While I felt relatively comfortable learning about ADDIE and VR/AR in the previous modules, this module was new territory. However, I am glad I received the opportunity to learn about usability and user experience. This module focused on user experience (UX) and learning experience (LX)—two similar, yet distinct, aspects of design that I will need to understand as an instructional designer.
While I felt relatively comfortable learning about ADDIE and VR/AR in the previous modules, this module was new territory. However, I am glad I received the opportunity to learn about usability and user experience. This module focused on user experience (UX) and learning experience (LX)—two similar, yet distinct, aspects of design that I will need to understand as an instructional designer.
Evaluating a Website
Evaluating a Website
In this project, I evaluated a website of my choice in terms of usability and user experience. I focused on different aspects of UX: usability, useful content, desirable and/or pleasurable content, accessibility, and credibility.
In this project, I evaluated a website of my choice in terms of usability and user experience. I focused on different aspects of UX: usability, useful content, desirable and/or pleasurable content, accessibility, and credibility.
Each of these characteristics is essential to designing content. Although user experience is not exclusive to instruction, it can be applied to instructional design. When developing educational websites in the past, I did not apply the essential aspects of UX. In the future, I will be able to apply this knowledge to my designs.
Each of these characteristics is essential to designing content. Although user experience is not exclusive to instruction, it can be applied to instructional design. When developing educational websites in the past, I did not apply the essential aspects of UX. In the future, I will be able to apply this knowledge to my designs.
UX evaluation sheet.docxUX Paradigm & Learning Design
UX Paradigm & Learning Design
While the previous exercise focused on UX, this exercise allowed me to study and apply LX, learning experience. This exercise was more pertinent to my professional goals because understanding the facets of LX (knowledge, interest, identity, and tools) is essential to designing effective instruction. This exercise even provided me with the opportunity to apply my newfound understanding of LX to a hypothetical instructional design. In this exercise, I read this article by June Ahn and responded to the following prompt:
While the previous exercise focused on UX, this exercise allowed me to study and apply LX, learning experience. This exercise was more pertinent to my professional goals because understanding the facets of LX (knowledge, interest, identity, and tools) is essential to designing effective instruction. This exercise even provided me with the opportunity to apply my newfound understanding of LX to a hypothetical instructional design. In this exercise, I read this article by June Ahn and responded to the following prompt:
Imagine you are an instructional designer working for a company and tasked with developing a one-week online module about cyberbullying for high school students. How would you structure the learning module based on Ahn's (2019) framework for LX practice?
Imagine you are an instructional designer working for a company and tasked with developing a one-week online module about cyberbullying for high school students. How would you structure the learning module based on Ahn's (2019) framework for LX practice?
Facets of Learning: Knowledge, Interest, Identity, and Tools
Facets of Learning: Knowledge, Interest, Identity, and Tools
Addressing the knowledge facet of learning will be the first step in the module. First, the module will present examples (through videos, screenshots, and anecdotes) of cyberbullying. Then, the module will show the same situations without the occurrence of cyberbullying. These examples will allow high school students to understand what cyberbullying looks like; it will also provide students with the knowledge to prevent and address cyberbullying. Perhaps many high schoolers do not have this knowledge. They might be oblivious to the harm caused by cyberbullying, or they might not consider certain situations cyberbullying at all. It is important to present them with this knowledge.
Addressing the knowledge facet of learning will be the first step in the module. First, the module will present examples (through videos, screenshots, and anecdotes) of cyberbullying. Then, the module will show the same situations without the occurrence of cyberbullying. These examples will allow high school students to understand what cyberbullying looks like; it will also provide students with the knowledge to prevent and address cyberbullying. Perhaps many high schoolers do not have this knowledge. They might be oblivious to the harm caused by cyberbullying, or they might not consider certain situations cyberbullying at all. It is important to present them with this knowledge.
Of course, even if students do acknowledge the existence of cyberbullying, they might not care to prevent it. That is why the module's duty will also be to appeal to students' interests. The videos, screenshots, and anecdotes mentioned before will be useful in helping students visualize examples of cyberbullying. To appeal to the students' interest, the content will highlight the effects of cyberbullying while showing students how they can directly prevent those effects. However, this alone might not pique students' interest. I think high school students would also find themselves interested in learning if they see crucial statistics regarding cyberbullying. Understanding the scope of the issue will encourage them to become invested in the module.
Of course, even if students do acknowledge the existence of cyberbullying, they might not care to prevent it. That is why the module's duty will also be to appeal to students' interests. The videos, screenshots, and anecdotes mentioned before will be useful in helping students visualize examples of cyberbullying. To appeal to the students' interest, the content will highlight the effects of cyberbullying while showing students how they can directly prevent those effects. However, this alone might not pique students' interest. I think high school students would also find themselves interested in learning if they see crucial statistics regarding cyberbullying. Understanding the scope of the issue will encourage them to become invested in the module.
Identity is another significant facet of learning. During this part of the module, students will have the opportunity to describe their personal experiences and opinions in a discussion format. By sharing their own experiences as victims, observers, or even perpetrators of cyberbullying, they would be able to relate to the topic. They would have the opportunity to understand their peers' experiences and feelings. Identity can also be addressed by encouraging students to actively fight against cyberbullying. The module will provide students with a repertoire of methods and tools they can use to prevent, address, and report cyberbullying. This would help students feel like they have a direct connection to the module content.
Identity is another significant facet of learning. During this part of the module, students will have the opportunity to describe their personal experiences and opinions in a discussion format. By sharing their own experiences as victims, observers, or even perpetrators of cyberbullying, they would be able to relate to the topic. They would have the opportunity to understand their peers' experiences and feelings. Identity can also be addressed by encouraging students to actively fight against cyberbullying. The module will provide students with a repertoire of methods and tools they can use to prevent, address, and report cyberbullying. This would help students feel like they have a direct connection to the module content.
Lastly, the module will address the tools facet of learning in a variety of ways. The videos, screenshots, and other examples of cyberbullying are essential tools. Additionally, the discussion board will be a crucial tool in allowing students to become personally involved. The module will also include a list of resources and other important information (almost like an infographic) that students can save and refer to when needed.
Lastly, the module will address the tools facet of learning in a variety of ways. The videos, screenshots, and other examples of cyberbullying are essential tools. Additionally, the discussion board will be a crucial tool in allowing students to become personally involved. The module will also include a list of resources and other important information (almost like an infographic) that students can save and refer to when needed.
Application of the Three Heuristics for LX Design
Application of the Three Heuristics for LX Design
The first heuristic of LX design practice describes the idea that the instructional designer must use learning and social theories as guides to keep your thinking on track. In other words, they don't "tell you what to design"; they help you determine if you're effectively following the facets of learning. While the cyberbullying module cannot accomplish everything (in the sense of perfectly appealing to every single learner), it can be effective if I, the designer, focus on the different facets of learning.
The first heuristic of LX design practice describes the idea that the instructional designer must use learning and social theories as guides to keep your thinking on track. In other words, they don't "tell you what to design"; they help you determine if you're effectively following the facets of learning. While the cyberbullying module cannot accomplish everything (in the sense of perfectly appealing to every single learner), it can be effective if I, the designer, focus on the different facets of learning.
The next heuristic of LX design focuses on empathy. The designer must become familiar with a variety of tools and strategies for empathy. Instead of focusing on aspects of the design that are not important, the designer must keep the learner in mind. As the designer of this theoretical module, I would keep the following questions in mind:
The next heuristic of LX design focuses on empathy. The designer must become familiar with a variety of tools and strategies for empathy. Instead of focusing on aspects of the design that are not important, the designer must keep the learner in mind. As the designer of this theoretical module, I would keep the following questions in mind:
- How will this module help students who have been victims of cyberbullying?
- How will this module help students who have been on the other end of cyberbullying?
- How will I ensure that students leave the module with the resources needed to make a difference?
- How will I encourage students to guide the conversation without making them uncomfortable?
Another heuristic of LX design is the idea that no matter your approach as the designer, there will always be consequences of the design. In this module, students may become less interested in the topic. They may feel less invested in cyberbullying. They may feel that through this module, they feel less comfortable acknowledging their experiences. Some of these results are inevitable. Still, through this module, many will benefit. This is why the module is important.
Another heuristic of LX design is the idea that no matter your approach as the designer, there will always be consequences of the design. In this module, students may become less interested in the topic. They may feel less invested in cyberbullying. They may feel that through this module, they feel less comfortable acknowledging their experiences. Some of these results are inevitable. Still, through this module, many will benefit. This is why the module is important.
Keeping these ideas in mind will help me develop a truly in-depth model that will not only address the learners and content but address how to keep students truly involved. I think empathy is key to this model. Empathy will make a module as deeply involved as this module truly effective. Students do not need an unempathetic module. They need a module that acknowledges the significance of cyberbullying.
Keeping these ideas in mind will help me develop a truly in-depth model that will not only address the learners and content but address how to keep students truly involved. I think empathy is key to this model. Empathy will make a module as deeply involved as this module truly effective. Students do not need an unempathetic module. They need a module that acknowledges the significance of cyberbullying.