7 Matching Annotations
  1. Mar 2022
  2. edtechbooks.org edtechbooks.org
    Building Empathy and Developing Instructional Design Experience and Skills
    7
    1. Glendai 28 Mar 2022
      Using Personas to Build EmpathyAs 37 designers drew upon Crystalle (Figure 4), Geoff, Jamie Ann (Figure 5), Malcolm (Figure 6), Mary, and Robert to guide the development of instructional materials, designers responded to specific reflection prompts and had an opportunity to discuss the progress of their designs with other designers. Table 3 presents how many designers focused on each persona during each module of the design process. In Module 4 and Module 5, designers continued to reflect and receive feedback on the lessons. Since Module 6 did not have a reflection activity, designers did not note which persona was their foci. Four themes emerged from the reflections and discussions that we analyzed: (a) Designers made a connection with a persona; (b) designers put themselves in the shoes of the persona, therefore empathizing with the adult learners preparing for a high school equivalency exam; (c) designers engaged with facilitators, other designers, and SMEs about the designers’ own personas and other designers’ personas; and (d) designers stepped out of personas’ shoes and reflected on their own ideas to help the adult learners.

      To add to what I said earlier, this discussion and process the designers went through to reflect and receive feedback for their personas is similar to the process authors and writes may go through to develop their characters. While reading the personas in this article, I could image them and their experience in my head and it helped me build empathy for those personas. For instance, the persona Mary, a 19 year old from Mexico who is illiterate and has a low English level; I could feel her desperation to want to learn and expand her abilities in order to get out of that cycle of moving and starting over. A designer looking in will most likely create a course that is high in interaction, includes a lot of images, and videos or technology that provides Mary a way to translate and listen the text for comprehension.

    2. Glendai 28 Mar 2022
      De Saint-Exupéry (1943) captures the essence of what matters when we learn and make meaning about a new friend or a companion, a colleague, or someone we may meet on a city street.

      I see that excerpt as a simplified version of creating a persona. Designers have to ask themselves similar questions to create an imaginary learners life story. We do it all the time when we meet someone new, creating a persona and empathy mapping is a more refined method.

    3. Glendai 28 Mar 2022
      By eliciting participant narratives of lived experiences, learning designers are provided a lens through which empathy can develop, that is, they can develop shared understanding and experience with target learners by intentionally seeking to uncover details about other people’s situations, feelings, and lived experiences. Finally, empathy interviews can serve as a conduit that can promote the emotional disposition of empathetic concern (Warren, 2018) and the cognitive dimension of perspective-taking (Gasparini, 2015) for LX designers. An example persona is provided in Figure 4.

      Empathy mapping is a great form of understanding the learner and why they might benefit from the course. Although, I wonder how can a designer create a empathy map without a learner to interview? Would the designer use learner data from previous courses to help them create an empathy?

    4. Glendai 28 Mar 2022
      purely theoretical orientation to design in itself might not take into account the myriad of variables that can influence a learner’s individual experience while engaged in technology-mediated learning. For example, an interface, online course, or learning module that is difficult to use could impact learners’ acceptance and perceived utility of the technology (Venkatesh et al., 2003) and ultimately could impede learning.

      I think that all theories do not take into consideration unexpected variables in life. I like that they are giving an example that a student's background experience with technology does affect their learning negatively. I have seen that first hand during the pandemic shut down, when I had to teach my students and their parents how to use Zoom and Google Classroom when I barely knew how to use them myself.

    5. Glendai 27 Mar 2022
      uncover the truth chart the course tell the story use the map

      A designer can create an experience map to aid them in visualizing and creating what the student will see, do, react to, and learn from the course. I think an experience map should be worked on constantly throughout all parts of the learning experience, meaning the before, during, and after.

      I attached an image of a type of experience map that I find versatile because it focuses on different aspects of a learner or user's experience and can be updated accordingly.

    6. Glendai 27 Mar 2022
      In the context of conducting a learner analysis, a professional is expected to be “committed to the needs and best interests of their clients who are basically their learners” (Wainaina et al., 2015, p. 68). There are various code of conducts from which one can draw guidance for ethical practice as most professional organizations have codes of conduct or ethics

      Does knowledge and understanding of the HIPAA and FERPA laws also apply to the professional expectations of a learning experience designer?

    7. Glendai 27 Mar 2022
      Where are the learners coming from in terms of their education level, ethnicity, demographic, hobbies, area of study, grade level?

      I believe all experience designers, educators, or any type of content creator should ask themselves this question. When you relate the course material to the learners culture, demographic, educational level or any other criteria this is most likely to help access prior knowledge or experiences related to the content.

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