Learning By Design - STLUX 2011


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Discussion of e-learning, delivered at StLUX 2011

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  • Will outline the main steps of learning
  • Will outline the main steps of learning
  • Will talk about how to bring along a new UCD practitioner through these stepsMight refer to wikipedia here..KnowledgeExhibit memory of previously-learned materials by recalling facts, terms, basic concepts and answersKnowledge of specifics - terminology, specific factsKnowledge of ways and means of dealing with specifics - conventions, trends and sequences, classifications and categories, criteria, methodologyKnowledge of the universals and abstractions in a field - principles and generalizations, theories and structuresQuestions like: What are the health benefits of eating apples?ComprehensionDemonstrative understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideasTranslationInterpretationExtrapolationQuestions like: Compare the health benefits of eating apples vs. oranges.ApplicationUsing new knowledge. Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different wayQuestions like: Which kinds of apples are best for baking a pie, and why?AnalysisExamine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizationsAnalysis of elementsAnalysis of relationshipsAnalysis of organizational principlesQuestions like: List four ways of serving foods made with apples and explain which ones have the highest health benefits. Provide references to support your statements.SynthesisCompile information together in a different way by combining elements in a new pattern or proposing alternative solutionsProduction of a unique communicationProduction of a plan, or proposed set of operationsDerivation of a set of abstract relationsQuestions like: Convert an "unhealthy" recipe for apple pie to a "healthy" recipe by replacing your choice of ingredients. Explain the health benefits of using the ingredients you chose vs. the original ones.EvaluationPresent and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteriaJudgments in terms of internal evidenceJudgments in terms of external criteriaQuestions like: Do you feel that serving apple pie for an after school snack for children is healthy? Why or why not?Some critiques of Bloom's Taxonomy's (cognitive domain) admit the existence of these six categories, but question the existence of a sequential, hierarchical link.[4] Also the revised edition of Bloom's taxonomy has moved Synthesis in higher order than Evaluation. Some consider the three lowest levels as hierarchically ordered, but the three higher levels as parallel.[5] Others say that it is sometimes better to move to Application before introducing concepts[citation needed]. This thinking would seem to relate to the method ofproblem-based learning.
  • Learning By Design - STLUX 2011

    1. 1. Learning by Design <br />The great UX opportunity to impact the future of learning<br />Joe Grant<br />StLUX February 2011<br />
    2. 2. Need Two Volunteers!<br />Would help if you really get into a role play<br />Need one to act as a TEENAGER<br />Need another to act as an AUNT or UNCLE<br />Should last about 5 minutes<br />Fabulous compensation<br />$10 iTunes card for each<br />Come on up NOW if you want to serve this way<br />
    3. 3. Introductions<br />Who’s been a student at high school or college in the last 5 years?<br />For whom has it been at least 15 years? ;)<br />The learning experience is remarkably different<br />
    4. 4. Technology and How We Learn<br />Mobile phones<br />Google and search<br />Wikipedia<br />Books online<br />Facebook, email<br />Zuckerberg even around when I graduated? ;)<br />Online access for courses<br />
    5. 5. So What Excites You About Learning?<br />When?<br />Who?<br />What circumstances?<br />What works? <br />What doesn’t work?<br />
    6. 6. iTunes Pedagogy<br />… and, yes, there will be a quiz ;)<br />(Optional, of course!)<br />Best score wins $10 iTunes card<br />Might need a tie-breaker<br />
    7. 7. Traditional Tethering for Students <br />
    8. 8. How Do We Know You Know It?<br />Ties to Institutions, Formal Learning<br />How many, if any, of each of these ties are needed?<br />What do we need to know about someone claiming to be a nurse or doctor? <br />A UX practitioner?<br />Proposition: <br />UX opportunity to be key in designing and realizing new world of learning<br />Some of the ties could be radically changed, replaced, or skipped<br />
    9. 9. Let’s Think About Learning<br />Need two volunteers<br />At the breakfast table talking about driver’s ed<br />
    10. 10. Main Tasks for Learning<br />Gather all learning material<br />Practice in pseudo-realistic settings<br />Prep for class and tests<br />Take notes in class<br />Study outside class<br />Take tests<br />Learn from mistakes, repeat as needed!<br />Learn from real-world experience<br />
    11. 11. How We Learn <br />
    12. 12. Formal Learning Vs. Everything Else That Makes You Good At A Job<br />Do you want to see that broken bone sticking out?<br />For me... NO!<br />For nurses and doctors.... Yes!<br />Do others want to sit through hours of usability testing?<br />Who wants to observe and listen that much?<br />We do!<br />Long-time nursing expert told me someone as very smart would not be a good nurse<br /> I thought this person seemed very smart, very savvy about learning tools and technology<br />The expert saw someone who lacked holistic sense of the patient, the anatomy, overall body functions<br />
    13. 13. Challenge Of Finding Out How We Really Learn<br />Diaries<br />Self-reporting<br />Triggered by any time they learn<br />Provide easiest means for them to send diary entries, <br />And for you to collect them<br />Interviews at schools<br />Adjustments needed during usability testing<br />Think-aloud protocol<br />Testing how we learn not the same as testing how we get help for a task<br />Not same UX as online help or documentation<br />Learning tools directly supports the main task of the user<br />
    14. 14. Designing How A Student Will Find A Topic<br />What kind of navigation should we use to content that had been in a textbook?<br />Table of Contents<br />Indices<br />Topics<br />Most read<br />Most correlated to high grade outcomes<br />Close to, but not the same as, the instructor’s perspective<br />Probably still dictated by the syllabus<br />Searching keeps growing in importance<br />
    15. 15. Designing The Depth And Type Of Reading Content<br />Not the same as "writing for the web"<br />Somewhere in between…<br />Traditional textbook<br />And best web content on typical sites<br />One approach<br />Provide varying levels of same content<br />Learning<br />
    16. 16. Particular Challenges Of Converting Content<br /><ul><li>Especially relevant for medical education
    17. 17. How do handle transferring these from printed book to a computer device?</li></ul>Large Tables<br />High-res graphic and images<br />Should we even try? <br />Do our customers adjust expectations with mobile?<br />Happens<br />
    18. 18. Different Learning Styles- Fleming's VAK/VARK model<br />Very common and widely-used categorization of the types of learning<br />Visual<br />Auditory<br />Reading/writing-preference<br />Kinesthetic learners or tactile<br />From http://en.wikipedia.org/wiki/Learning_styles<br />
    19. 19. Different Learning Styles User Feedback<br />Sound familiar?<br />Visual<br />Auditory<br />Reading/writing<br />Kinesthetic<br />UX design today could involve any of the above<br />With most software and web sites, we’ve just been dealing with the visual and reading / writing<br />With new media, touch and sound become more and more relevant<br />iPad and tablets<br />Mobile phones<br />Voice recognition<br />More<br />
    20. 20. Do You Know What You Need to Know Better?<br />New world of early testing practice<br />Remediation<br />Uses examples of standardized test questions<br />Scoped to the area you're studying<br />Get feedback on how well do you against the standards<br />AND serve up teaching content specifically needed<br />Feedback on what weaknesses you need to shore up<br />
    21. 21. Tracking Behaviors and Outcomes<br />Find Out<br />Point-biserial correlation coefficient <br />What the good students studied<br />Which questions and exercises indicate who is doing well vs. who is not<br />http://www.Reachinformation.Com/define/point-biserial%20correlation%20coefficient.Aspx<br />
    22. 22. Too Much Sharing?<br />Too close to Big Brother? <br />Perhaps it has that potential<br />But also capacity for improving education<br />Close enough to what we preach anyway?<br />Teachers / UX designers<br />Find out how they learn and think<br />Clarify goals<br />Refer to standard measures<br />Track and measure behavior<br />Iterate<br />
    23. 23. Does fun belong in your studies?<br />My feeling is yes<br />In my studies, especially in a group setting<br />Students working with friends<br />Enjoying doing interactive exercises available on the computer<br />Do we know how to design something fun AND productive?<br />What Works<br />
    24. 24. Does social networking belong in your studies?<br />Mixed results<br />Very difficult to create new social networking spaces<br />Serious students avoid too many time-wasting activities <br />…. and students<br />
    25. 25. Major Changes In The Educational Industry<br />Online colleges<br />Google<br />Google Health<br />Google Scholar<br />Google Instant Search<br />Open access movement<br />
    26. 26. Free?<br />Chris Andersen’s, Free: The Future of a Radical Price<br />Author of The Long Tail<br />Information wants to be free<br />Expertly customized information and services to the individual person or situation want to be expensive<br />Major UX opportunity to add value<br />
    27. 27. Expertly Customized Information And Services Want To Be Expensive<br />Finding Facts or Knowledge is relatively easy<br />Jumpstarting to… <br />Apply<br />Analyze<br />Evaluate <br />…. is hard<br />Major UX opportunity<br />For<br />
    28. 28. SWOT Analysis – UX and the Main Tasks for Learning<br />Gather all learning material<br />Practice in pseudo-realistic settings<br />Prep for class and tests<br />Take notes in class<br />Study outside class<br />Take tests<br />Learn from mistakes, repeat as needed!<br />Learn from real-world experience<br />
    29. 29. Forces Tethering Students <br />Your users<br />
    30. 30. Quiz Results<br />
    31. 31. Extra Slides<br />
    32. 32. What Do You Need To Read And Study?<br />Print textbooks challenged more and more by new technology-enabled media<br />Tablets<br />E-books<br />Wikipedia<br />Google<br />Instant Search<br />Scholar<br />Health<br />
    33. 33. Evaluating the Shape of Learning<br />What are the critical values and defining forces?<br />Certification of health knowledge<br />Trusted recent content<br />Prep for the exams<br />Validation that the education provider is good<br />Major UX opportunity to add value<br />
    34. 34. Incorporate New Technology<br />Every nursing student has computer had home<br />Everyone has mobile phone with at least texting<br />Many have mp3 players<br />Good number have iPod Touches<br />Not first adopters<br />Android<br />iPad<br />For<br />