Balancing postgraduate study with work and life commitments wasn’t always smooth sailing. There were late nights, deadline sprints, and considerable moments of self-doubt. But with every challenge came growth and my QCA reflected this, 3.70 in year 1 and 3.68 to date in year 2.

 Through collaborative projects, individual research, and practical assignments, I learned to manage complex writing and design projects under pressure—and still bring creativity and intention to my work.

The consistent support from UL’s faculty, combined with a curriculum that felt both rigorous and relevant, made all the difference.

Every module built on the last, gradually deepening my understanding of communication theory, instructional design, and digital pedagogy.

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🖼️ Designing for Clarity and Trust

One of the earliest eye-opening moments came in TW5211 Principles of Professional and Technical Communication and Information Design module. I remember analysing graphs that visually misrepresented the data—helping me to realise how even subtle design choices can distort information. Reinforcing how clarity, accuracy, and transparency are foundational to every visual, every document, every learning environment we build.

It taught me a critical lesson: technical communication is not just about aesthetics—it’s about ethics.

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🧠 Learning to Write—and Think—with Purpose

Whether summarising an academic article for a general audience or crafting a piece of instructional content, the writing tasks pushed me to think beyond correctness. I began asking: Who is this for? What do they need to know? How can I say it in a way that’s not just clear, but meaningful?

I started to see writing as an act of design—where language is a tool for inclusion, engagement, and transformation.

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🔄 Reflective Practice: A Core of the Learning Experience

One of the most powerful elements of the programme was its emphasis on reflective learning. Through presentations, journals, and digital capability reports, I was encouraged to look inward, assessing not only what I learned, but how I learned, and why it mattered.

That reflective thread helped me make sense of setbacks, celebrate progress, and grow in confidence.

Reflection reminded me that professional development isn’t linear—it’s layered, nuanced, and deeply personal.

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🧩 Research Meets Real Life: Designing for Inclusivity

My final-year research focuses on designing inclusive digital learning for adults with ADHD. This for me isn’t just a dissertation—it’s a passion project. Grounded in Universal Design for Learning (UDL) along with emotional design and instructional design theory, I am analysing how learning environments can be more engaging, supportive, and accessible.

What I’m discovering, so far, is eye-opening: and I am optimistic that my research will have a impact on inclusive digital design for future neurodiverse learners.

My research to date is confirming something I’d felt all along: instructional design isn’t just about delivering content—it’s about creating belonging.

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💻 From Coursework to Career

Undertaking the MA hasn’t just given me academic knowledge—it’s provided a toolkit. I now have practical skills in:

• Designing online learning environments
• Creating and evaluating instructional content
• Using Web 2.0 technologies for collaboration
• Developing multimedia solutions
• Managing complex digital projects
• Communicating effectively across digital and face-to-face platforms

It’s also given me the confidence to define a new professional identity: as a communicator, designer, and advocate for inclusive learning in digital spaces.

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🌍 Looking Ahead

As I come to the close of this academic chapter, I’m stepping forward with a new question at the heart of everything I create:

‘Who is this for—and how can I make it work better for them?’

Whether I work in technical writing, instructional design, or accessibility advocacy, I will carry the values instilled during my studies at UL: clarity, empathy, inclusion, and reflection.

This Masters isn’t just preparing me for a career in technical communication and/or eLearning—it’s preparing me to make a difference.

To anyone considering the MA in Technical Communication and E-Learning at UL: come ready to stretch, to reflect, and to grow.

For me, I will be graduating with far more than a qualification—

I’ll have a new way of seeing the world, and I’ll have the tools to shape it for the better.

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