When Luke Hobson logs into his online classroom, he is thinking less about delivering content and more about what students will do with it.
An instructional designer at the Massachusetts Institute of Technology, Hobson teaches in the University of Miami's online Doctor of Education in Applied Learning Sciences program, where the goal is not just understanding theory but putting it to work in real time.
"My passion is designing meaningful learning experiences," Hobson said. "These courses are a perfect fit because students walk away with ideas they can immediately apply in their professional lives."
Now in his third year with the UOnline program, Hobson brings a practitioner's perspective to the virtual classroom. His students span roles and sectors—teachers, professors, administrators, instructional designers—but share a common focus on improving learning outcomes.
"One common theme I hear is how surprised they are to find they've already used what they've learned to make a difference at work," Hobson said. "Instructional design principles apply across educational roles, and my students see that right away."
Hobson's connection to UOnline and the School of Education and Human Development, where the doctoral program is housed, began unexpectedly during a conversation with a University of Miami student who reached out after discovering Hobson's instructional design podcast.
After interviewing Hobson for a class assignment, the student told him about the online Ed.D. program at the U, encouraging him to apply when a position opened a few months later.
Hobson, who describes himself as a "learning nerd," said the program is both demanding and rewarding. The seven-week courses are intentionally intensive, requiring focus, consistency, and sustained engagement.
That structure pays off most visibly in learning design courses, Hobson said, where students start with an idea and end with a fully developed course grounded in best practices.
"Watching something move from concept to working design is powerful," he said. "You have to be laser-focused to succeed in this program. Every term, I meet students who are ready to take on that challenge."
Hobson said his teaching philosophy is rooted in "mens et manus," or mind and hand, a concept popularized at MIT that emphasizes learning through application.
"We talk about theory, but the heart of my teaching is to get students involved and actively engaged in the course," he said. "For the majority of the time in my classes, you are working toward a goal."
That approach aligns closely with the Ed.D. program's emphasis on applied leadership. Students are not only studying how learning works; they are designing and implementing solutions to real-world challenges in their organizations.
The program's capstone experience brings that philosophy into focus.
"It's one thing to plan," Hobson said. "It's another to identify a real problem, use learning as the solution, and then actually go do it."
Creating connections among students in an online environment is another critical component to his teaching method, Hobson said.
Before each course begins, students complete an entrance survey that helps him understand their backgrounds and goals. Early in the term, he hosts live sessions focused on networking and relationship-building.
"I use breakout rooms so students can connect in smaller groups," he said. "Many already know each other from previous courses, but this gives them a new way to collaborate."
For those considering an online Ed.D., Hobson offers practical advice shaped by his own doctoral experience.
"The biggest challenge is not the coursework," he said. "It's managing your time. Finding balance between work, school, and family can be difficult."
For Hobson, early morning writing became the key to maintaining that balance.
Ultimately, he hopes students leave the program not only with a credential but with the confidence to lead change through learning.
"From the very first live session, I knew these students were special," Hobson said. "They are dedicated, driven, and deeply committed to making a difference. I could not be more proud."
