Over the past few years, the term “learning experience design” has crept into the
instructional design lexicon. But what is it really? This session provides an overview.
Specifically, taking a design- sprint approach, this session engages participants in performing some the essential practices of learning experience design, including the development of use cases and personas, learning journeys, and prototyping; explains the benefits of these practices; explores the benefits of learning experience design to the overall effectiveness of instructional programs; and suggests how these practices integrate into the I4PL Competencies and existing instructional design processes
A quick look at 9 design strategies for Learning Experiences. How to support both the cognitive and emotional sides of learning as well as design and measure for learning impact. For UX/UI designers.
Authentic Learning: Some ideas for Junior HighPaul Herring
A presentation to Junior High School teachers on how Authentic Learning could be used to enhance the skills needed in the Second Machine Age
Audio of talk here- https://goo.gl/zk1fK1
Video here - https://goo.gl/zk1fK1
What shade of instructional designer are you? How can you focus your practice and refine your shade? Session slides from an eLearning Guild Online Forum on January 20, 2016.
Innovation and the future: Y3 ssp 12 13 l15Miles Berry
The technologies whose study properly forms a part of ICT education develop at an exponential rate, with Moore’s law promising a doubling of computing capacity every couple of years, and global industries and innovative individuals continually finding new applications to use such capacity. The extent to which your school makes use of such innovation is, to some degree, in your hands.
After hearing your presentations, we’ll look at some of the issues raised by the rapid pace of technological change and explore some ways in which schools can best make discerning use of new technology. I also explore some current trends and we look at some technologies that may well find a place in the classroom of the not too distant future, or whatever may replace it.
We conclude with a review of the assessment requirements and an opportunity to reflect on the module.
Education & Game Principles: Context, Theory & ApplicationLa Trobe University
Exploring the context of Higher Education & the challenge of student retention we consider game principles as part of an engagement solution and demonstrate a specific implementation of game design and it’s outcomes.
A quick look at 9 design strategies for Learning Experiences. How to support both the cognitive and emotional sides of learning as well as design and measure for learning impact. For UX/UI designers.
Authentic Learning: Some ideas for Junior HighPaul Herring
A presentation to Junior High School teachers on how Authentic Learning could be used to enhance the skills needed in the Second Machine Age
Audio of talk here- https://goo.gl/zk1fK1
Video here - https://goo.gl/zk1fK1
What shade of instructional designer are you? How can you focus your practice and refine your shade? Session slides from an eLearning Guild Online Forum on January 20, 2016.
Innovation and the future: Y3 ssp 12 13 l15Miles Berry
The technologies whose study properly forms a part of ICT education develop at an exponential rate, with Moore’s law promising a doubling of computing capacity every couple of years, and global industries and innovative individuals continually finding new applications to use such capacity. The extent to which your school makes use of such innovation is, to some degree, in your hands.
After hearing your presentations, we’ll look at some of the issues raised by the rapid pace of technological change and explore some ways in which schools can best make discerning use of new technology. I also explore some current trends and we look at some technologies that may well find a place in the classroom of the not too distant future, or whatever may replace it.
We conclude with a review of the assessment requirements and an opportunity to reflect on the module.
Education & Game Principles: Context, Theory & ApplicationLa Trobe University
Exploring the context of Higher Education & the challenge of student retention we consider game principles as part of an engagement solution and demonstrate a specific implementation of game design and it’s outcomes.
Informal Learning: Broadening the Spectrum of Corporate LearningHans de Zwart
A keynote presentation for the 2010 Symposium of the Dommel Valley Group. Delivered on November 7th, 2010. It describes the DNA of the L&D of my employer, describes some very recent experimentation in the learning space and takes a sneak peek into the future of the learning function.
Articulating the connection between Learning Design and Learning AnalyticsAbelardo Pardo
Learning analytics is a discipline that uses data captured by technology during a learning experience to increase our level of understanding, increase its quality, and improve the environment in which it occurs. But these experiences need to be designed first. In this talk we start from the statement that there is no such thing as a neutral design. In the era of increasing technology mediation Learning experiences need to be designed considering the capacity to capture data, the possibility of making sense and derive knowledge from the data, and the need to act on that knowledge. In this talk we will explore some initiatives to make these connections explicit in a learning design. Using a flipped learning experience, we will explore how to embed data and data analysis as part of the design tasks.
Provision of personalized feedback at scale using learning analyticsAbelardo Pardo
The increasing presence of technology mediation offers an unprecedented opportunity to use detailed data sets about the interactions that occur while a learning experience is being enacted. Areas such as Learning Analytics or Educational Data Mining have explored numerous algorithms and techniques to process these data sets. Additionally, technology now offers the opportunity to increase the immediacy of interventions. However, not much emphasis has been placed on how to extract truly actionable knowledge and how to bring it effectively as part of a learning experience. In this talk, we will use the concept of feedback as the focus to establish a specific connection between the knowledge derived from data-analysis procedures and the actions that can be immediately deployed in a learning environment. We will discuss how there is a trade-off between low-level automatic feedback and high-level complex feedback and how technology can provide efficient solutions for the case of large or highly diverse cohorts.
Opportunities: Supporting the extended project qualificationJohn Iona
Slides from a workshop delivered at the SLA Conference 2014. The sessions looked at the EPQ, what it involves and how it is assessed, how I am involved and how Librarians might like to get involved in it in their schools.
Then, Now, Next: Next Generation Learning EnvironmentsGreg Louviere
The intention of the presentation was to develop a suvey of educational learning environments that included teacher-center, student-centered and personalizaed learning. In each sequence a descriptive framework with illustrations has been create to exemplify characteristics of each with diagrams, images and research.
Remote learning teachers version 25 minMaina WaGĩokõ
A short introductory session on how to transit from Face to Face to Remote Learning. The session explores Digital Literacy, Virtual Learning Enviroments, Lesson Building Block and Resources
Informal Learning: Broadening the Spectrum of Corporate LearningHans de Zwart
A keynote presentation for the 2010 Symposium of the Dommel Valley Group. Delivered on November 7th, 2010. It describes the DNA of the L&D of my employer, describes some very recent experimentation in the learning space and takes a sneak peek into the future of the learning function.
Articulating the connection between Learning Design and Learning AnalyticsAbelardo Pardo
Learning analytics is a discipline that uses data captured by technology during a learning experience to increase our level of understanding, increase its quality, and improve the environment in which it occurs. But these experiences need to be designed first. In this talk we start from the statement that there is no such thing as a neutral design. In the era of increasing technology mediation Learning experiences need to be designed considering the capacity to capture data, the possibility of making sense and derive knowledge from the data, and the need to act on that knowledge. In this talk we will explore some initiatives to make these connections explicit in a learning design. Using a flipped learning experience, we will explore how to embed data and data analysis as part of the design tasks.
Provision of personalized feedback at scale using learning analyticsAbelardo Pardo
The increasing presence of technology mediation offers an unprecedented opportunity to use detailed data sets about the interactions that occur while a learning experience is being enacted. Areas such as Learning Analytics or Educational Data Mining have explored numerous algorithms and techniques to process these data sets. Additionally, technology now offers the opportunity to increase the immediacy of interventions. However, not much emphasis has been placed on how to extract truly actionable knowledge and how to bring it effectively as part of a learning experience. In this talk, we will use the concept of feedback as the focus to establish a specific connection between the knowledge derived from data-analysis procedures and the actions that can be immediately deployed in a learning environment. We will discuss how there is a trade-off between low-level automatic feedback and high-level complex feedback and how technology can provide efficient solutions for the case of large or highly diverse cohorts.
Opportunities: Supporting the extended project qualificationJohn Iona
Slides from a workshop delivered at the SLA Conference 2014. The sessions looked at the EPQ, what it involves and how it is assessed, how I am involved and how Librarians might like to get involved in it in their schools.
Then, Now, Next: Next Generation Learning EnvironmentsGreg Louviere
The intention of the presentation was to develop a suvey of educational learning environments that included teacher-center, student-centered and personalizaed learning. In each sequence a descriptive framework with illustrations has been create to exemplify characteristics of each with diagrams, images and research.
Remote learning teachers version 25 minMaina WaGĩokõ
A short introductory session on how to transit from Face to Face to Remote Learning. The session explores Digital Literacy, Virtual Learning Enviroments, Lesson Building Block and Resources
It is impossible to separate the human factors from software engineering expertise during
software development, because software is developed by people and for people. The intangible
nature of software has made it a difficult product to successfully create, and an examination of
the many reasons for major software system failures show that the reasons for failures
eventually come down to human issues. Software developers, immersed as they are in the
technological aspect of the product, can quickly learn lessons from technological failures and
readily come up with solutions to avoid them in the future, yet they do not learn lessons from
human aspects in software engineering. Dealing with human errors is much more difficult for
developers and often this aspect is overlooked in the evaluation process as developers move on
to issues that they are more comfortable solving. A major reason for this oversight is that
software psychology (the softer side) has not developed as extensively
Running head An overview of the organization for which to develop.docxjoellemurphey
Running head: An overview of the organization for which to develop the training. 1
An overview of the organization for which to develop the training. 7
An overview of the organization for which to develop the training
Name
Course
Professor’s name
Institution
Date of submission
The organization’s mission statement
Mission Statement of the company is to attract and attain customers using high-valued products, as well as, services
The organization’s vision statement
Vision Statement is to be the most successful, as well as, respected car company in the world.
The management structure
It is managed by a Board of Directors who meet every month to resolve various important management matters, as well as, monitor the execution of responsibilities/ duties by the directors. This organization hasdivisional organization system and has significant authority delegated to each business division. The organization has also adopted an audit and supervisory board. System that make decisions on the matters related to auditing (Pfiffner & Sherwood, 2010).
The corporate culture
The culture of this organization is geared towards creating and developing the advanced technologies. The advanced technologies are employed to provide quality and outstanding products and services for fulfilling the needs of customers throughout the world. The management fosters the corporate culture by enhancing both individual creativities, as well as, the value of teamwork, while at the same time honoring the mutual trust and respect between the labor and management.
Community involvement
This organization is involved in various community development projects such as supporting regional, as well as, national programs that are dedicated to the environmental conservation and education. It also donates funds to support hospitals, schools and research centers. It has partnered with other national organizations in order to provide scholarship for students who cannot afford to pay for college education.
Experience in providing training and development activities
This organization has widely employed external training as a means of training and developing the employees need. In regard to external training, this organization tailors its diversified education schemes for the employees at different levels. For example, New Comer Education is one of the organizations that partner with our organization to introduce the Company in respect of its fundamental policy to newcomers. It also provides business related development and training to newcomers to integrate the new employees into the Company. The company is also offering financial support for the workers who wish to complete external training and education.
The task(s) for which the training is being developed
The organization requires innovative employees who also are multi-skilled. Therefore, the training is designed to broaden their knowledge in terms innovation in order to optimize the flexibility of the use of Lean ...
Curriculum design, employability and digital identityJisc
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
Using the Participatory Patterns Design (PPD) Methodology to Co-Design Groupware: Confer a Tool for Workplace Informal Learning
Edmedia 2016, June, Vancouver, Canada: https://www.academicexperts.org/conf/edmedia/2016/papers/48568/
John Cook, CMIR, UWE Bristol & Learning Layers team
What’s on the Horizon for Educational Technology Saul Carliner
Because the “technology” dimension of the field, educational technology tends to have a future orientation. We seek out the newest technologies and look for ways to integrate them into our work.
So what’s on the horizon for our field in the next five to ten years? Working with the 2019 Horizon Report from Educause and the experts in the room (you!), this interactive session explores where technologies are most and least likely to affect teaching and learning, support of students, the management of educational endeavors, and work lives in general, and suggests how participants can prepare themselves for what’s on the horizon.
Using Moodle to Support Blended Learning (When the Instructor Is Also the Pro...Saul Carliner
Presents the case of converting two graduate level courses in educational technology to a blended format. Describes the objectives and structures of the courses, the reasons for blending the courses, and the process and results of doing so.
Who Are We? A Report on the 2018 Census of Technical CommunicatorsSaul Carliner
My slides from the three-speaker closing Keynote of the 2019 STC Summit with Ginny Redish and Karen Schriver. These slides summarize the main results of the 2018 Census of Technical Communicators.
Marketing Your Technical Communication Services Internally and ExternallySaul Carliner
Whether working internally or externally, technical communicators work as service providers. By actively promoting—marketing—our work, we promote strong relationships with our internal and external clients, satisfaction with our work, and build interest in the full range of services that we provide. This session provides an introduction to marketing technical communication processes in services, including reasons for marketing, the effective use of online and social media to make people aware of our services, and the use of well-timed messages to build and maintain relationships with internal and external stakeholders.
In this session, you’ll explore the unique role of evaluation in informal learning. You’ll learn evaluation techniques for informal learning, and a framework for determining its effectiveness.
Marketing Your Training Programs and ServicesSaul Carliner
As a result of the need to drive enrollments in live virtual programs and self-study courses, and a general need to make training visible, marketing should be central to the work of training and development professionals whether they work internally or externally. But is it? And if not, what should training professionals do to market their products and services? In this session, you’ll learn about resources available to you and discuss how you should market—including the print, online, and face-to-face approaches most commonly used in marketing, and the key marketing messages.
EPSS for Faculty Development (In-Progress Project)Saul Carliner
In this project, a team comprised of members from university and a Cegep are developing an alternate approach to professional development: an electronic performance support system (EpSS) that provides teaching support online and consists of (a) generalized and discipline-specific research-based guidance for their most significant challenges as identified by a needs assessment; (b) teaching cases that illustrate practical applications in the classroom and (c) other approaches to engage faculty with this system. This session, by the research team describes the system and summarizes the first topics covered.
What Is Learning Experience Design (And Does Adopting It Require You to Leave ADDIE and SAM Behind?)
1. What Is Learning Experience Design (And
Does Adopting It Require You to Leave
ADDIE and SAM Behind?)
Saul Carliner, PhD, CTDP, I4PL Fellow
Concodia University
saulcarliner@hotmail.com
www.saulcarliner.com
2. Objectives
Describe the purpose of learning experience design.
Name key learning experience design practices that can
strengthen the effectiveness of instructional programs
Explain how to integrate these practices into existing
instructional design processes and the I4PL Competencies.
4. Let’s get to it.
You work for the Canada Corporation, which is looking to launch
Microsoft Office 365 in the organization.
One of the benefits your organization hopes to achieve with this
purchase is greater teamwork. Your team would use this application
to maintain schedules (Outlook), send email (Outlook), chat, and
collaboratively prepare documents (Word, Excel, Powerpoint).
The staff already uses Microsoft Office applications to prepare
documents, but is used to preparing them on their own and sending
them. The staff also uses an application other than MS Outlook for
schedules and email.
So you are considering using the tutorials available at
Microsoft.com*--either as is or with modifications.
Challenge 1: Visit the Office support site and identify possible
modules to address this training need:
https://support.office.com/en-us
5. What modules would meet your needs?
(And yes, I recognize you had limited time to explore the
options.)
6. Based on what you saw, what do you think
the designers assumed about the context in
which people would use these modules?
Who were their intended learners?
What would cause people to visit these
modules?
How do those needs align with yours?
7. Could the designers have better anticipated
the learners? Context of learning?
8. What you have just experienced are examples
of issues addressed by Learning Experience
Design.
9. Learning experience design has emerged
in the past 10 years
Focuses on preparing instructional materials
Term used in:
–Job titles
–Competencies for training professionals
–Short courses offered by for- and non-profit providers
11. But Instructional design has been around
since the 1940s.
It focuses on designing instructional
experiences.
12. Instructional design emerged from work that
began during World War II.
Focused on:
–Designing programs as efficiently as possible
–Designing programs so learners develop the skills most effectively
within the shortest time
Rooted in cognitive psychology
13. Instructional design has three components.
Instructional design theories, Instructional-design Instructional systems design
Offer “explicit guidance on
how to better help people
learn and develop” (Reigeluth,
1999, p.5.)
Refers to strategies for
structuring educational
materials to ensure that they
most effectively teach the
intended material. The
choices should be rooted in
empirical research on
effective instructional
techniques (Reigeluth, 1999).
Refers to a process
professionals should follow to
prepare instructional
programs and that, in its most
generic form, consists of five
broad tasks:
Analysis
Design
Development
Implementation
Evaluation
14. Comprised of these components
Instructional design theories, Instructional-design Instructional systems design
Offer “explicit guidance on
how to better help people
learn and develop” (Reigeluth,
1999, p.5.)
Refers to strategies for
structuring educational
materials to ensure that they
most effectively teach the
intended material. The
choices should be rooted in
empirical research on
effective instructional
techniques (Reigeluth, 1999).
Refers to a process
professionals should follow to
prepare instructional
programs and that, in its most
generic form, consists of five
broad tasks:
Analysis
Design
Development
Implementation
Evaluation
Of most interest
to professionals
15. This focus on a waterfall process that
becomes increasingly rigid with time has
turned many against traditional instructional
design.
But the process only represents part of it.
16. Learning experience design “utilizes well-
established user experience (UX) design,
service design, and design thinking methods
to focus the design of synchronous and
asynchronous learning experiences on those
who matter most: the learners” (Floor, 2019).
17. We use learning experience design in the I4PL
Competencies. I’ll address this before the end
of the presentation.
18. Learning Designer Manifesto
Calls designers of online learning experiences to
“transform learning into a more personal and
profound experience” (Learning Experience Design,
2019).
Invites learners to tell designers “what drives you so I
can truly meaningful learning experiences that have a
powerful, positive impact.”
19. When was learning experience design founded?
Floor (2007)
Neumann and Finaly-Neumann
(1989) Primary differences
Claims to have founded it Described a similar concept:
quality of learning experience
(QLE)
Defined as “students'
perceptions of the direct and
indirect inputs that they receive
from their college. By direct
inputs, we mean college
investments in the educational
program in terms of content,
resources, and flexibility”
(Neumann & Finaly-Neumann,
1989, p.132-133).
Instructional medium
(classroom versus online),
Student perceptions versus
experience personalization.
20. Learning experience design is rooted in
user experience design.
Courses on learner experience design adapt User
Experience Design practices:
Preparing personas
Experience mapping
Prototyping
(Online Learning Consortium, 2019)
21. Preparing personas, scenarios, and
prototypes are admittedly oversights of
traditional instructional design, especially as
described in the best selling textbooks.
“Testing” is another suggestion of user
experience design.
The next screens address these.
22. Activity: Describe a person in the organization
who might use the training.
Give the person a name.
Describe how they feel about:
–The switch to Microsoft
–Taking the training.
Describe what they hope to learn.
Use creative license.
24. This is called a persona.
A fictional representation of your ideal customer. As a UX
designer, you’ll start the design process by conducting user
research—building empathy with your target users and
identifying exactly what they need from the product you’re
designing.
Veal, R. L. (n.d.) What is a persona? CareerFoundry.com. Viewed at https://careerfoundry.com/en/blog/ux-design/how-to-
define-a-user-persona/#targetText=A%20user%20persona%20is%20a,the%20product%20you're%20designing.. Visited
October 6, 2019. Credit also applies to next screen.
25. Include these components in a persona.
Persona Group (i.e. web manager)
Fictional name
Job titles and major responsibilities
Demographics such as age, education, ethnicity, and family status
The goals and tasks they are trying to complete using the site
Their physical, social, and technological environment
A quote that sums up what matters most to the persona as it
relates to your site
Casual pictures representing that user group
___. (n.d.) Personas, Usability.gov. Viewed at https://www.usability.gov/how-to-and-tools/methods/personas.html. Visited
October 6, 2019.
26. Use personas when designing programs,
when developing instruction,
and when conducting formative evaluation.
27. Activity: Describe the context in which
learners in one of the departments in the
organization would be taking the training.
In part 1. Describe the work environment where learners
take the situation, including its furnishings, layout, and
temperature.
In part 2. Describe what job performance looks like when
learners have mastered the skills.
Once again, feel free to use creative license.
29. This is called a scenario or user scenario.
A user scenario “is the fictitious story of a user’s
accomplishing an action or goal via a product. It focuses on a
user’s motivations, and documents the process by which the
user might use a design. User scenarios help designers
understand what motivates users when they interact with a
design – a useful consideration for ideation and usability
testing.”
__. (n.d). What are user scenarios, Interaction Design Foundation. Viewed at https://www.interaction-
design.org/literature/topics/user-
scenarios#targetText=A%20user%20scenario%20is%20the,user%20might%20use%20a%20design.&targetText=A%20fundam
ental%20point%20to%20bear,not%20represent%20all%20possible%20users.. Visited October 6, 2019.
30. Consider this example of a learning scenario.
Professor Heather Goldberg, a new lecturer in sociology at LaFortune, receives strong course evaluation
ratings because students comment that they learn a lot about the course subject matter by participating
in class discussions.
Her course, Crime in Urban Communities, addresses controversial topics such as drugs, homicides,
assaults, and policing. Professor Goldberg attended an online lesson on facilitating discussions on
controversial subjects offered by the Centre for Faculty Development as part of an orientation program
for new faculty members.
After the training, she intentionally selected and excluded discussion topics for the course. She ensured
that the discussions topics would support the learning objectives of the course. During one of the first
class sessions, she and her students collaboratively developed a list of “ground rules” for discussions
that all students agreed to by continuing to stay enrolled in the course.
For each class session, she provides a “guiding discussion question” that students are expected to
prepare for in advance by accessing a common set of materials (such as readings, videos). The question
requires that students consider multiple perspectives on the issue and not just their own. In class,
students first discuss the question in small groups before having a class-wide discussion. After class,
students are asked to reflect on what they learned from their peers during the class.
Professor Goldberg received strong course evaluation ratings; students noted that while they often feel
uncomfortable sharing their personal opinions in their other classes, they felt comfortable contributing
to discussions in this class. They also remarked that she fostered an inclusive learning environment.
Fletcher, J. (2018.) Needs assessment for the course Fundamentals of Instructional Design. Used with permission.
31. Include the following in a scenario.
Who is the user? Use the personas that have been developed to reflect the
real, major user groups coming to your site.
Why does the user
come to the site?
Note what motivates the user to come to the site and their
expectations upon arrival, if any.
What goals does
he/she have?
Through task analysis, you can better understand the what
the user wants on your site and therefore what the site
must have for them to leave satisfied.
How can the user
achieve their goals on
the site?
(Some scenarios also answer:) Define how the user can
achieve his/ her goal on the site, identifying the various
possibilities and any potential barriers.
32. Use scenarios when designing programs,
when developing instruction,
and when conducting formative evaluation.
33. Scenarios are closely aligned with use cases.
“A use case is a written description of how users will perform
tasks on your website. It outlines, from a user’s point of view,
a system’s behavior as it responds to a request. Each use case
is represented as a sequence of simple steps, beginning with a
user's goal and ending when that goal is fulfilled.”
U.S. Department of Health and Human Services. (n.d.) Use cases, Usability.gov. Viewed at https://www.usability.gov/how-to-
and-tools/methods/use-cases.html. Visited October 6, 2019. Citation also applies to text on the next slide.
34. Some refer to this as the journey (learners’
journey).
35. Components to include in a use case.
Primary Actor Stakeholder who initiates an interaction with the system to
achieve a goal
Preconditions What must be true or happen before and after the use case
runs.
Triggers This is the event that causes the use case to be initiated.
Main success
scenarios [Basic
Flow]
Use case in which nothing goes wrong.
Alternative paths
[Alternative Flow]
These paths are a variation on the main theme. These
exceptions are what happen when things go wrong at the
system level.
36. Use cases when designing the interface of the
instruction,
when developing instruction,
and when conducting formative evaluation.
37. Prototypes are early versions of completed
programs.
Especially useful for self-study, digital learning materials.
Often use storyboards to clarify interactions, narration, and
other media components.
38. Prototypes are early versions of completed
programs.
Especially useful for self-study, digital learning materials.
Often use storyboards to clarify interactions, narration, and
other media components.
Already a widely
performed task
among
instructional
designers
39. Usability testing refers to assessing the ability
of people to achieve the intended goals of a
product or program within the designated
time and with a threshold for the number of
errors.
Instructional designers call this formative
evaluation, which also covers instructional
issues not addressed by usability testing.
40. This is the essence of Learning Experience
Design.
41. So how does learning experience design
contrast with instructional design?
Share your thoughts.
42. Contrast learning experience design with
instructional design.
Instructional Design Learning Experience Design
Roots Cognitive psychology of early- and mid-
20th century,
Academia
Usability and user experience design
Practice
Awareness of one
another
Limited Limited
Focus within the
process
Analysis and evaluation Design
Main tools Process Personas, journeys
Overlooks Design, development, implementation
Other practical issues (technology,
schedule, budget)
Development, implementation
Other practical issues (technology,
schedule, budget)
43. In other words, learning experience design
addresses “holes” in instructional design.
Parallel conversations that would ideally converge
Learning experience design identifies limits in ID, which
focuses more on performance than on the learner
Both ignore development
44. Now I mentioned that we use a term in the
I4PL Competencies.
Designing curricula
Designing learning experiences
46. Learn more
About usability
About designing with
learners in mind
About integrating
personas, scenarios, and
usability testing into
instructional design
www.usability.gov
Julie Dirksen’s Design for
How People Learn (New
Riders)
Saul Carliner’s Training
Design Basics (ATD Press)
47. THANK YOU FOR ATTENDING THE
ONLINE LEARNING & I4PL
2019 CONFERENCE
Editor's Notes
Niels Floor, a Dutch user experience designer, claims credit for coining the term and now runs a consultancy that offers learning experience design master classes and conferences.