1. Evolving Next Generation Learning
David Porcaro, PhD Dir of Learning Design, Pearson
Bryan Dempsey, Offering Manager, IBM Watson Ed.
April 19, 2017

2. Session Objective
Using learner needs and research evidence to design and deliver learner-centered experiences
Definitions
Workshop overview/plan
Glad you joined us today!
This is an interactive, hands-on design thinking workshop where we will work in groups to address a classroom learning challenge.
A design thinking workshop is:
Using empathy for your audience to design, test and implement solutions that solve real-world instructional challenges.
Design thinking is important to teaching because you are a learning designer who has empathy for your students!

3. Design and Research Basic Research UX Research Evaluation Market
Design Based Research
Theory UX
Research
Need
Impact
Evaluation
Learning sciences research represents the overlap of several research traditions, each with it’s own goals and methods. To build efficacious, useful, and successful products requires coordination of research efforts to meet learner needs.
Market Fit
Market
Research

4. Workshop Agenda: Using empathy for your audience to design, test, and implement solutions that solve real-world challenges
Observe Learner
Needs
Align to Evidence
Solution & Test
Evolve Solutions

5. Why Design Thinking Works
Useful, Useable, Delightful, Personalized
How Apple meets user needs and makes the mobile experience fun to use!
Creativity and Innovation Invitation:
Think Big
Blue Sky ALL ideas
Be Optimistic!
Use learner-centered focus to drive collaboration and consensus
Delay risk mitigation….not easy!

6. Modeling Learner-Centered Design

7. How Design Thinking Works
Observe Learner Needs
Align to Evidence
Solution
& Test
Evolve Solutions
Learner Need: Help me work know how to get unstuck when I encounter difficult concepts.

8. IBM Watson Common Design Thinking Challenge
Identify pain points or learner challenges.
How do learners learn challenging content in a digital environment
Common Design Thinking Challenge
Challenge Type: Learning
Learners need help monitoring comprehension and learning progress to be prepared for participating in and getting the most out of attending class.
2. Group pain points into themes.
What is the learning problem I’m trying to solve?
For the modeling section, Bryan will complete the sections of his placemat as David directs and then will call on them to share how they are completing this challenge activity and why they are making the decisions they are based on their role. Models will demonstrate consensus building and collaboration throughout the challenge activity.
Learner Need: Help me work know how to get unstuck when I encounter difficult concepts.

9. Need Themes Relevance Attention Time Management Prioritization
Reading Comprehension
Progress Monitoring
Need themes → Help to identify a specific learning problem, gets towards uncovering the ‘why’ behind the pain points.
[use large post it note in front and get them to shout out ideas---give them voting dots (if we have them).

10. To better utlize annotation resources
To understand and apply effective annotation practices
To improve reading retention and comprehension
Annotation use is ineffective
Reading retention and transfer are low
Study self-regulatory skills are insufficient

11. How Design Thinking Works
Observe Learner Needs
Align to Evidence
Solution & Test
Evolve Solutions
LDPs: Supporting Student Learning w/Feedback, Scaffolding, Metacognition & Self-regulation, Motivation design

12. What are Learning Design Principles?
What are the Learning Design Principles?
What is their value to me in the design thinking process?
How do I use them?
Answer: How can I apply this knowledge? How can I address this issue?
Signal: Describe what works (or doesn’t) - what to watch for
Guide: Focus on first principles, not trends; Provide landmark to compare against

13. Wouldn’t be filling in LDP and user story at this point
To better utilize annotation resources
To understand and apply effective annotation practices
To improve reading retention and comprehension
Annotation use is ineffective
Reading retention and transfer are low
Study self-regulatory skills are insufficient
User
story
unmotivated reader
self-monitor my comprehension
Be prepared to further apply foundational understanding in my courses
Describe from a practical starting to ending point what the stakeholder is seeking to accomplish.
User experience
journey
Wouldn’t be filling in LDP and user story at this point

14. How Design Thinking Works
Observe Learner Needs
Align to Evidence
Solution & Test
Evolve Solutions
[Erin’s section}

15. Aligning Learner-Centered Solutions
Learning Problem Example: As a learner, I need help ensuring I understand course concepts and skills.
Need Themes
Learning Principles
Solution Ideas
Testing Ideas
Lacking understanding from reading text narrative, and ability to self monitor and self assess.
Scaffolding learning
User Experience Journey: After progressing through instructional material for a specified objective, I review it with Watson and it helps me to clarify any areas where I have gaps in my understanding through a chat dialogue.
Varying the amount of guidance we provide the learner to ensure they have sufficient guidance but can have the motivational benefits of choice.

17. How Design Thinking Works
Observe Learner Needs
Align to Evidence
Solution & Test
Evolve Solutions

18. Evolving Designs with Iterative Testing
Example: How should we evolve our chat dialogue solution?
After I’ve validated that I’m solving the right problem, how well did my idea work with learners? Did they find the solution idea to be useful? Would they use it?
Iterate and test again: What if I got rid of one of my key assumptions? How can I make my solution more intuitive?
Now that I’ve solved that specific problem, how can I extend my solution to address the issues with motivation & real-world applicability of the reading I assign to my students?
Fill out collaboratively

19. Adding too much overhead to the reading experience for your learners?
May need more scaffolding for learners to identify what is important to highlight during reading
How will learners know what to do with the text they highlighted? What study skills do they need to activate?
Ideally, we’d love for you to test with learners, but because we don’t have time or access to that resource pool right now so make a plan for what you would do to test with learners

20. Q & A

21. Share & Debrief

22. Share out your ideas Challenge Evidence base Solution idea Test plan
Reflection/wrap-up
Share out from groups (your challenge, evidence base, proposed solution & test plan)
Lessons learned(?)
Summarize the design thinking efforts:
It starts with telling simple story about what your learner needs to do
That leads to a user journey -- a series of actions that provide context for the learning experience
And ultimately leads to a wireframe solution which you iterate on by testing with (experts &) learners

23. Suggested Further Readings2
David
It’s a Matter of Principles

24. Questions? Comments? Contact us: david.porcaro@pearson.com