Additional sessions pending. Schedule will be finalized by end of March.
Ten Critical Differences Between UX and LX Design
Jeff Bergin (Macmillan Learning)
The title Learner Experience (LX) Design implies an association with User Experience Design. While the two fields share many approaches and methods, they remain distinct, with different approaches to research, design, and evaluation. In this session, I will share ten critical differences between LX and UX design â€“ many of which make LX design far more challenging than conventional UX design. Taking these challenges into consideration, I will also offer recommendations for how one can establish a successful LX practice.
Producing Something Meaningful Involves Students in Applied Learning
Elizabeth Pachella (Passaic County Community College)
Have you ever asked yourself: How can I get students to be more passionate about their learning? Developing a project for learners with different specialties did just that. Please join us as we present how the Nursing and Communications Departments joined forces to create nursing skills videos used to train future students. We will be discussing how the project came to fruition, student/instructors roles, and the stumbling blocks along the way. Student reactions and project insights will be contrasted with another cooperative student experience between the English and Fine Arts Department.
User Experience in Higher Ed: Developing Fully Online Immersive Experiences
Emily Brozovic (Michigan State University)
Teaching the realities of traumatic experiences requires changing the way we design humanities courses to safely immerse students in their learning. How would you immerse students in the shoes of a combat veteran to build empathy and cultural competence from their experience? How would you teach students the sights, sounds, emotions and tastes of war, without sending them to war? Have you ever wanted to teach in a drastically different way? In this session you will learn ways in which you can apply user experience and product design principles to create immersive, unique learning opportunities that leave students asking for more.
Learner-Centered Library Guides: Incorporating Student Feedback into Design
Caitlin Shanley (Temple University)
Library course guides are mini-websites designed by librarians to meet specific course goals and help students complete assignments. In many cases, librarians work with faculty or instructors to build course guides, seeking input on what to include, student skill level, and more. Often absent from this faculty and librarian collaboration is the learner voice. This presentation addresses strategies to incorporate student feedback into library instructional resources. Presenters will describe a multi-part usability study designed to gain insight into how students use and perceive library learning tools, sharing key findings and best practices for incorporating learner experience into design.
Learning Experience Design: From Idea to Implementation
Andrea Flores (Harvard Graduate School of Education)
Designing a learner-centered experience is the goal of all good learning design. Yet, this can be challenging for many designers who have to balance learner needs against project constraints, stakeholder considerations, and organizational hurdles, oftentimes while working with uncertain or ambiguous outcomes. How can learning designers embrace these challenges to create an experience that keeps the learner central throughout the design? In this presentation, we will share how we combined design thinking principles with traditional instructional design approaches to integrate the student voice more purposefully into the design of the Saul Zaentz Online Professional Learning Academy (ZPLA Online). We will also discuss organizational and design challenges associated with incorporating user experience research and iteration into the learning design process, and the strategies we used to resolve these.
Turning Issues Into Assets: Four Strategies to Achieve Student Engagement
Mia Lamm (Johns Hopkins University)
Teaching a large online class poses many scalability challenges including student engagement and assessment practices. Students may feel a heightened sense of anonymity, lack of individualized feedback, and disengagement with instructional material. Quality instructional environments must use strategies to gain attention, connect activities to outcomes, and scaffold authentic learning. This concurrent session identifies and explores pedagogical approaches for student engagement and learner-centered online environments for large enrollment courses.
The Faculty IT Liaison Project: Bonding Through Learner-Centered Design
Valerie Nesset (University at Buffalo)
As universities continue to adopt new technologies to enhance learning in the physical or virtual classroom, it is the faculty members who must integrate them into their teaching. While some faculty may be very comfortable using technology, others struggle. To address this gap, the Faculty IT Liaison Project was created. Using the Bonded Design method, the project brings faculty and IT staff together in learner-centered, participatory design teams to interact with technology and learn from each other; for example, the “technology hacks” faculty have created to get the technology to work as they need it to, but not necessarily for what it was originally designed to do.
Web Conferencing Reimagined: Virtual Reality And Immersive Learning
Experience the virtual reality equivalent of Zoom, WebEx, and Skype. Glimpse the future of web conferencing and immersive learning for online courses. Discover how tools like Vizible, Mursion, and Mimesys can be used to teach online auto repair classes, transform career and technical education, and facilitate immersive role play for sexual harassment training.
Spotlighting Innovative Use Cases of Mobile Learning
Alex Rockey (University of California, Davis)
Students bring 2-3 devices to class, reflecting ubiquitous mobile device ownership among ages 18-29 across the U.S. (Anderson, 2015). Campus infrastructure is increasing rapidly to meet demands for wireless access due to the surge of personal devices, and instructors are using mobile learning to push classroom boundaries within and beyond the campus environment. This talk will showcase innovative uses of mobile learning uncovered through a cross-campus study. Attendees will understand and experience first-hand innovative uses of mobile learning across four University of California campuses, and discuss related pedagogical strategies, successes, and challenges implementing mobile learning in their own universities.