The term “user experience” or “UX” wasn’t always an overused Silicon Valley buzzword. Coined in the mid ‘90s by Don Norman, while he was vice president of advanced technology at Apple, it refers to an abstract way to describe the relationship between a product and a human. Back then, Norman argued that technology must evolve to put user needs first—the opposite of how things were done at the time. It wasn’t until 2005 that UX gained mainstream relevance: 42 million iPods were sold that year and the mass market experienced great design at scale.
Not long after, run-of-the-mill software engineers—once in high demand—weren’t as competitive in the job market. Job descriptions and expectations shifted from putting information online to tailoring the online experience to the needs of end users. The field of User Experience Design was born. Today, it is among the country’s fastest growing job categories.
Over the years, I’ve served on edtech committees, adopted numerous technologies in support of teaching and learning, and even been the consultant providing expert advice to a University who was in the middle of a key decision making process. Through all these roles I’ve held in my career in edtech, I’ve often wondered how the process differs from institution to institution, how often efficacy research is being used to make those purchasing decisions, and why there isn’t some centralized repository of the findings from each institution that could be accessed by others when needed. I’ve recently joined the research team that is working on finding answers to these questions.
The EdTech Efficacy Research Academic Symposium will be held in May 3-4, 2017 in Washington, DC hosted by University of Virginia’s Curry School of Education, Digital Promise, and the Jefferson Education Accelerator. In advance of that symposium, working groups have formed that will explore different areas of research including:
I’ve joined working group B: The role of research in HigherEd decision making. We are focused on learning more about how decisions are made in institutions of higher education regarding the acquisition and use of educational technology to support teaching and learning. What sources of information are leaders currently using in decision-making, and what role does research play in decision-making?
What questions do you have about the role of research in edtech decision making? I’m really curious…
On November 14th the course Humanizing Online Instruction: #HumanMOOC will begin again. I’m delighted to be working with Maha Al-Freih, Patrice Torcivia Prusko, and Matt Crosslin again on the course. This time we will be utilizing a new social learning discussion and curation tool called YellowDig and hope to gain some valuable insights into the effectiveness of this tool for encourage social collaboration around content. We will again utilize the Canvas open network for the course as well as FlipGrid and social media tools (blogs, twitter, live YouTube events).
In case you are new to the HumanMOOC, the course is focused on how to use the Community of Inquiry framework as a model for online teaching and learning and how infusing digital learning environments with presence (teaching and social) can help to remove the transactional distance between instructor and students & students and each other. The course is also aligned with many of the Penn State pedagogical competencies for online teaching success and therefore becomes a competency based MOOC. The course offers badges to successful learners where badges are offered each week based upon demonstrating mastery related to instructor presence, social presence, and cognitive presence. Finally, learners can earn the CoI badge if they have earned all three of the previous badges. This makes this a course with stackable badges or micro-credentials.
It is important to note that none of the facilitators are paid for their work on the course. It was built during my PhD program as a product of an advanced instructional design course and the facilitators have joined in co-teaching this course in order to conduct research, write journal articles, share findings at conferences, and most importantly collaborate with the learning community. Thus far 4 academic papers and 1 doctoral dissertation have resulted from the course and this version of the course is no different. The research being conducted in the course has been approved by the institutional review board (IRB) at George Mason University and Maha Al-Freih is collecting data for her dissertation on self-regulated learning and MOOCs. We encourage you to come and learn with and from each other in the course but also to take part in the research study.
Notes from the session at SXSWEDU: Remix your Learning Experience Design Process
Led by: Martin Moran & Lindsey Own
Session designed for K12 educators, provided insights that are aligned with my own work with faculty in the learning design process in higher education.
Start the conversation with educator by asking “what is the cool thing that you are doing?”
Example: Kindergartners may remember every student creating a windsock but they may not understand the “why they did it”.
Problem: No student choice. Ensure that you are tying the objectives and outcomes to the process.
Redesign: Instead of everyone creating a windsock let’s let the students create a way to measure the wind. And allow them to test what they create and iterate on their designs.
Back up and ask “Why” “What do you want your learners to understand and be able to do upon completion of this activity?”
Can visualizations be helpful?
Can “what if’s” help in thinking about this?
Is there a way to connect this to the community?
After reframing the lesson there can be incredible learning gains.
During the session the leaders had us think about the 10 core elements of an innovative learning experience and identify which were our greatest strengths and our weaknesses. We then relocated around the room to group into these categories and look for those who we could work with that had the strength to pull from.
Then we worked in groups to move through the design thinking process (a short version).
Design Thinking Steps: Redesign Process
Empathize: Question to understand needs of the teacher and students understand, pros and cons of existing activities. Define:“Needs” statement, including basic learning objectives. Ideate:Brainstorm through different types of learning pathways. Prototype:Plan for maximizing “core elements” Iterate:Adjust on the fly, take notes for future years.
The image above is a slide from my presentation: Using Design Thinking in the Course Redesign process that was developed for iDesignEDU while working with a partner University.
I feel very privileged, humbled, and honored to have had the opportunity to attend the dLRN conference at Stanford University and to present some of the ideas and research that I’ve been working on with colleagues Maha Al-Freih, Joyce Seitzinger, Rebecca Hogue, Maha Bali, Autumm Caines, Jeffrey Keeler, Rolin Moe, and Matt Crosslin. As an outcome of this meeting another iteration of the #HumanMOOC will run this winter with Matt Crosslin, Maha Al-Freih, Patrice Prusko, and I facilitating. We are really excited as a team about this opportunity to support Matt in his data collection for his dissertation and revision our course design.
The #dLRN15 conference was organized around important themes in higher education; the ethics of collaboration, individualized learning, systemic impacts, innovation and work, and sociocultural implications. These key themes guided the panels, plenaries, and breakout sessions and the ongoing dialogue throughout the minutes between these moments and beyond.
The conference program format was well structured to set the tone for conversations, create opportunities for sharing, and to fill my head with more questions! The first day started with a keynote, led to breakout sessions, back to a plenary panel discussion, another group of breakout sessions and a final plenary panel for the day. Day two was similar in the organization but with two more awesome keynotes. I’d like to explain why I’m so impressed with the format of the conference.
The themes were an embedded part of either the keynotes and plenary panels.
The format of having three short 15 minutes presentation within a session was fantastic for those who were presenting so that they were also able to learn from two short sessions within the sessions that they were presenting and did not feel like they missed out on the learning experience. I was really delighted by this as I was presenting four sessions and still felt like I gained very much as a learner from the conference.
There was great care given to those of us in attendance which allowed me to be more vulnerable than I would normally feel I could be when interacting with colleagues. Kudos to Kate, Bonnie and Dave for making us all feel like a part of the community, no, FAMILY of scholars.
The conversations within the room were rich with multiple perspectives on topics, the desire to seek out the narratives to provide a richer perspective on every topic, and the common goal to improve student experiences. There were opportunities for argument, debate, and YES even ranting. The participants were encouraged to share in a way that I’ve not experienced at other events. The keynotes (Mike Caufield, Marcia Devlin, & Adeline Koh) and the plenary panels were rich with ideas and dialogue.
Several ideas were shared that pushed my thinking outside my comfort zone, case in point:
Being at Stanford also afforded me the opportunity to give my daughter (Chloe) a virtual field trip around the Stanford campus. Thinking about the impacts of technology on learning, I wonder if this experience has now put Stanford on her roadmap for her future…
Will this exposure to Stanford at a young age cause her to “want” to go to school here? I guess only time will tell. Does this make her privileged? Is that wrong?
Chloe was also able to have a facetime call with Oscar and Posey and talk with them much like she does with Maha’s daughter Hoda from time to time. It is the affordances of technology that allow Chloe to connect with these children of my PLN and I wonder what impact that will have on her experiences as a learner…
But first I should finish my dissertation #futureresearch ….
I close this brief post with only gratitude for the conference organizers for all they did to ensure that our experience was one that would be extended into the future with ongoing conversations and research.
Kate Bowles, University of Wollongong
Dave Cormier, University of Prince Edward Island
Matt Crosslin, University of Texas at Arlington
Justin T. Dellinger, University of Texas at Arlington
Kristen Eshleman, Davidson College
George Siemens, University of Texas at Arlington
Bonnie Stewart, University of Prince Edward Island
Candace Thille, Stanford University
And gratitude for my partners in research that I had the honor of co-presenting with, thank you very much for the opportunity to collaborate. I enjoy learning from and with you!
At the Online Learning Consortium Conference Patrice Prusko from Cornell and I presented a session on Design Thinking to re-imagine Professional Development. The slides can be accessed here.
Patrice and I met during the OLC #et4online conference and have been meeting every other Saturday since that conference via Skype. The focus of our meetings has been to try to solve a problem in a creative way. These conversations have brought us to explore design thinking as a method to find our own solution. The design thinking experience has been so useful to us that we wanted to share the process with others.
After our introduction to the process we shared our experiences and struggles in solving a WICKED challenge. Then we led the group through a “speed dating” version of design thinking. The participants were paired and given a list of interview questions. If you are interested in learning more please see the facilitators guide.
The participants were quickly engaged in learning about each other and the challenges that each of them face in their lives and work environment. I’ve attended many sessions at conferences over the years, but often they are sit and get sessions. Patrice and I were truly delighted at the engagement of the group with each other and the problems and solutions that they were able to come up with in just 45 short minutes.
Patrice is a joy to work with and it was my honor and privilege to get to present with her at #olc15. We will definitely be doing this again! Look out OLC Innovate.
The pre-conference session presented by the Michigan Virtual Learning Research Institute Team (Kathryn Kennedy, Joe Freidhoff, Kristen DeBruler, Rebecca Stimson, & Justin Bruno) along with Jered Borum from George Mason University & Michael Barbour from Sacred Heart University was quite interesting. I’ve summarized the highlights here for those interested in the topic.
The Michigan Virtual Learning Research team presented their OLOT tool. OLOT is an openly available self-paced learning tool designed to help students understand what online learning involves and introduces the skills and knowledge that are key to success. The question raised was if a student orientation would prepare students for success or by forcing completion of the orientation would that prepare students for “finishing”. Either way (chicken or egg) the data in higher education shows increases in retention so it is a worthy project to add the student orientation! The OLOT tool is described in this get to know OLOT tool booklet.
Sue Beckingham’s #blideo challenge accepted! It seems that Steve Wheeler has come up with another way to get us all blogging about education. The call to action is to view the video and write a response to the video that connects it to education in some way. I will then have to select a new video a pass the challenge on to three more people.
And the tweet that let me know that it I had been challenged:
The video below was chosen by Sue. When I watched it I immediately thought of my own PhD journey.
The Journey vs. the Destination:
Before I entered the PhD program, I was asked by my future mentor “Why do you want to get a PhD?” My response was probably not what was expected. I didn’t expect it to transform my future or my career. It was something that I felt I had to do. When I first entered college after graduating high school at 16 years old, I was too young and naive to navigate the social and academic differences between high school and college. I failed miserably and let myself think for a period of time that I couldn’t “do” college level work. I let myself believe that I was a failure and I was on a mission to prove myself wrong.
This all changed on that special day when I jumped out of a perfectly good airplane for the first time. This day changed the way I think about failure. When I was dropping from the aircraft at terminal velocity, my chin strap came loose on my helmet and began beating me in the face. My eyes welled up with tears due to the pain of the chin strap hitting me and at that point, I could no longer see the altimeter or my jump masters who were giving me the signal to pull my ripcord.
When I arrived safely on the ground, I learned that my ripcord was in someone else’s hand. I could have thrown in the towel and let failure and fear control my destiny, but it was this day when I recognized that failure is a learning opportunity. I became determined that I was going to become a certified Accelerated Freefall Skydiver and I did just that. I also decided that it was time to go back to school and finish my degree.
You see, I realized that the goal of jumping out of the airplane wasn’t to get down to the ground, but rather to master the art of the free fall. Enjoy the ride… It isn’t always about where the ride stops, it is about the fact that you rode it.
The video of the roller coaster starting off in the dark made me think of the lack of knowing one’s own path. There is a certain amount of finding your way in every educational process. You need to learn the rules of the road and figure it out. As the coaster comes into the light, it is much like when rapport is established and trust begins to form. You are able to clarify expectations and can begin to see what is ahead of you. And the big climb… this is the FEAR, there is fear of failure, fear of success, and so much more. When we are getting close to a difficult point in any process we may second guess our choices and wish we could get off the ride.
In educational programs, we are not strapped in tight and it is easier to get off the rollercoaster. Staying on the ride during these difficult times and when other distractions (life) get in the way, is what separates the completer from those who do not finish. One group is no smarter than another, the finishers are just more stubborn IMHO.
When we see the roller coaster come into the station, we realize that we are right back where we started. I recently posted that I had attended my last class EVER but I really can’t make that claim. I’m a lifelong learner and my learning journey is just beginning. While I may have taken my last class in this PhD program, there may be more adventures on my learning journey.
Certainly the destination is not nearly as exciting as the middle part 🙂
The #blideo challenge continues.
I extend the challenge to anyone who wishes to respond. However, playing by the rules, I challenge three people @nomadwarmachine @courosa and @kevinhoneycutt. I know you will enjoy this video challenge.
I’ve been using Martin Hawksey’s TAGS to collect twitter data recently. The collected tweets will be used during coding practice in Computer Mediated Discourse Analysis (CMDA). In case you need to do something similar, the steps taken to collect the Twitter data are as follows:
2. Click Get Tags, Click TAGS (New Sheets), which opens a Google Sheet that looks like this:
3. Once the Google Sheet is open, click on File and select Make a Copy.
4. Save the copy with a new file name.
5. In the section of the form titled instructions, add the search term to line number 4. The search term should be a hashtag. (i.e. #edchat)
6. After your copy has been made open TAGS > Setup Twitter Access and follow the onscreen instructions (when selecting this option you’ll be promoted to authorize the script to run several services).
7. On the menu bar, find TAGS, and from the drop down menu choose Run Now!
8. While the script is running a message will appear over the tool bar that says Running Script. Upon completion, the message will read Finished script.
9. Once the script has run the second tab in the sheet will contain the tweets scraped from Twitter.
10. Select the Archive tab to view the scraped tweets. The first time you run TAGS it can only collect data from the most recent 7 days, however, if you leave the sheet connected to your twitter account then you can “Run Now!” again at a later date and have the sheet fill in the tweets since it was last run.
Before I share my response to the #blimage gauntlet that was thrown down by Sue Buckingham while I was sleeping last night, what the heck is #blimage?
It seems that #blimage began with Steve Wheeler, Simon Enzor, and Amy Burvall on Twitter.
A blog image? When thinking about ways to motivate people to blog, this is a really good motivator. I hadn’t written a blog post since the start of my summer conference tour. I’ve been very busy traveling so far this summer. All that time spent in airports caused me to key in on a photo that Sue had responded to taken by Dave Hopkins in an airport. It was jut the motivation that I needed in order to hammer out this post after waking and before heading in to the office! Thanks Sue and David for getting the creative juices flowing.
The airport, to me this is where I have done the bulk of my formal and informal learning over the last 10 years. I’ve been in and out of airports around the world and often find myself either studying, reading, writing, or people watching. Of these activities the latter is my favorite, because you can learn so much when you listen and watch the interactions between people in spaces like airports, coffee houses, town squares and other public places.
So thank you Sue, Amy, Simon, and Steve! Here I go… @suebecks tweeted:
I was challenged by Sue to respond to the spider web that you see here. I look at it in three ways. I see a dream catcher, a network, and am reminded of a book entitled Pattern Recognition.
It is hard to say that this does not look like a dream catcher and since it arrived while I was sleeping, I can only wonder what I was dreaming about last night. My grandfather used to tell me that if I had a problem that I couldn’t solve that I should think about it just before bed and when I woke, I would have the answer. As a child I used to think this meant math problems. As an adult it has meant many things. Sleep is a necessary part of processing information. Much like how you must restart your computer when you update the operating system, sleep is a needed component in cognition.
“That’s right; lack of sleep can hinder you from thinking clearly and keeping your emotions at an even keel. Studies show that excessive sleepiness can hurt work performance, wreak havoc on relationships, and lead to mood problems like anger and depression.” (if you believe WebMD)
Thanks to Marc Smith and Aras Bozkurt, I’ve learned over the last few weeks how to create NodeXL graphs. I’ve graphed several things including #foschat which was created and facilitated by Chrissi Nerantzi and Sue Beckingham. The spider web reminds me of these graphs. I see connections, nodes, and a variety of sizes of the nodes which may represent the meaningfulness or strength of those connections.
I don’t see the #rhizo15 eyes, but I do see the formation of the structure and support for the spider as being the web where we can live, feed, and grow. These structures may be partially deconstructed and rebuilt from time to time based upon a variety of environmental factors. Like how our hashtag communities overlap at times and then take form in a new direction. The spider web deals with similar fragility and may, at times, require others to assist in the rebuilding process. (This seems like something I could talk about for hours at another time.)
As a learner, it isn’t until I put all the pieces together that I can see the pattern and begin thinking differently. And, I’m stubborn — I have to PUT the pieces together, someone else can’t do it for me. The web to me is the stubborn work of the spider who relentlessly has struggled to put his web together. He has faced hard times (struggling with weather, predators, and so much more) and persevered.
I watched my daughter learn how to play the ukulele recently and observed her behavior during the learning process. She transitioned from frustrated to angry and then became determined. I saw myself in her at that moment. Within a couple of hours of that moment she mastered four chords and then could suddenly play 20 songs.
As a learner, I have see the patterns, make the connections, but I have to create my OWN web in order to understand. True confession: I’m a social constructivist.
So, in order to continue this activity…. I’d like to add this image to the queue for someone else to explain in their #blimage post. The blog post should tie this image back to learning (scenario, theory, methods) in some way.