Sprinting into Learning Experience Design
Date Friday, Nov 25 Time –
Over the past few years, the term “learning experience design” has crept into the instructional design lexicon. But what is it really? These experts will explain how tools and approaches 'borrowed' from the marketing industry and the innovation literature can be applied to instructional design. Get ready to become excited and make your hands dirty with personas, use cases, jobs to be done and empathy maps!
Professor, Concordia University, Canada
Saul Carliner is a Professor and Chair of the Department of Education at Concordia University in Montreal, where his research focuses on the design of instructional and informational materials for the workplace, the management of groups that produce them, and related issues of policy.
Also an industry consultant, Carliner has provided strategic advice, and conducted workshops and evaluations for organisations like Alltel Wireless, Boston Scientific, PwC, ST Microelectronics, and several government agencies. He is the author of the best-selling Training Design Basics, award-winning Informal Learning Basics, and co-author of Career Anxiety: Guidance Through Tough Times, The e-Learning Handbook, and An Overview of Training and Development.
He is past President of the Canadian Network for Innovation in Education, a Fellow of the Institute for Performance and Learning, past editor of the IEEE Transactions on Professional Communication, and a Fellow and past international president of the Society for Technical Communication.
Learning Innovation Leader, aNewSpring, Netherlands
Think of someone connecting people, ideas and inspiration in the global L&D community and you've just created a good description of Ger Driesen. He is the Learning Innovation Leader at aNewSpring, the provider of a learning experience platform. In this role, he focusses on sharing the latest insights with L&D professionals to inspire them to design, developed and deliver learning the best way.
During his career, he has had a variety of L&D roles, from L&D consultant, trainer and facilitator, to L&D manager and entrepreneur. He's known as 'the Dutch L&D trendcatcher' based on his articles, blogs and tweets on L&D trends and he is a regular speaker at international conferences. Ger's crazy about coffee especially cappuccino’s - most likely because he likes all things smooth. He can be reached via @email or @GerDriesen
Associate Director of Learning Design, Boston College, United States of America
Carol Damm leads the learning design team at Boston College and facilitates online program design for the wider Boston College community. She has more than 10 years experience in learning design in higher education and in online training. Carol has also taught online courses for instructional design and learning experience design programs at Boston College, UMASS Boston, and Brandeis.
Carol holds a MA in French, and MEd in Instructional Design & Technology, and is currently completing a PhD in Human Development and Learning at Lesley University. Her research interests focus on emotion science and identity formation as they relate to learning.
Jobs to be Done for Learning eXperience Design: Applying Empathy that Matters, Ger Driesen
Jobs to be Done (JTBD) is a unique yet simple way of applying Human Centered Design. If you want to apply empathy in your design process, empathy that really matters for the end user (learners) whom you are designing for, JTBD will help you achieve that. The JTBD methodology has already been out there for many years and is a proven approach from the innovation literature and practice.
Learner eXperience Design has become a very popular approach. But the tools 'borrowed' from the marketing industry like 'Personas' and 'Empathy Maps' don't deliver what we need in Learning Design.
In this session you'll learn the Jobs to be Done approach so that you as Learning Designer can focus your empathy on things that really matter for the learners you design for. Think about Jobs to be Done as 'empathy on steroids'. You'll learn the origins of Jobs to be Done (JTBD) including the most famous applications varying from drills to medical equipment to milkshakes.
Just when you start to get excited about the simplicity and value of the approach, we will delight you, uncovering the four kinds of JTBD; functional, emotional, social and supply chain jobs to be done. We will thoroughly explore the differences, value, and connections of these four kinds of JTBD with examples from different industries. And of course, how they can be applied to Learning Design. We will do so by sharing real world examples and you'll do a first try-out related to your own project(s) and share with others and get and give feedback.
You'll learn how to write 'job-statements' applying the format that we'll deliver and practice together with your peers. You'll learn additional techniques, like 'contextual clarifiers' so you can gather the most relevant information when applying JTBD. You'll learn how to translate JTBD statements into design features. Finally, you'll learn to compare JTBD to Empathy Maps and Personas and when and how to use one or the other or all at the same time.
- Understand the concept of Jobs to be Done (JTBD) and its advantages compared to Personas and Empathy Maps.
- Understand the four types of Jobs to be Done: the functional, emotional, social and supply chain jobs to be done and how these are relevant for learning design.
- Discover examples from outside and within the learning Industry.
- Apply JTBD by using the JTBD Design Canvas (will be delivered during the session to practice).
What Is Learning Experience Design (And Does Adopting It Require You to Leave ADDIE and SAM Behind?), Saul Carliner
Over the past few years, the term “learning experience design” has crept into the instructional design lexicon. But what is it really? This presentation provides an overview.
In this session, participants will gain clarity on the distinctions between Instructional Design (ID) and Learning Experience Design (LxD) and apply specific LxD practices that can strengthen your instructional designers.
Specifically, taking a design-sprint approach, this session engages participants in performing some of 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 programmes; and suggests how these practices integrate into existing instructional design processes.
The session assumes participants are familiar with - and in most cases, will have experienced - instructional design but might have less familiarity with Learning Experience Design. The session begins by asking participants to consider some specific instructional design challenges to introduce them to the particular areas targeted by Learning Experience Design. Then, the session explores approaches that participants can take within their existing instructional design practices to strengthen its alignment with the learning experience, including:
- Use cases
- Contextual issues
- A general design orientation.
It explores each of these concepts one at a time, first describing the concepts, then showing samples and then inviting participants to try the technique.
- Contrast learning experience design with traditional instructional design.
- Use these experience design techniques: personas, use cases, and user orientation.
- State how you can incorporate these techniques into your own instructional design practice.