Watch the full workshop here: https://www.youtube.com/watch?v=UMprxiz5rGM&feature=youtu.be
Learning a new skill is suppose to be hard, but it doesn't need to be complicated. The difference between the two is design. Learning design, to be more specific.
Learning design is the practice of translating a set of skills into an experience that empowers and enables other people. Long relegated to academia, HR teams, and compliance training, learning design (or, as it has more often and more narrowly been called, "instructional design") belongs alongside UX and Service Design as an experience design discipline. It can dramatically improve digital and real-world user experiences, change the way individuals and teams behave, and unlock how companies and organizations function. At its core, learning design is about how people consume, interpret, and apply new information and behaviors. What could be more fundamental than that?
During this workshop, we explore the key components and methods behind learning design. Together, we identify the DNA it shares with other more traditional design disciplines, and then put it all to practice by creating our very own learning experience. By the end, you'll have an entirely new set of tools in your design utility belt to help your users, colleagues, and stakeholders understand and operate in the world.
11. UX / Service Design Learning Design
User Stories Learning Objectives
As a , I want to
user
accomplish a task .
As a , I want to
learner
apply a skill .
21. Strategy
What’s keeping our learner
from being able to do the
thing we’re hoping to teach
them?
Types of Gaps
Learning Gaps Non-Learning Gaps
Knowledge
Skill
Experience
Tools & Access
Environmental
Skill vs. Will
22. Strategy
What’s keeping our learner
from being able to do the
thing we’re hoping to teach
them?
Types of Gaps
Learning Gaps Non-Learning Gaps
Types of coffee beans
Knowledge
Recognizing grind size
Skill
Using different
brewing equipment
Experience
No access to
brewing equipment
Tools & Access
Limits on caffeine
consumption
Environment
No interest in coffee
Skill vs. Will
24. Strategy
What’s keeping
our learner from
being able to do
the thing we’re
hoping to teach
them?
Requirements
What are the
building blocks
that will take
our learner
from Point A to
Point B?
26. Requirements
What are the building blocks that will
take our learner from Point A to Point B?
Point B (The Learning Goal)
make a perfect latte.
As a , I want to be able to
beginner
describe the role that grind size
plays in espresso extraction.
Learning Objectives
As a , I need to be able to
beginner
27. Requirements
What are the building blocks that will
take our learner from Point A to Point B?
Point B (The Learning Goal)
28. Requirements
What are the building blocks that will
take our learner from Point A to Point B?
Learning Objectives
Point B (The Learning Goal)
29. Requirements
What are the building blocks that will
take our learner from Point A to Point B?
Learning Objectives
Point B (The Learning Goal)
Make a perfect latte.
Pull a perfect
espresso shot.
Properly
froth milk.
Identify the
right beans.
Grinding
beans to the
right setting.
Achieving
proper
extraction
using an
espresso
machine.
Using a
steam wand.
Identifying
the right
milk temp &
texture.
Pouring the
milk into the
coffee.
…
…
…
…
…
…
…
…
…
…
…
…
31. Strategy
What’s keeping
our learner from
being able to do
the thing we’re
hoping to teach
them?
Requirements
What are the
building blocks
that will take
our learner
from Point A to
Point B?
Structure
How will the
learning
experience be
organized?
34. Structure
How will the learning
experience be organized?
Bloom’s Taxonomy
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
35. Structure
How will the learning
experience be organized?
Knowledge Comprehension Application
“I can list the different
types of grind size for
coffee beans.”
“I can describe the impact that
grind size has on taste, texture,
and caffeine extraction.”
“I can consistently grind
coffee beans to the right
size for espresso.
37. Structure
How will the
learning
experience be
organized?
Interaction
How will
learners interact
with the
concepts and
skills?
Strategy
What’s keeping
our learner from
being able to do
the thing we’re
hoping to teach
them?
Requirements
What are the
building blocks
that will take
our learner
from Point A to
Point B?
40. Knowledge Comprehension Application
“I can list the different types of
grind size for coffee beans.”
“I can describe the impact that grind size has on
taste, texture, and caffeine extraction.”
“I can consistently grind coffee
beans to the right size for espresso.
Interaction
How will learners interact
with the concepts and skills?
Lecture Demonstration Activity
Introduction to
Coffee Grind Sizes
Demo: Brewing Coffee
with Different Grinds
Activity: Grind
Your Coffee Beans!
42. Interaction
How will
learners interact
with the
concepts and
skills?
Sensory
What will the
learning
experience look
and feel like?
Structure
How will the
learning
experience be
organized?
Strategy
What’s keeping
our learner from
being able to do
the thing we’re
hoping to teach
them?
Requirements
What are the
building blocks
that will take
our learner
from Point A to
Point B?
44. Sensory
What will the learning
experience look and feel like?
Ensuring that the look and feel of the learning experience
aligns with the subject-matter and audience. A CPR class
should look different than an improv class.
Learners should struggle with the skills, not with the materials.
The sole purpose of learning materials is to provide clarity, and
sensory design plays a big part in that.
Every sensory decision you make should have meaning. The
colors, shapes, fonts, layouts, sounds, animations, and
graphics you use should help learners connect the dots.
The tone of a learning experience will change based on the
subject, but the quality should remain high. Beautifully
designed learning experiences help with retention.
Alignment
Clarity
Meaning
Polish
46. Interaction
How will
learners interact
with the
concepts and
skills?
Sensory
What will the
learning
experience look
and feel like?
Structure
How will the
learning
experience be
organized?
Strategy
What’s keeping
our learner from
being able to do
the thing we’re
hoping to teach
them?
Requirements
What are the
building blocks
that will take
our learner
from Point A to
Point B?
48. Seven
learning
design
principles.
Put the learner first.
Consider the whole experience.
Simple, not easy.
Struggle on the right things.
Mind Feel the gap.
Design one thing at a time.
Learning is not the answer.
49. Learning design can change the way
individuals and teams behave, and unlock
how companies and organizations function.
Individuals
Skills development
Personal growth
Knowledge expansion
Teams
Team self-governance
Improved collaboration
Communication & feedback
Organizations
Employee on-boarding
Institutional knowledge
Organizational strategy