Designing	
  an	
  advanced	
  graduate-­level	
  professional	
  learning	
  
environment	
  that	
  blends	
  face-­to-­...
Executive Summary
Table	
  of	
  Contents

Page

1.	
  Introduction	
  &	
  Background	
  

(Michael	
  Eckersley)

3

2.	...
1. Intro, Background
Michael	
  Eckersley

Q: What is your definition of design?
Eames: A plan for arranging elements in s...
On Design
!
(4-stage design process model)

• "Everyone designs who devises
courses of action aimed at changing
existing s...
On a Human-Centered Focus
Assessing	
  Stakeholder	
  Motives,	
  
Needs,	
  Desires:	
  

!

•
•
•

How design builds val...
Designing a lively, highfunctioning service experience 

is demanding work
• Services are "living" systems, core to
the en...
Student consumers are being
empowered, and they have no
patience for poor (thin)
educational experiences

Absorption

Pass...
Our assessment (so far) of current
online course application software
•

•

Service failures are not uncommon, making
reli...
2. Research Questions
Noah	
  Albro

Creating a value ecology

1. Is it possible build a vital, high
functioning graduate ...
On Systems
We began by studying systems and
engaged in preliminary research to
determine the current state of how
people l...
On The Student Experience
We interviewed people who had taken
online classes before and gathered
their impressions and ins...
3. Method
Amanda	
  Boyd

Understanding Audience
Requirements
The population of graduate level
design students in blended ...
Designers’ Graduate Program Requirements
We	
  used	
  insights	
  gathered	
  about	
  
designers	
  to	
  develop	
  a	
...
Persona Development
Our Target Users

We interviewed designers to
understand their behaviors and
requirements.

!

•
•
•

...
Persona 1: "Jia"

•
•
•
•
•
•
•
•

25 y/o single female
Lives in midsize Midwestern American city,
and wants to stay there...
Persona 2: "Brian"

•
•
•
•
•
•
•
•
•

30 y/o tech project manager for a vertical
software product co. in Midwest US
Marri...
Persona 3: "Ian"
•
•
•
•
•
•

23 y/o undergrad design student at a small
liberal arts university in the Dallas area
Gradua...
Current or Recent Online Student Requirements
We	
  used	
  the	
  insights	
  that	
  we	
  
gathered	
  about	
  the	
  ...
User Modes & Requirements Matrix

MA Design 2.0: Integrated User Experience
User Modes & Requirements Matrix

MA Design 2.0: Integrated User Experience
User Modes & Requirements Matrix

MA Design 2.0: Integrated User Experience
4. Research Results
Solve For Four (4) Actionable User Needs:
A. Improved Onboarding, Communications
& Student Support
B. ...
4A. Improved
Onboarding,
Communications &
Student Support
!

•

Daniel	
  Chin,	
  Taylor	
  Zhang,	
  

Amanda	
  Boyd

W...
What is the current student onboard experience?
Taylor's	
  International	
  Journey

MA Design 2.0: Integrated User Exper...
What is the current student onboarding experience?
Daniel's	
  Local	
  Journey

MA Design 2.0: Integrated User Experience
What do program graduates report?
A	
  Design	
  Management	
  graduate's	
  journey
1.)	
  I	
  was	
  pleased	
  to	
  l...
What do program graduates report?
A	
  Design	
  Management	
  graduate's	
  journey
The	
  course	
  descriptions	
  were...
Target and solve the
causes of negative
service interactions

Daniel's Experience Journey

MA Design 2.0: Integrated User ...
A Prescribed Onboarding Experience

MA Design 2.0: Integrated User Experience
A Prescribed Onboarding Experience Scenario
"Jia's" Journey

https://www.youtube.com/watch?
feature=player_embedded&v=rOVS...
4B. Ensured Live
Engagement,
Compelling Delivery
of Content
Melissa	
  Sorrick,	
  Noah	
  Albro,	
  

Liz	
  Armstrong

•...
Combined Physical & Online Sessions

MA Design 2.0: Integrated User Experience
A Student Collaborative Teaming Scenario

Key Features

•
•
•
•
•

Screen/video sharing
Planning, diagramming,
sketching
D...
4C. Foster a Community
Network and Connected
Content Library
Jordan	
  Kelly,	
  Sarah	
  Lanzer

•

Powerful program cont...
4C. Community
Network and Content
Library:

MA Design 2.0: Integrated User Experience
4C. Community
Network and Content
Library:

MA Design 2.0: Integrated User Experience
4C. Community
Network and Content
Library:

MA Design 2.0: Integrated User Experience
4C. Community
Network and Content
Library:
Scenario:	
  “JIA”	
  COMES	
  HOME	
  Saturday	
  morning	
  after	
  giving	
...
4C. Community
Network and Content
Library:

Scenario:	
  “BRIAN”	
  COMES	
  HOME	
  	
  from	
  school,	
  and	
  opens	
...
4D. Professional
Alumni Network &
External Community
!
Rebecca	
  Magario,	
  Rachel	
  Lin

How professional networks wor...
MA Design 2.0: Integrated User Experience
MA Design 2.0: Integrated User Experience
MA Design 2.0: Integrated User Experience
Ways to facilitate the growth of a community

•
•

•
•

Creating opportunities for people to
meet and connect (events, con...
Using existing social media and LinkedIn platform to
build on current existing professional network model
Current network ...
A convergence of platforms to a specific student-

centered interface

The School could thrive on a
platform that facilitat...
5. Conclusions &
Recommendations

MA Design 2.0: Integrated User Experience
5. Conclusions &
Recommendations
• Invite 3-5 online guest students to a

forthcoming KU MA Design course,
and beta test d...
Designing	
  an	
  advanced	
  graduate-­level	
  professional	
  learning	
  
environment	
  that	
  blends	
  face-­to-­...
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A User Experience Model For Online Graduate Design Education

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Research and design development are reported on an improved and expansive model for graduate-level professional design education. The model proposes a comprehensive learning experience for blended groups of face-to-face and online learners. The current state of enterprise application software for online education was studied and followed by focused user research of online learners and graduate-level designers. A needs-
clustering technique was employed to assess and group salient student needs. From these insights, design teams explored ways of coordinating and delivering a high quality learning experience to graduate designers.

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A User Experience Model For Online Graduate Design Education

  1. 1. Designing  an  advanced  graduate-­level  professional  learning   environment  that  blends  face-­to-­face  and  online  student   engagement MA DESIGN 2.0 UX: Integrated Professional Program Development for Relevance, Reach & Growth Michael Eckersley, PhD MA Design 2.0: Integrated User Experience
  2. 2. Executive Summary Table  of  Contents Page 1.  Introduction  &  Background  
 (Michael  Eckersley) 3 2.  Research  Summary  &  Question
 (Noah  Albro) 9 3.  Method  (Amanda  Boyd)  12 4.  Research  &  Design  Development    21 4a.  Onboarding,  Communications  &   Student  Support  (Chin,  Zhang,  Boyd) 22 ! 4b.  Live  Engagement  &  Compelling   Delivery  (Albro,  Armstrong,  Sorrick) 30 4c.  Community  Network  &  Content   Library  (Lanzer,  Kelly)  33 4d.  Professional  Network  &  External   Community  (Magario,  Lin) 39 5.  Conclusions  &  Recommendations 47 Research and design development are reported on an improved and expansive model for graduate-level professional design education. The model proposes a comprehensive learning experience for blended groups of face-to-face and online learners. The current state of enterprise application software for online education was studied and followed by focused user research of online learners and graduate-level designers. A needs-
 clustering technique was employed to assess and group salient student needs. From these insights, design teams explored ways of coordinating and delivering a high quality learning experience to graduate designers. Contributing Authors: Amanda Boyd Daniel Chin Taylor Zhang Rachel Lin Rebecca Magario Jordan Kelly Sarah Lanzer Noah Albro Liz Armstrong Melissa Sorrick MA Design 2.0: Integrated User Experience
  3. 3. 1. Intro, Background Michael  Eckersley Q: What is your definition of design? Eames: A plan for arranging elements in such a way as to best accomplish a particular purpose. Q: What are the boundaries of design? Eames: What are the boundaries of problems? Q: Does the creation of design admit constraint? Eames: Design depends largely on constraints. Q: What constraints? An  interview  with   Charles  Eames,  1969 Eames: The sum of all constraints. Here is one of the few effective keys to the design problem: the ability of the designer to recognize as many of the constraints as possible (and) his willingness and enthusiasm for working within these constraints —the constraints of price, size, strength, balance, surface, time, etc.; each problem has its own peculiar list. Q: To whom does design address itself: to the greatest number (the masses)? The specialists… the enlightened amateur…a privileged social class? Eames: To the need. MA Design 2.0: Integrated User Experience
  4. 4. On Design ! (4-stage design process model) • "Everyone designs who devises courses of action aimed at changing existing situations into preferred ones." –Herbert Simon • "Design  is  only  secondarily  about  pretty   lumpy  objects,  and  primarily  about  a   whole  approach  to  doing  business,   serving  customers,  and  providing   value."  "Design...  has  become  central  to   enterprise  strategy."       Design is all about looking carefully at qualities of human experience, understanding the challenges and opportunities involved, and making things that point to future new value and solutions.                                                                                                    –Tom  Peters MA Design 2.0: Integrated User Experience
  5. 5. On a Human-Centered Focus Assessing  Stakeholder  Motives,   Needs,  Desires:   ! • • • How design builds value on the basis of human experience Student  motivation   Program  motivation   Institutional  motivation MA Design 2.0: Integrated User Experience
  6. 6. Designing a lively, highfunctioning service experience 
 is demanding work • Services are "living" systems, core to the enterprise • Service development is never done • Services must be curated, improved, reinvented • Quality is performance-based, and ultimately assessed qualitatively, subjectively • Service expectations vary widely, and perceived gaps–however minor– proliferate and grow in significance MA Design 2.0: Integrated User Experience
  7. 7. Student consumers are being empowered, and they have no patience for poor (thin) educational experiences Absorption Passive
 Partic-­
 ipation Entertainment Esthetic Education Active
 Partic-­
 ipation Escapist Immersion –Pine  &  Gilmore  (1998) high touch “thick” experience quality low touch “thin” • Human-centered design principles, methods and practices came about as an answer to poorly designed, hard-touse software. • The current state of rigid, complicated, unreliable and distracting online course software is ripe for innovation • Education is a consumer service experience, and consumers (students and faculty) cannot fail to notice if the service has been compromised through poor design. They have a right to expect better. MA Design 2.0: Integrated User Experience
  8. 8. Our assessment (so far) of current online course application software • • Service failures are not uncommon, making reliability an issue • • Our  observation  of  online  course  sessions  and  our   demoing  of  various  online  software  leaves  an   impression  of  being  "underwater"  con@ined  in  scuba   gear.  Sure,  we  can  breath,  we  can  (kind  of)  see  and  talk   hear  each  other,  but  the  foreignness  perception  is   pervasive  and  limits  the  quality  of  our  interaction.   Fluency  at  higher  order  forms  of  thinking  (Bloom),   creativity  and  social  interaction  (Goffman)  is  a  real   challenge  when  the  medium  is  such  a  distraction.   Gained  mastery  will  probably  come,  but  it's  a  steep   learning  curve. The technology is always present, rarely recedes into the background. The stiffness and nonintuitive UI is frequently a conscious social and cognitive distraction Overpopulated MOOCs bleed students • The faculty learning curve is steep in bending the technology beyond the most basic functionality. Nevertheless, determined effort is likely to yield functional competency • Teachers are expected to adapt their courses and teaching to the technology's limitations rather than expect the technology to fit human requirements in the classroom The economics of online courses can lead to expedient choices and weak, “zombie” offerings MA Design 2.0: Integrated User Experience
  9. 9. 2. Research Questions Noah  Albro Creating a value ecology 1. Is it possible build a vital, high functioning graduate program ecology that meshes Edwards and Lawrence campus students together with a ratio of online students? ! 2. Is it possible to take a standard online course software platform, or optimize a Google Coursebuilder configuration and place it at the core of such a graduate design program– without suffering a loss of coherence or student engagement? "Always  design  a  thing  by   considering  it  in  its  next   larger  context..."   -­‐  Eliel  Saarinen
 MA Design 2.0: Integrated User Experience
  10. 10. On Systems We began by studying systems and engaged in preliminary research to determine the current state of how people learn online and the online education industry. ! • Service Safari • Tools for online teaching and collaborative work • Online education resource research MA Design 2.0: Integrated User Experience
  11. 11. On The Student Experience We interviewed people who had taken online classes before and gathered their impressions and insights. ! • What worked? • What lacked? • What was their motivation? MA Design 2.0: Integrated User Experience
  12. 12. 3. Method Amanda  Boyd Understanding Audience Requirements The population of graduate level design students in blended online and offline programs is, so far, small to non-existent. So we set out to study each group independentlygraduate level design students and current online students) independently. Online Student Requirements Designers’ Graduate Program Requirements Following this work we constructed a picture of this composite audience. MA Design 2.0: Integrated User Experience
  13. 13. Designers’ Graduate Program Requirements We  used  insights  gathered  about   designers  to  develop  a  list  of   requirements  that  should  be   present  in  an  advanced  online   learning  experience  in  Design. • • • • • • • • Access to high-value, empowering knowledge New professional competencies, skills Professional credentials Access to a group of likeminded peers Access to knowledgeable mentors Assurance of program value Assurance of program applicability to career goals Prospect of career marketability MA Design 2.0: Integrated User Experience
  14. 14. Persona Development Our Target Users We interviewed designers to understand their behaviors and requirements. ! • • • What do they need, want, desire in a professional education? How do they act, talk, present themselves (their behaviors)? What would be their requirements in a blended online learning experience? MA Design 2.0: Integrated User Experience
  15. 15. Persona 1: "Jia" • • • • • • • • 25 y/o single female Lives in midsize Midwestern American city, and wants to stay there Art Director at a modest design and brand comms firm Smart, curious, discriminating, but socially skilled Realizes her education and skills are not keeping pace with changing industry tends, competencies, market demands Shopping around for the best available graduate design option Connected to the local AIGA design community, has an active online presence with LinkedIn Writes a blog on her design, decorating, photography, cooking interests MA Design 2.0: Integrated User Experience
  16. 16. Persona 2: "Brian" • • • • • • • • • 30 y/o tech project manager for a vertical software product co. in Midwest US Married w/ two small children Strong ego; good copywriter; can’t draw B.S. Marketing Management, Minor in English Attended a few design-related conferences; seeks a design competency that leverages his marketing background to help him get ahead Restless; wants career transition, but concerned it may not go smoothly Comes from conservative Christian bg, btu sees himself as a Creative: a music lover; plays with Friends in a band on the weekend Occasionally browses design-related websites: DMI, Design Taxi, mashables, AIGA, HOW Design MA Design 2.0: Integrated User Experience
  17. 17. Persona 3: "Ian" • • • • • • 23 y/o undergrad design student at a small liberal arts university in the Dallas area Graduating near top of class with a BFA in Media Design this Spring Strong student portfolio; decent technical skills; weak communication and presentation skills Idealistic about design; knows little about business or markets Anxious about his future; little professional experience, but has an Internship lined up for summer Fashion savvy: black thick-framed glasses, Baldwin jeans, Nixon watch - up on current styles MA Design 2.0: Integrated User Experience
  18. 18. Current or Recent Online Student Requirements We  used  the  insights  that  we   gathered  about  the  current   online  students  to  develop  a  list   of  requirements  that  should  be   present  in  an  online  education   experience • • • • • • • • Flexible scheduling Affordability: cost-benefit Collaborative group activity Live content and group interaction Timely personalized help, feedback Relatable content by learning style: visual, aural, verbal, social Option for doing independent work Accessible technology MA Design 2.0: Integrated User Experience
  19. 19. User Modes & Requirements Matrix MA Design 2.0: Integrated User Experience
  20. 20. User Modes & Requirements Matrix MA Design 2.0: Integrated User Experience
  21. 21. User Modes & Requirements Matrix MA Design 2.0: Integrated User Experience
  22. 22. 4. Research Results Solve For Four (4) Actionable User Needs: A. Improved Onboarding, Communications & Student Support B. Ensured Live Engagement & Compelling Delivery of Content C. Foster a Community Network and Connected Content Library D. Build a Professional Alumni Network & External Community MA Design 2.0: Integrated User Experience
  23. 23. 4A. Improved Onboarding, Communications & Student Support ! • Daniel  Chin,  Taylor  Zhang,  
 Amanda  Boyd What is the current state experience? - Personal Journeys - The Good & The Bad • How can the current experience be improved? • • Prescribed experience Creating a scenario MA Design 2.0: Integrated User Experience
  24. 24. What is the current student onboard experience? Taylor's  International  Journey MA Design 2.0: Integrated User Experience
  25. 25. What is the current student onboarding experience? Daniel's  Local  Journey MA Design 2.0: Integrated User Experience
  26. 26. What do program graduates report? A  Design  Management  graduate's  journey 1.)  I  was  pleased  to  learn  that  KU  was  now  offering  a  Master's  program  relevant  to  my  current  line  of  work  and  interests,  and  that   I  would  be  able  to  attend  while  continuing  to  be    employed.      Initially  an  IxD  major,  I  later  switched  to  DM  as  I  began  to  see   strategy  was  more  in  line  with  my  goals,  although  it  seems  as  if  there  is  little  difference  between  the  two  program  requirements   other  than  the  focus  of  the  thesis.  2.)  Initially  I  was  discouraged  by  the  coursework  (reason  below)  but  over  time  I  began  to  see   value  in  the  material.   Negative Experiences Positive Experiences program assessment Application process Sem 1 Sem 2 Sem 3 Sem 4 Sem 5 Sem 6 Sem 7 ✔ Sem 8...... Graduation ✔ ✘ ✘ ✘ ✘ 1.)  The  application  requirements,  specidically  the  GRE,  seem  irrelevant  to  the  course  of  study.    The  portfolio  request  may  have  led  to   the  incorrect  assumptions  related  to  point  2.    2.)  At  the  beginning  of  the  program  I  was  disappointed  at  the  amount  of  book  study   and  pure  theory.    Coming  from  a  BFA,  most  of  our  work  was  the  application  of  theory  and  in  the  beginning  I  wasn't  aware  of  the   drastic  difference  between  the  nature  of  Fine  Arts  programs  vs.  that  of  Arts  programs.    I  assumed,  incorrectly,  that  most  design   programs  were  similar  in  format.    I  do  wish  there  were  more  emphasis  on  the  real  world  application  of  learned  theory,  but  I'm  one   of  the  people  who  learn  by  doing.    3.)  I  wish  there  would  have  been  more  structure  surrounding  thesis  material  preparation.   Perhaps  scheduled  peer  collaboration/reviews.    It's  easy  to  feel  like  you're  out  on  an  island  during  that  time. MA Design 2.0: Integrated User Experience
  27. 27. What do program graduates report? A  Design  Management  graduate's  journey The  course  descriptions  were  true  to  the  actual  course  work.  I  enjoyed  the  classes  and  have  been  able  to  apply  what  I  have   learned  almost  immediately.   Positive Experiences program assessment Application process ✔ Sem 1 Sem 2 Sem 3 Sem 4 Sem 5 Sem 6 Sem 7 Sem 8...... Graduation ✔ ✔ Negative Experiences ✘ ✘ My  only  negative  is  the  application  process.  It  seemed  very  disorganized.  We  were  expected  to  have  all  these  items  prepared  then   in  anticipation  of  acceptance  and    it  seemed  as  though  there  was  no  sense  of  urgency.  I  didn't  dind  out  that  I  was  accepted  until  it   was  almost  too  late  to  get  into  classes. MA Design 2.0: Integrated User Experience
  28. 28. Target and solve the causes of negative service interactions Daniel's Experience Journey MA Design 2.0: Integrated User Experience
  29. 29. A Prescribed Onboarding Experience MA Design 2.0: Integrated User Experience
  30. 30. A Prescribed Onboarding Experience Scenario "Jia's" Journey https://www.youtube.com/watch? feature=player_embedded&v=rOVSI9Uq7JA MA Design 2.0: Integrated User Experience
  31. 31. 4B. Ensured Live Engagement, Compelling Delivery of Content Melissa  Sorrick,  Noah  Albro,  
 Liz  Armstrong • • • • ! Opportunity for Independent Work Live Meetings and Discussion Rich Content and Multi-modal Delivery Immersion in Advanced, Empowering Knowledge MA Design 2.0: Integrated User Experience
  32. 32. Combined Physical & Online Sessions MA Design 2.0: Integrated User Experience
  33. 33. A Student Collaborative Teaming Scenario Key Features • • • • • Screen/video sharing Planning, diagramming, sketching Document Collaboration Presenting: SlideShare Project, task Management Watch  how  graduate  design  students  might   study  and  work  collaboratively  in  a  blended   online/ofdline  program. http://www.youtube.com/watch?v=Rh_s1Z1_oD8 MA Design 2.0: Integrated User Experience
  34. 34. 4C. Foster a Community Network and Connected Content Library Jordan  Kelly,  Sarah  Lanzer • Powerful program content and applications that are current, relevant and engaging to students • Opportunity for learning from outside sources • Information sharing to other classmates • Outlets for students to expand on information • Communication between students and teachers MA Design 2.0: Integrated User Experience
  35. 35. 4C. Community Network and Content Library: MA Design 2.0: Integrated User Experience
  36. 36. 4C. Community Network and Content Library: MA Design 2.0: Integrated User Experience
  37. 37. 4C. Community Network and Content Library: MA Design 2.0: Integrated User Experience
  38. 38. 4C. Community Network and Content Library: Scenario:  “JIA”  COMES  HOME  Saturday  morning  after  giving  herself  a  break  after  a  long  week  of   work  and  clients.  The  night  before  she  attended  an  event  within  the  surrounding  area.  She   posts  some  pictures  and  her  thoughts  about  the  event  on  the  class  blog.  Then  she  pulls  up  the   lecture  from  the  beginning  of  the  week.  While  listening  she  is  simultaneously  checking  out  the   links  that  were  posted  by  other  students  on  the  twitter  feed.    After  the  lecture  ends,  she  reads   Brian’s  post  on  the  discussion  board.  She  comments  from  her  own  point  of  view  and  also  gives   Brian  some  helpful  pointers.  She  spends  the  next  couple  of  hours  searching  the  web  and  dinds   two  great  articles  on  design  that  she  thinks  will  be  very  benedicial  to  the  students  and  relate   well  to  the  speaker  of  the  week’s  topic.   MA Design 2.0: Integrated User Experience
  39. 39. 4C. Community Network and Content Library: Scenario:  “BRIAN”  COMES  HOME    from  school,  and  opens  his  computer.  He  enjoys  watching  the   weekly  lectures  live  because  he  is  able  to  engage  with  the  speaker  and  ask  questions.  Once  the   lecture  is  over,  he  sits  down  the  have  dinner  with  his  family.  After  he  logs  back  onto  the  class   site.  This  response  allows  him  to  understand  the  relationship  between  his  current  position   within  the  workplace  and  his  desired  position.   Scenario:  “IAN”  COMES  HOME    from  studio  and  grabs  his  computer  to  complete  his  online  class   assignment  before  heading  out  with  his  friends  for  the  night.  He  opens  his  computer  and  logs   onto  the  class  network.  He  then  opens  the  lecture  of  the  week  that  was  recorded  a  few  days   before.  He  listens  as  he  glances  at  classmates’  blogs.  He  dinds  the  lectures  interesting  but   usually  struggles  to  dit  them  in  every  week  with  his  busy  schedule.  Which  is  why  most  of  them   are  spent  multi  tasking.  He  quickly  types  up  a  response  to  show  his  understanding  and   knowledge  of  what  the  speaker  was  teaching  and  posts  it  to  the  discussion  board.   MA Design 2.0: Integrated User Experience
  40. 40. 4D. Professional Alumni Network & External Community ! Rebecca  Magario,  Rachel  Lin How professional networks work MA Design 2.0: Integrated User Experience
  41. 41. MA Design 2.0: Integrated User Experience
  42. 42. MA Design 2.0: Integrated User Experience
  43. 43. MA Design 2.0: Integrated User Experience
  44. 44. Ways to facilitate the growth of a community • • • • Creating opportunities for people to meet and connect (events, conferences, traveling, volunteering, clubs, workshops, etc.) Utilizing public social media, such as Facebook and LinkedIn to disseminate pertinent information. As well as, focusing on improving School web platform to maximize the flow of information. Promote professional online/corporate contributions from successful people, students and alumni for learning opportunities. Recruitments (LinkedIn, Symposia, etc.) MA Design 2.0: Integrated User Experience
  45. 45. Using existing social media and LinkedIn platform to build on current existing professional network model Current network at KU: informal and small in scale MA Design 2.0: Integrated User Experience
  46. 46. A convergence of platforms to a specific student-
 centered interface The School could thrive on a platform that facilitates the growth of a community where students, graduates, faculty and professionals connect and share information MA Design 2.0: Integrated User Experience
  47. 47. 5. Conclusions & Recommendations MA Design 2.0: Integrated User Experience
  48. 48. 5. Conclusions & Recommendations • Invite 3-5 online guest students to a forthcoming KU MA Design course, and beta test different software configurations to improve communication and collaborative work • Work with Admins to redesign the entire MA Design student onboarding experience. • Build and test a prototype alumni and professional community network channel • Test launch a series of events: open- houses, symposia through the KU Center for Design Research MA Design 2.0: Integrated User Experience
  49. 49. Designing  an  advanced  graduate-­level  professional  learning   environment  that  blends  face-­to-­face  and  online  student   engagement MA DESIGN 2.0 UX: Integrated Professional Program Development for Relevance, Reach & Growth Thanks! Michael Eckersley, PhD Contributing  Authors: Amanda  Boyd   Daniel  Chin Taylor  Zhang Rachel  Lin Rebecca  Magario Jordan  Kelly Sarah  Lanzer Noah  Albro Liz  Armstrong Melissa  Sorrick MA Design 2.0: Integrated User Experience
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