Design Thinking, Human-Centered Design, Learner Experience Design - These days it is trendy to put the moniker "Design" on pretty much everything; but what do these ideas really mean for Higher Education? Join us in a design sprint to gain hands-on experience with applying design principles to your practice. This is meant as an introduction for folks new to design thinking, and interesting in understanding the common design process of empathy, defining, ideation, prototyping, and testing.
Designing a learner-centered experience is the goal of all good learning design. Yet, traditional learning design has often focused more on content delivery rather than engaging the learner throughout the design process. Also, many designers must balance learner needs against project constraints, stakeholder considerations, and organizational hurdles. How can learning designers embrace these challenges while still creating a learner-centered experience? In this session, you will engage in design thinking and consider the application of this approach in your work. You will also assess the potential benefits and challenges of using this approach in your own setting, and develop strategies for implementation.
Senior Learning Designer, Harvard Graduate School of Education
Andrea is a senior learning designer at the Teaching and Learning Lab. She has been in the education space for 13 years in various capacities, and is interested in learning experience design, adult learning and development, cross-cultural learning design, and the use of emerging technologies... Read More →
Patricia Vanderbilt is a Learning Designer at the Teaching and Learning Lab. She has experience in UX research, formative evaluation of education products, product design, project management, and teaching diverse populations of English Language Learners. She has also worked on an... Read More →
Increasingly, individuals and organizations are developing apps and online tools and platforms for educational purposes. In the Apple app store alone, educational apps consist of 8.4% of all categories of apps downloaded in 2017 (Statistica, 2017).
Given its importance, how might educators become savvier at evaluating and designing educational tools, apps, and platforms? For the teacher, college instructor or instructional designer using ed tech for teaching and learning, how can we evaluate our choices with LX principles in mind? For product designers and developers, UX designers and researchers, what LX principles and processes lead to better designs that support powerful and effective learning experiences?
Maaike Bouwmeester is Clinical Assistant Professor in the Digital Media Design for Learning (DMDL) program at NYU. For more than two decades she has been working at the intersection of educational software development, design and the learning sciences. Her teaching and research are... Read More →
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 about, the roles played by students, instructors and instructional designer, and the stumbling blocks along the way. Student reactions and project insights will be contrasted with another cooperative student experience between Creative Writing and Drawing 2 classes.
For more than 20 years Walter Behr has been producing and distributing television programming to media platforms worldwide, including Discovery Channel, Travel Channel and Time Warner. He has also sold that programming into more than 60 countries. Today, he shares his media experience... Read More →
Instructional Designer, Passaic County Community College
Elizabeth Pachella is a Montclair State University alumnus. After graduating with a B.S. in Mathematics and Computer Science she held several technical and training positions at a telecommunications company and pharmaceutical company. She is currently an instructional designer... Read More →
Janice Rama, MSN, RN, CCRN is a full-time nursing faculty member at Passaic County Community College since 2009. She teaches in the field of pediatrics, medical/surgical, and nursing leadership. Janice practices as a pediatric ICU nurse at St. Joseph's Regional Medical Center... Read More →
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 - 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.
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 and Mursion can be used to teach online auto repair classes, transform career and technical education, and facilitate immersive role play for sexual harassment training.
Peter Campbell is a leading innovator and evangelist for the transformative use of educational technology. As the Founder of xpereal, he brings organizations together with companies from the world of virtual reality and augmented reality to create solutions that solve real problems... Read More →
As digital learning experiences become increasingly ubiquitous in higher education, we need to be careful that the teacher-focused,sage-on-the-stage approach is not replaced by a software-focused, robot-in-the-sky approach that leaves the learner with a similar lack of agency in their own learning experiences. If instead we put learners at the center of the experience, and use digital tools to help foster a deeper connection between instructors and students, the metacognitive skills students gain help them in all of their coursework, and indeed, in their post-graduation life as well.
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.
Emily is an award-winning designer and developer with an extensive background in executing and managing large-scale projects and effectively leading teams. Her work spans a variety of mediums and applications - visual, graphical, instructional and experiential - and her passions lie... Read More →
This presentation describes the evolution of an assignment for undergraduate students in which they were asked to use a specific question-based methodology. The proposed activities addressed the knowledge of contents through the task of posing and answering critical questions with the use of different technologies. Students collaborated to create questions in different formats using digital tools such as gifs, memes, webquests, mind maps, videos and animation. The question-based model allows developing effective understanding of a topic and, at the same time, training multiple literacies by exploring different languages. It aims at keeping learners’ motivation high and focuses on long-term learning. http://prezi.com/cnmm3fyxlq-4/?utm_campaign=share&utm_medium=copy
This presentation is a lecture and demonstration of how Slack bots can be used to help college instructors with awareness of learning dynamics that can help support differentiated instruction and emotional support. Using real teaching case-studies from design courses, examples on how bots can help direct attention, automate guidance, and collect data for subsequent analysis is explored. The intention is to allow educators and designers to consider bots and their role in augmenting the role of the instructor in design education.
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.
Coordinator of Learning and Student Success, Temple University Libraries
Caitlin Shanley is the Coordinator of Learning and Student Success and liaison librarian for American Studies, Asian Studies, and Gender, Sexuality, and Women’s Studies at Temple University. She is also an adjunct faculty librarian at the Community College of Philadelphia. Her research... Read More →
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.
Dr. Mindy Colin is an Instructional Consultant at the University of California, Santa Barbara, where she helps professors and graduate teaching assistants improve their teaching skills and conduct research on instructional practices. Over the past 20 years Dr. Colin has worked, studied... Read More →
Senior Learning Experience Designer, University of California, Riverside
Samantha Eastman is a Sr. LX Designer at the University of California-Riverside, with 20 years of experience in faculty development, curriculum development, and technology integration for K-20 education environments, extending to support for informal learning and experiential learning... Read More →
Margaret Merrill, PhD, an Instructional Designer / Educational Technologist at UC Davis, supports faculty as they consider how to use technology in pedagogically sound ways in online, hybrid, or face-to-face courses. She previously developed and implemented faculty support programs... Read More →
Graduate Student Researcher, UC Davis Academic Technology Services
Alex Rockey, a Ph.D. Candidate in Education and graduate student researcher for Academic Technology Services, is the managing editor for The Wheel, an instructional technology blog. Her experience developing online courses inspires her research interests focusing on feedback on student... Read More →
This session will introduce the FOEcast project, then engage the audience in developing it further. We will conduct an ideation exercise based on design thinking principles, starting from brainstorming and sources of inspiration, then proceeding as far as possible towards ideas for plans and proposals.
This session builds on the published, open work of FOEcast to date.
Bryan Alexander is an award-winning internationally known futurist, researcher, writer, speaker, consultant, and teacher, working in the field of higher education’s future. He is currently, a senior scholar at Georgetown University and teaches graduate seminars in their Learning... Read More →
Discussion on the CoAction Learning Lab Penn State University has launched the CoAction Learning Lab, an initiative to establish a shared set of values across global higher education to drive innovation with a purpose. Learn about how this program will generate an open online library of resources that advance technology innovation at the intersection of pedagogy, implementation, and learner engagement. If you're interested in engaging in a unique prototype that catalyzes the contribution of professional insights, research, and educational resources while reinforcing critical values at your institution, this informational session is for you.
This session shows participants how student-centered approaches to instruction in first year writing courses, assists all students in meeting course learning objectives while creating authentic opportunities for the transferring of skills.
This session is inspired by the funds of knowledge that students bring to a classroom that can be showcased and built upon to develop scientific literacy. As everyday technologies increasingly dominate our children's world, we as educators are increasingly responsible for embedding these same technologies into our planning and assessment. From the online quizzes our students take daily to the hours of coding they employ to program games, interactive technologies are the relevant lenses through which our students experience their worlds. The fundamental knowledge of multiple technological literacies is explored in this session to describe a science classroom in which students can engage in science through socially relevant experiences. Participants can expect to work with Scratch programming language, Google Classroom, Google Forms, and Kahoot interactive quizzes.
This session will showcase how to use the tools in your LMS to gamify your course and increase student engagement without decreasing the quality of the content. Student engagement is a hot topic due to the way technology has pervaded education, changed pedagogy, and impacted how students learn. Using the tools available in the LMS, the example course that will be shown is designed using the activity completion feature to emulate a game like environment. Students must complete previous activities or meet certain requirements for the next activity to open or unlock. To add emphasis to the game style course, strategically naming of the levels and activities was important. It is at the instructor’s discretion of how they want to use the tools within their LMS to gamify their course. Gamifying is just one way to increase student engagement but not the only way the tools in your LMS can be used. The strongest takeaways are to understand why it is important to focus on adding game-like elements to a course without sacrificing content and to remember that increased student engagement means increased student learning.
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.
Usability, Participatory Design, User Experience (UX), Intersection of Information Behavior and Information Literacy research with elementary school students; Indexing & abstracting for children; Visualization techniques for children
Keynote: Designing for Equity, Drawing Inspiration for Learning Design from Diverse Perspectives
June Ahn, Associate Professor of Learning Sciences/Educational Technology at NYU (moving to University of California-Irvine in Fall 2018), will be giving the keynote address at ELDc18. Dr. Ahn is known for his work on the interplay between technology, information, teaching, and learning. His research interests include design and understanding users within broader societal contexts. Current projects Dr. Ahn is working on are “Data Viz for Education,” “famLAB” in partnership with the Joan Ganz Cooney Center at Sesame Workshop, and “Digital Learning Challenge - Partnerships and Community Development for Information Learning Opportunities.” You can read more about his work on his website.
Interim Head of Scholars' Collaborative & Media Literacy Librarian, The University of Tennessee
Hi, I am the Media Literacy Librarian and the Interim Head of the Scholars' Collaborative at the University of Tennessee, Knoxville Libraries. In this position, I head The Studio, a media production lab, am the subject liaison for both Journalism and Electronic Media and Studio Art... Read More →
Science courses have the benefit of scheduled laboratories to engage students. These sessions usually present a topic with recipe-based instructions and the expectation that students follow them to an expected experimental result. In some ways this is the opposite of the scientific process and misguides students' perceptions of scientific thought. At a highly diverse community college the 200-level microbiology laboratory was restructured to follow an inquiry-based framework where students design their own experiments. This refocusing enables each learner to explore the laboratory topics with personal interest and more closely mimics the actual scientific process.
Erica Foote is a classically trained microbiologist who shifted her career focus from research to teaching. After finding that many students have misconceptions about the true practices of science, she decided to investigate alternate methods of classroom and laboratory instruction... Read More →
We are engineering and exploring the real world, ethical ramifications of a class of AIs, crucially powered by cognitive logics, able to deeply understand the humans with whom they interact, so as to assist these humans in their education, in unprecedented ways. The artificial agents in the TIPPAE paradigm are able to seamlessly "teleport" between heterogenous environments in which a human learner may find herself; this capacity provides a continuous educational experience to the human student, and offers the possibility even of human-machine friendship.
John Angel is focused on the novel executions of the Teleportative Intelligent Personalized Persistent Agent for Education (TIPPAE) paradigm for his doctoral thesis. He is laying the foundations for collecting more extensive data, in order to further advance the paradigm, particularly... Read More →
This presentation will focus on using Twitter as a tool for online discussion and give specific instructions for how to approach the process, including use of hashtags, time restrictions and guidelines, and sample questions for discussion.
