Why does [Learning] Design even matter?
“Design is not just what it looks like or feels like, but how it works.”
The field of learning design requires broad experience in multiple fields. Professional learning designers need to be adaptive, innovative, autonomous, collaborative, and creative, just to name a few. Whether learning designers are adapting to an approved budget, innovating learning designs based on a limited style guide, autonomously synchronizing audio and video recordings well before their deadline, collaborating in peer reviews, or creating designs to enable the most holistic experience for the learners, learning designers wear many hats. Ellen Wagner (2011), a former tenured professor in learning design, states that learning designers are technical writers, video producers, project managers, evaluators, content authors, and web designers, among more skill requirements. Without refining these skills, learning designs could suffer. As a result, the intended learners would have a low-quality learning experience. Learners would lose the opportunity to reach their fullest potential in a specific skill. As learners come from all walks of life, learning designs must be singularly tailored to them. Learners could be students in orientation(s) for school, volunteers with a nonprofit organization, first-time homebuyers trying to understand the loan process, professionals looking to elevate career-specific skills or be a part of the largest group protecting the United States of America: Military personnel. As you can see, learners are surrounding us at all times.
Source: See photo sources below in the “Sources” section.
To ensure that I serve our learners the highest quality learning experience possible, I am dedicating a short-term goal to master the learner experience design concept as an instructional designer. Learner-centered design focuses on the structure and psychodynamics of individual and group experiences that take place in the context of a particular learning environment (Conceição & Howles, 2020). Ironically, we all experience this type of design daily while on our mobile devices. To see how, let’s do a quick experiment together. Locate your mobile device and open your favorite app to use. What do you like about it? Is it easy to navigate? Is it helpful to your everyday life? A collaborative team of user experience (UX) designers developed the application and conduct routine research to improve your everyday experience. From the typography to the organization of shapes and menus to the user flow and accessibility considerations, UX designers discover the best methods for user-centered design based on feedback, research, and experience. Learning designers have similar methods, and I strive to improve my skill set with expanding resources and research-driven methods for the benefit of all learners. In order to improve this skill during my short-term timeline, I intend to prioritize the following in all learning design deliverables:
Study the learners: who are they?
What do the learners need to learn?
Spend time building quality objectives that are appropriate for the learners
Build 10 wireframes (creatively, free-flow) of each learning topic
As you design: how is the flow? Is it not only usable, but easy to navigate and comprehend?
Send an anonymous survey with the user flow
Goal: to empathize with learners, their difficulties, and positive experiences
What does the learner need?
Are learners meeting their predetermined goals?
Earlier, we mentioned the many diverse environments where learning occurs. Learning can occur anytime, anywhere. While we all are comfortable with the current skill sets we hold in our careers (or school), learning is always available for those who choose to obtain it. To encourage motivated learners to continuously cultivate their skills, my medium-term goal as an instructional designer is to design for diverse learners in various environments. Environments similar but not limited to non-profit organizations, military personnel, higher education institutions, medical offices and clinics, school(s), and various levels of corporate education. Refining the skill(s) to deliver the highest level of learning experience to learners with contrasting backgrounds would be a valuable experience as an instructional designer. To work with diverse learners of all personalities, ages, genders, cultures, socioeconomic and beyond, would improve my skills and broaden my viewpoint on how to develop the highest level of learning for all types of learners.
Sources:
Conceição, S. C. O., & Howles, L. (2020). Designing the online learning experience: Evidence-based principles and strategies. (p. 95). Taylor & Francis Group. https://ebookcentral-proquest-com.ezproxy1.lib.asu.edu/lib/asulib-ebooks/reader.action?docID=6426893
Getty Images, & Pevide, M. (2023). Outsourcing Employee Training: Here’s What to Know [Photograph]. The U. S. Chamber of Commerce. https://www.uschamber.com/co/run/human-resources/outsourcing-employee-training-pros-and-cons
Getty Images, & Humanmade (2023). 20 Best Online Cooking Classes That Make Perfect Gifts [Photograph]. The Kitchn. https://www.thekitchn.com/best-online-cooking-classes-gifts-23221574
Nonprofit Manager [Photograph]. Continuing Education. https://careertraining.ed2go.com/ctcd/training-programs/nonprofit-manager/
Olsen, J.R., & Bass, V.B. (1982). The application of performance technology in the military: 1960-1980. Performance and Instruction, 21(6), 32-36.
Reaume, A. (2023). The Benefits of Online Learning [Photograph]. RBC Royal Bank. https://discover.rbcroyalbank.com/the-benefits-of-online-learning/
Ryan, D. W. (2022). Army's new training simulators on track for 2024 delivery [Photograph]. Defense One. https://www.defenseone.com/technology/2023/07/armys-new-training-simulators-track-2024-delivery/388797/
Saettler, L. P., & Saettler, L. P. (1990). The evolution of American educational technology. Englewood, Colo: Libraries Unlimited.
Wagner, E. (2011). In Search of the Secret Handshakes of ID. Journal of Applied Instructional Design, 1(1), 33-37. https://253f0a53-bb62-46af-b495-b4548f4d5d90.filesusr.com/ugd/c9b0ce_7fd3ad37f37e40129ea0e765107c530b.pdf#page=35
