Authentically Designing for Empathy - Developing the social and emotional intelligence of learners utilizing immersive learning and design
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The document outlines a 15-week immersive online course designed to develop empathy and emotional intelligence among students by exploring the military deployment cycle from the perspective of combat veterans. Through transmedia storytelling, students engage with veteran testimonials, enhance their understanding of veteran challenges, and connect emotionally with their experiences. The course culminates in a final learning report and includes plans for future program development and measuring empathy.
Authentically Designing for Empathy - Developing the social and emotional intelligence of learners utilizing immersive learning and design
- 1. Authentically Designing For Empathy Developing The Social And Emotional Intelligence Of Learners Utilizing Immersive Learning And Design Emily Brozovic | Instructional/UX Designer Keesa V. Johnson | Instructional/Edge Designer Tina Blaschke-Thompson | Lead Instructor
- 2. THE COURSE An immersive online learning experience in which students embark on a unique 15-week journey through the military deployment cycle. This 2-credit course utilizes the power of transmedia storytelling to shape an experience designed to deepen empathy and understanding of the challenges facing our combat veterans.
- 3. Details 1. 15 weeks 2. 30 students 3. Fully online with in-person final meetup
- 4. Learning Goals 1. Empathy building 2. Emotional Intelligence (self care) 3. Cultural understanding of the combat veteran population
- 5. Discover Student makes a first contact with the veteran (video stories). The student’s curiosity is raised, resulting in his/her willingness to explore and discover the veteran, his/her situation and experience.
- 7. Discover Watch veteran video testimonials Read The Things They Cannot Say Choose veteran to follow for entire course Weeks 1 - 3
- 8. Discover Weeks 1 - 3
- 9. Immerse Student takes an active role by wandering around in the veteran’s world & expands his knowledge. He is open-minded, interested in the veteran’s point of reference. He is being pulled into the vet’s world, and absorbs without judging.
- 11. Immerse Write last letter home Watch actual war footage/documentaries Immerse into the world of a person in combat Weeks 4 - 12 Open course immersion packages as Wear course dog tags daily React to things outside of their control
- 12. Immerse Weeks 4 - 12
- 13. Immerse Weeks 4 - 12
- 14. Connect Student makes a connection on an emotional level. Both affective and cognitive components are important; the affective to understand feelings, the cognitive to understand meanings.
- 15. Connect Watching veteran video testimonials Read The Things They Cannot Say Writing self reflections Entire Course Interacting with veterans via discussion forum Talking with instructor via live office hour sessions
- 16. Detach Student detaches from his emotional connection in order to become ‘in the helpful mode’ with increased understanding. Steps back into the role of student/social worker and makes sense of the vet’s world.
- 18. Detach Create final learning report Interact in scenario-based simulations Weeks 12 - 15
- 19. “The course has been one I will continue to reflect on for years and has truly been the best and most intense course I have ever taken in my college career.” “I would describe this course as highly interactive, creative, and full of passion from the team that built it." "If you are looking for a course that goes above and beyond your standard university course, then this is it.
- 20. NEXT STEPS 1. Developing an immersive certificate program 2. Building upon the next iteration of 1st course. 3. Investigating ways to measure empathy.
- 21. Tools
- 22. THANKSfor stopping by! Emily Brozovic | brozovi5@msu.edu Keesa V. Johnson | johns253@msu.edu Tina Blaschke-Thompson | blaschke@msu.edu