Polymathic (Learning) Experience Design
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The document discusses the concept of polymathic learning design. It notes how the roles of instructional designers have expanded from formal training creation to include things like performance support, talent management, knowledge management, and social networking. It advocates for an experience design approach that focuses on the user and is responsive across different screen sizes. Key aspects of learning experience design discussed include understanding design elements and principles, applying research and best practices, leveraging tools, and designing for the user experience rather than just the content.
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Polymathic (Learning) Experience Design
- 1. Polymathic Learning Design Sean Bengry Learning Strategist, Accenture @seanbengry Copyright © 2015 Accenture. All rights reserved.
- 2. I am an Instructional Designer Copyright © 2015 Accenture. All rights reserved.
- 3. Copyright © 2015 Accenture. All rights reserved.
- 4. Good art is a talent. Good design is a skill. Copyright © 2015 Accenture. All rights reserved.
- 5. The most important thing that schools can do is not to use technology in the curriculum more, but to use it more effectively. J O H N G PA L F R E Y Copyright © 2015 Accenture. All rights reserved.
- 6. FORMAL/STRUCTURED TRAINING CREATION (c i rc a ~2001) Instructional Designer Graphic Designer Multimedia Designer LMS Programmer Copyright © 2015 Accenture. All rights reserved.
- 7. @seanbengry lifelong meta-learner Polymathic Learning Design Copyright © 2015 Accenture. All rights reserved.
- 8. 40395 Copyright © 2015 Accenture. All rights reserved.
- 9. Performance Support Talent Management Knowledge Management Structured Learning Access to Experts Social Networking And Collaboration Copyright © 2015 Accenture. All rights reserved.
- 10. Instructional Designer Graphic Designer Multimedia Designer LMS Programmer Copyright © 2015 Accenture. All rights reserved.
- 11. M A R S H A L L M C LU H A N We become what we behold. We shape our tools and then our tools shape us. Copyright © 2015 Accenture. All rights reserved.
- 12. It is not who I am underneath. It is what I do that defines me. B R U C E WAY N E / B AT M A N Copyright © 2015 Accenture. All rights reserved.
- 13. We need more than traditional instructional design Copyright © 2015 Accenture. All rights reserved.
- 14. Wake up and smell the UX Copyright © 2015 Accenture. All rights reserved.
- 15. GraphicContent Multimedia USER EXPERIENCE DESIGN Interaction/ Interface Copyright © 2015 Accenture. All rights reserved.
- 16. Graphic (learning) Instructional Multimedia (learning) LEARNING EXPERIENCE DESIGN Interaction/ Interface Copyright © 2015 Accenture. All rights reserved.
- 17. We are what we repeatedly do. A R I S TOT L E
- 18. An Experience Design approach that accommodates all screen-sizes and focuses on the user (learner) Material Design Human Interface Design Language Copyright © 2015 Accenture. All rights reserved.
- 19. Responsive design is not enough Copyright © 2015 Accenture. All rights reserved.
- 20. Design the User To convince people about design, we had to say, ‘This is going to solve user problems’. Copyright © 2015 Accenture. All rights reserved.
- 21. Graphic (learning) Instructional Multimedia (learning) LEARNING EXPERIENCE DESIGN Interaction/ Interface Copyright © 2015 Accenture. All rights reserved.
- 22. Graphic (learning) typography color shapes Understand the Elements and Principles of Each System (process) Copyright © 2015 Accenture. All rights reserved.
- 23. Graphic (learning) typography color shapes Lean on and apply good research and best practices of each system (people) R. Clark Duarte Roam Malamed Copyright © 2015 Accenture. All rights reserved.
- 24. Graphic (learning) typography color shapes Leverage available tools and products to help apply your design style R. Clark Duarte Roam Malamed Color Photoshop PowerPoint iconMonstr iStock Copyright © 2015 Accenture. All rights reserved.
- 25. Be a Polymath (or get help) Have a reason for everything Design for the user, the experience will follow Copyright © 2015 Accenture. All rights reserved.
- 26. Design is the method of putting form and content together. Design, just as art, has multiple definitions; there is no single definition. Design can be art. Design can be aesthetics. Design is so simple, that's why it is so complicated. PAU L R A N D Copyright © 2015 Accenture. All rights reserved.
- 27. I am a Learning Experience Designer Copyright © 2015 Accenture. All rights reserved.
Editor's Notes
- So, I’ve always had this desire to make things look good. A knack for beautiful design.
- In fact, when I went into college, my goal was to become an architect, because I loved beautiful design, loved art of the possible, and loved the ability to imagine and create something that I think is beautiful. I’m a perfectionist like that, I really am. What I had a hard time believing was that my art could be “graded”, and that there were certain aspects of creation that were objective and that I couldn’t get people to buy into my idea of beauty and art. In other words, I hated the idea that there were levels of talent in art. I always thought that if you put the time in, art was in the eye of the beholder. What I realized was that there were principles and elements of artistic design that you would absolutely measure against, and potentially need to explain their involvement in each piece that was created. After a few semesters of soul-searching, I landed on the major of math education, partly because I loved the idea of designing something that I could control, and math was an objective science that allowed me to focus on the design of the delivery and execution, instead of focusing on the interpretation of the subject matter. Math, in my eyes, was black/white… it was the delivery that needed to be designed. And, my teacher education program helped me understand the nuances of design.
- Not that I’m trying to date myself, but when I graduated, it was the late 90s, so sure, desktop computers were present in almost every home… and “computer labs” were becoming available in schools. Schools also began handing out laptops to each teacher, but we had to prove that we could leverage computer technology in a way that helped in the education of the kids. If you were “ok” you got a laptop. If you were really good, you got a few computers in your classroom as well. However, I used the computer to simply organize the instruction. In other words, I wasn’t using technology in any other way other than to create efficiencies in documenting instructional and curriculum design, and alternative presentation methods. I used it to design exceptional, personal independent practice exercises (homework), but that was the extent of the design. Around 1999-2000, I taught myself Flash and began to experiment with multimedia instruction Around that same time I started experimenting with PowerPoint. It wasn’t until then that adding loads of colors/animations/interactions became apparent, and there was no set of guidelines to use that suggested any type of learning implications.
- It wasn’t until then that adding loads of colors/animations/interactions became apparent, and there was no set of guidelines to use that suggested any type of learning implications. You remember this time, right? When sparkling rainbow gradients, comic sans, and spinning entrance animations polluted the many presentations that we saw. It was the wild-west of visual learning design simply because we didn’t know. [maybe use these sites to generate some feedback and questions--- https://infogr.am/PowerPoint-usage-and-Marketshare, http://powerpointinfo.blogspot.com/2012/02/powerpoint-usage-statistics-and-market.html] After a several years of teaching at the high school and university level, and around 2003, I was hired at Element K (now Skillsoft) into the role of “instructional designer”. Now, when you first hear this title, it became apparent to me that I would be designing instruction. In other words, I would be designing instructional experiences. Now, Element K at the time was building a format in which you could design both ILT and digital learning (“eLearning”, at the time) at the same time, the same structure. My role was not only to design instructionally the experience, with assistance from senior instructional designers, but also author the content. So, in essence, because the technology was available for me to write directly into the tool that would output into the final experience, my role was to not only design the instruction but also author the content. In essence, due to technology, there were two systems of design that I had to learn… instructional and information design and architecture. The good thing was that there was research to base this on… we used research-based theory and approach by Clark and Merrill to create a unified design approach to the instructional design for both ILT and digital. After teaching awhile as a teacher and professor, I moved to a private learning solutions company named Element K. I started as an instructional designer, fresh off of the heals of them wondering whether or not it should be called a “technical writer” Basically, I worked with senior instructional designers in working with the content, and designing it, molding it in a way that promoted retention. In essence, we were creating formal instructor led training for the classroom and self-paced elearning at the same time using an instructional design methodology that was a hybrid of research and practice from Ruth Clark and David Merrill. Here is where I really started to blossom, given that the first technology I started to learn was XML and it was the technology that we were using to deploy these learning experiences. We worked hand-in-hand with graphic designers, multimedia designers and something called a “MID” (Multimedia Instructional Designer). Their role was to interpret what the instructional designer wanted to convey into a visual language for the graphic designer, the graphic designer would then create the overall layout of the animation or digital interaction, to create the multimedia (which, at the time, was audio + animation).
- You need all of these roles to create a strong digital learning experience, however, some of them may be wrapped up into one person. What that means is that today’s students need to be better borrower. Finding tools out in the open and adapting them to fit their particular problems. That’s made today’s programmers polymaths of sorts, able to tackle problems in new fields—big data, artificial intelligence, bioinformatics—that would have required years of specialization a few decades ago. http://www.wired.com/2015/02/university-bans-github-homework-changes-mind/
- You need all of these, but they must come in the form of talented individuals or you having enough knowledge to be dangerous
- http://www.cio.com.au/article/576591/how-marketers-can-seize-mobile-moment/ “Even worse, marketers (and CIOs) have been treating mobility like a desktop extension. As a result, mobile users have to perform finger acrobatics to resize content meant for larger screens. Mobile users are on the move and looking for quick information on their mobile devices; they're not going to put with this for very long. From a technology standpoint, marketers need to put mobile first. "Marketers who believe that responsive Web design will answer their prayers had better think again, as dynamically resized media won't address a customer's context in a mobile moment," says Forrester analyst Ryan Skinner in a report, Boost Contextual Reach with Content Marketing for Mobile.” [Hold up your smartphone and state “this is a personal device… it just happens to be mobile”]
- https://userbrain.net/blog/design-the-user Design the User NOT the Experience I was really inspired recently by a blog post written by a very small company called “Userbrain” The idea behind the company is that it basically hires people to watch and “experience” your app (or other site) and records them on their first experience (walking them through a series of questions). What would happen if we did this with our learners? What would they say when they accessed your app or site for the first time?
- Don’t look at it from a different on every device perspective, instead look at what you’re trying to convey. A title? A body of text? A button? How do these look on each major screen size and why?