OPINION
In May 2007, the term LX Design was coined by Niels Floor, a Dutch LX Design pioneer:
Like User Experience Design (UX Design), the goal of Learning Experience Design (LxD) is to create products and services that provide meaningful and relevant learning experiences to users.
You're right! Instructional Design does not follow UX practices.
Instructional Design, in the corporate environment, is typically contract or employer-needs driven. It is a transference of information from the Subject Matter Expert to the student, resembling a PowerPoint presentation (sometimes in a Captivate or Articulate wrapper). It encompasses what the students need to learn, with no regard as to how the students learn.
Learning Experience Design (LxD) takes it to the next level, understanding how the student learns and exploring effective ways of displays complex information.
LxD focuses on the end result of what the student will learn and how they will acquire the knowledge. Learning is not simply comprised of presenting information and hoping the learner takes it in.
LxD prioritizes both the desired learning outcomes and the optimal strategies for knowledge acquisition. It acknowledges that learning goes beyond mere information delivery and instead strives to actively engage learners, ensuring comprehension and retention.
Dieter Rams, a retired academic, stated "You cannot understand good design if you do not understand people" (1976).
Smashing Magazine’s, What is User Experience Design? Overview, Tools and Resources, captures the spirit of the early web: “We built [user] interaction based on what we thought worked . . . with little to no thought of how the people who would use the website would feel about it.”
Years ago, while designing in the Instructional Design methodology, I encountered a shocking remark from an instructor. They expressed the belief that the process of how students learn is inconsequential, confidently stating that the students will learn simply because they are instructed to do so, "It doesn't matter how students learn, they will learn because I will tell them to learn it."
Scary way to learn, right? How do we fix this?
As technology has grown, so should learning design. The success of learning is in how the learner perceives it. "Does this learning give me value? Is this learning worth the time to take it? Is it pleasant to use? Would I use it for a future resource?"
Change the perception of training from "I have to take this" to "I want to take this".
Gone should be the era of closely monitoring learner activity, tracking every click and the time spent on each page in computer-based training.
Learner Experience Design returns the control of learning to the hands of the learner.
Remember the days when we were assigned textbooks for learning? There was no timer enforcing how long you stayed on each page or mandating that you read every word. It was your responsibility to manage your own learning
The true measure of success was demonstrated through your ability to meet the qualification standards.
Andragogy, the theory of adult learning, states that adults are self-directed, internally motivated and ready to learn. Adults prefer to be in control of their own learning journeys. In that, respect must be given to the learner that they will learn (if they choose to) and returns success of the journey on the learner, rather than controlling them by cramming information down their throats.
Provide learners with student-first designs, create training, evaluate its effectiveness and determine what the best course of action is.
It is essential to design your learning solution in alignment with the profile of your target learning audience. This profile is derived from conducting an audience analysis, which is an integral part of the needs analysis process. Regardless of the outcomes of the analysis, it is crucial to uphold a respectful approach that acknowledges and honors the diverse characteristics of all individuals, including factors such as gender, religion, or race.
Who are today's learners? "They display ambition, confidence, optimism, and a capacity for high-level cooperative work. At the same time, they measure high on scales of stress, conventionality, and over-reliance on parents" (Wilson & Gerber, 2008).
The effectiveness of a training program hinges upon its capacity to foster the development of a learning community among its students.
Particularly in distance learning settings, it is vital to employ strategies that facilitate the establishment of a community. Research has indicated that the physical or virtual distance between participants impacts the program's success.
According to the theory of social constructivism, actively promoting and supporting interaction among participants, when needed, can enhance the program's success. By enabling learners to engage in conversations, seek support, and avoid feelings of isolation, a sense of connection to the larger class can be maintained.
As you can see, LX designers have to meet a big challenge: to provide a learning environment that captivates and resonates with students.
University of Maryland, Global Campus via edX focuses on enabling education tied to workplace competencies and learner needs.
Some people who complete their bachelor’s degree program may consider going on to pursue higher education. The problem is, while a master’s degree typically will set you up for more job opportunities and higher pay, it’s another expensive degree that you’ll have to find a way to fund. You’ll also continue to be in school for longer.
The MicroMasters® Certificate series:
University of Maryland, Global Campus via edX focuses on enabling education tied to workplace competencies and learner needs.
Some people who complete their bachelor’s degree program may consider going on to pursue higher education. The problem is, while a master’s degree typically will set you up for more job opportunities and higher pay, it’s another expensive degree that you’ll have to find a way to fund. You’ll also continue to be in school for longer.
The MicroMasters® Certificate series:
This certificate series may also be the first look a learner has into the door of a major institution, making it imperative for the program to leave a positive and lasting impression.
As a teacher for the Learning Design + Technology course, we reused existing templates over and over.
While the theory behind this class was commendable for the year it was written, our experience in teaching the course revealed several shortcomings.
Course application lacked responsive design for various devices
Ensured designs were responsive for all devices, whether they be computer screens, tablets, cell phones, etc
Hyperlinks were ambiguous, often using vague phrasing like “click here”
Edited links to have meaningful information, rather than "click here" terminology
Templates contained incorrect or outdated information
Corrected and updated inconsistencies in template
Adults tend to have a readiness to learn, and their busy lifestyles often lead to frustration when modules are inaccessible until specific dates, unlike the majority of certificate courses available in the market.
Implemented a flexible course structure that included clearly defined start and end dates, enabling learners to progress at their own pace. Additionally, introduced automated reminders to support learners who fell behind schedule, and incorporated an option to extend the course duration if needed.
Adult learners have a fundamental need for acceptance and respect, and despite the course being taught on a global scale, it fell short in terms of inclusiveness
Implemented measures to ensure that the content adhered to global standards, transcending a solely United States-centric approach.
Content owners must acknowledge and embrace the constant evolution of technology. Failing to keep our courses aligned with current trends can result in learners feeling that their investment of time and money has been wasted.
Took measures to incorporate current trends into the coursework, ensuring that learners were provided with up-to-date and relevant content. Additionally, implemented accessibility features in the lessons, adhering to the standards outlined in Section 508.
The instructional approach emphasized tests to assess comprehension of the content, rather than placing adequate emphasis on the process of design itself.
Recognizing the need for experiential learning among adults, the course implemented project-based learning activities instead of relying solely on multiple-choice question quizzes.
Within instructional design, there are two distinct groups of designers: those who operate within the corporate sector and those who work in the academic realm. However, in this course, the content was exclusively developed with the learners from the academic sector in mind.
Offered two distinct pathways for taking the course, catering to individuals seeking to align primarily with either corporate or academic standards.
Based on student feedback, it was evident that the instructors seemed inaccessible to the students.
Established a connection by conducting a weekly Zoom "Chat with Tricia" session, fostering a direct line of communication for students.
Apart from outdated discussion boards, there were no alternative channels of communication available among the learners.
Implemented dedicated platforms or spaces to facilitate information sharing and foster the exchange of ideas among learners.
Through our efforts, we successfully provided courses to a diverse global audience, offering support to individuals as they rebuilt their careers in the wake of a transformative global pandemic.
The widespread reach of our initiatives enhanced knowledge sharing for both learners and instructors, resulting in mutual benefits in terms of pedagogical techniques and instructional outcomes.
Hi. I'm Tricia Parker. I am a Learning and User Experience Designer with a creative mind and over 20 years in corporate training and design.
During my professional tenure, I have acted in capacity of:
TRICIA PARKER PORTFOLIO
Learner Experience Design (LxD) is the practice of translating activities for learners into experiences that empower and enable them to reach their learning goals in ways that are pleasing and enjoyable. To do this, LxD designers often employ practices of User Experience Design (UX).
IMMERSIVE LEARNING
The Ninety-Nines: International Organization of Women Pilots, also known as The 99s, provides networking, mentoring, and flight scholarship opportunities to recreational and professional female pilots. They had received a grant to tie STEM learning into history-based learning to inform future generations of females the importance of flying.
INNOVATIVE LEARNING
Superior learning designer in the field of courseware design, developed interactive training for the DoD E-8C program (JSTARS). Implemented innovative learning solutions to challenge learners, combat boredom, enhance engagement, improve student success through study and foster critical thinking which encompassed flexibility, active thinking, intuitiveness, creativity, knowledge of past and future scenarios, and explore emotional intelligence.
ADAPTIVE LEARNING
Create your own learning experience in this ADAPTIVE TRAINING walk-through virtual learning experience. In this non-linear training, the learner will be able to understand how craft a favorable response in a job interview. Depending on the answers provided, appropriate content is delivered to help the learner navigate their journey.
