Learner Experience Design - Totara User Group
Download as PPTX, PDF4 likes1,631 views
The document discusses designing learner experiences for online learning management systems (LMS). It emphasizes understanding learner personas and designing for different learner types and their needs. The key learner personas discussed are the browser learner, self-developer learner, involuntary learner, and programmed learner. It recommends a collaborative design process that involves identifying learner types, developing learner personas, defining tasks and information needs, and validating designs with real users. An example is provided of learner personas developed for MindEd, an online resource for mental health education. The document concludes that success requires measuring and evolving the design after launch based on findings and feedback.
![11
Key principles of designing for learners
• Collaborative design process working with subject matter experts
and end-users
• Identify the key users/audiences and categorise them and develop
personas (through dialogue with end users)
• Give the personas names, characteristics and constraints e.g. time
pressures, technical-competency, devices they’ll be using etc. to bring them
to life
• Define their keys tasks/information-requirements, to feed into the design
and validation – the aim to solve users’ [real] needs/problems
• Adopt ‘Lean’ design over heavy-weight documentation/specifications
• Validate designs with ‘real’ users (if at all possible) – usability and visual
design / aesthetics](https://image.slidesharecdn.com/tug-learnerexperiencedesignnew-140519081738-phpapp01/85/Learner-Experience-Design-Totara-User-Group-11-320.jpg)
Learner Experience Design - Totara User Group
- 1. 1 Learner Experience Design – Where the LMS meets the learningAre you thinking enough about your learners? Mark Harrison, Director, City & Guilds Kineo Totara User Group | London | May 15, 2014
- 2. 2 What’s the best LMS user interface? It’s not best practice. It’s not based on what they need to know. It’s about them being human beings.
- 3. 3 What’s the best LMS user interface? What’s your learning style?
- 4. 4 Catering for personas is the key to success Theorist Activist Pragmatist
- 5. 5 Why are they coming to the LMS? The Browser Learner The Self Developer Learner The Involuntary Learner Theorist The Programmed Learner Theorist
- 6. 6 The main types of LMS design User-controlled Structured paths
- 7. 7 What kind of experience do they want? The Browser Learner User-controlled The Self Developer Learner User-controlled The Involuntary Learner Structured paths The Programmed Learner Structured paths
- 9. 9 Recommended LMS design steps • Get a clear and shared understanding of the project’s objectives through Stakeholder interviews • Define and agree primary and secondary objectives – immediate and longer term • Confirm the success criteria • Define and agree KPIs – what does good look like?
- 10. 10 Catering for personas is the key to success Theorist Activist Pragmatist
- 11. 11 Key principles of designing for learners • Collaborative design process working with subject matter experts and end-users • Identify the key users/audiences and categorise them and develop personas (through dialogue with end users) • Give the personas names, characteristics and constraints e.g. time pressures, technical-competency, devices they’ll be using etc. to bring them to life • Define their keys tasks/information-requirements, to feed into the design and validation – the aim to solve users’ [real] needs/problems • Adopt ‘Lean’ design over heavy-weight documentation/specifications • Validate designs with ‘real’ users (if at all possible) – usability and visual design / aesthetics
- 12. 12 MindEd – Designed for everyone with no personal plans
- 13. 13 Who are MindEd learners?
- 14. 14 MindEd Example Personas Phil Sports Coach − Professional sports coach − Ex-professional footballer himself – wants the kids to achieve the success he never got − Lives and breathes sport − Personality type: Activist − Dismissive of kids who don’t get involved − Trigger: Has a star striker who is ‘weird’ − Phil has a fear of the ‘unknown’ (he doesn’t know what is wrong with the kid, and that worries him) − Found MindEd by googling it. Also saw it mentioned in a coaching group newsletter − Wants the site to be straightforward to use − Turned off by jargon Essential content / functionality for Phil: MindEd Core Curriculum Section 5 – presentations Would like to search using key words Won’t log on to the site – he won’t be willing to spend 5 minutes putting in his personal details and won’t stay longer than 30 minutes
- 15. 15 MindEd Example Personas Jennie Sports Coach − Keen to explore the MindEd site (has more of a general interest in the content than Phil). − Trigger for interest: She has an unreliable player in her team who never turns up for practice. Wants to find out how she can connect with this kid. − Dedicated to her job − Would spend 2 hours on the site Essential content / functionality for Jennie: Recommend MindEd Core Curriculum Section 5 – presentations Would like to search using key words As Jennie is an interested user, she will want to explore the content more and take advantage of other sessions Site should steer Jennie towards a learning path without overwhelming her with too much content.
- 16. 16 After the launch! • Measure and evolve the solution after launch by responding to early findings: The launch is just the beginning! • Set up criteria to answer the key question: How do we know if it’s working? • Measure against the success criteria / KPIs: Analytics and MI • Iterate (where possible!) with phasing delivery/releases; fully functional deployments evolving the solution over time • Content curation: Nurture your content and keep it targeted