This session introduced an easy-to-use and powerful visual learning design method called Learning Environment Modeling (LEM) — a unique visual language created to enhance communication and foster collaboration between instructional design professionals and diverse stakeholders. During the session, participants learned how to: • Visually communicate the correlation of specific design elements to learning results. • Use Learning Environment Modeling (LEM) to collaborate effectively with blended learning project teams and clients. • Facilitate more effective communication throughout the design process. • Use a learning environment design system and tool to remove or reduce ego-centric behaviors and attitudes during the design process.

1. Learning Environment
Modeling Language
The New Language of Learning Design
Phylise H. Banner
Learning Experience Designer
Certified Learning Environment Architect
phylise@phylisebanner.com

2. I’ve been designing
for a very long time.

3. After all these years
there was still something
missing from my toolkit.

4. What’s missing from your toolkit?

5. DESIGN
goal solution

8. goal
confusion
frustration
poor results
low engagement
lack of direction
lack of action
solution

9. What’s obstacles do you face?

10. lack of shared design language
+
invisible design practices

11. lack of shared design language
+
invisible design practices
ineffective design communication

12. How do you communicate?

13. lack of shared design language
+
invisible design practices
ineffective design communication

14. Can a good designer thrive
within a culture of ineffective
design communication?

15. Well, can we?

16. One day, I met the folks at
the Institute for Learning Environment
Design

17. What is Learning Environment Modeling™?
A visual planning tool for leading innovation in learning
design

18. a design language

20. What is a language made of?

21. What is the language of
learning design made up of?

22. Let’s try something

23. Information

24. Information Dialogue

25. Information Dialogue Practice

26. Information Dialogue Practice Feedback

27. Information Dialogue Practice Feedback Evidence

28. a visual model

31. the parts of language
(LEML)

32. Online - Asynchronous
Learner Action
Facilitator Action
System Action
Objective ID
Start/End Point
Classroom Online - Synchronous
Experiential
Information Dialogue Feedback Practice Evidence

33. Information Dialogue Feedback Practice Evidence
building blocks

34. The “building block”
The “how”
The “what”
Photosynthesis
Essay
Assignment Dropbox

35. Online - Asynchronous
Classroom Online - Synchronous
Experiential
contexts

36. Learner Action
Facilitator Action
System Action
actions

37. Objective ID
Start/End Point
notations

38. Online - Asynchronous
Learner Action
Facilitator Action
System Action
Objective ID
Start/End Point
Classroom Online - Synchronous
Experiential
Information Dialogue Feedback Practice Evidence

39. What stands out as most useful to you?

40. put into use, it looks
something like …

43. the design approach

44. Step 1: Add Evidence

45. Step 2: Add Other Building Blocks

46. Step 3: Add Contexts

47. Step 4: Add Actions

48. Step 5: Add Notations

49. What else stands out useful to you?

50. my practice

53. and then what?

54. How do you step away from your work?

56. a change in practice

59. a design framework

63. How would
you use LEML
in your work?

64. I will always be grateful
for the extraordinary work of
Bucky Dodd and Michael Willis
at UCO’s Institute for
Learning Environment Design

65. University of Central Oklahoma
Institute for Learning Environment Design
http://iledsolutions.org/
Learning Environment Modeling™ Resources
The Learning Architect System
Certified Learning Environment Architect™ Program
Learning Design Consulting and Production Services

66. phylise@phylisebanner.com
phylisebanner.com
Thank You!