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Tag: instructional design (page 1 of 3)

What is Learning Experience Design and why is it the next frontier in learning and development?

By Brian Salerno

If you’ve been paying attention to the world of instructional design, learning and development, and educational technology, there’s no doubt that you’ve heard a lot of new terminology over the last five or so years. Learning architecture, learning engineering, and learning experience design are just a few of the newest word combinations being used to describe the field of practice that was once primarily encapsulated by the term instructional design.

These are not just buzzwords, but a sign that the field is rapidly changing in ways that are transforming the way learners experience education and training, and the impact that learning has on their careers, personal lives, and pursuit of lifelong learning.

So, what does it all mean?

If you consider how education and professional training have evolved over the last decade and a half, it’s clear that learning has undergone (and continues to undergo) a massive digital transformation. Technology and mobile connectivity have given life to a whole new way of learning – on demand, on-the-go, and wrapped around and between all the other aspects of our busy lives – this digital transformation has also transformed the way educators approach the design of trainings, courses, and academic programs.

With the rise of online learning and other digitally-enabled approaches, providers of education and training are increasingly coming to the realization that effective and impactful learning isn’t simply a transactional experience that starts and ends with a final grade or with a student’s successful completion of a certification test, but instead is a holistic and integrated approach that considers the entire learning experience.

This is where the field of Learning Experience Design comes into the picture. Learning Experience Design (also known as LX or LxD) is an interdisciplinary approach to the design of learning and training that is grounded in human-centered approaches adapted from user-experience design (UX), user-interface design (UI), design thinking, cognitive psychology, learning science, and instructional systems design with the goal of creating learning experiences that converge curriculum and technology in a manner that creates powerful, contextualized, and transformative education and training experiences.

Learning Experience Designers don’t simply design educational resources and assessments, but instead they use learner research techniques to understand the ‘persona’ of the intended learner audience and map a learning journey that will ensure learners meet their goals, they curate and create learning content that is flexible and adaptive, they evaluate and adopt learning technologies that help the learners apply their learning in a real-world content, they develop highly applied and experiential activities that help learners meet outcomes and demonstrate competencies, and they leverage learning analytics and data to continuously improve the learning experience.

Learning Experience Designers will often leverage design thinking and rapid prototyping techniques to guide the creative process of developing impactful, memorable, and transformative learning experiences. Learner-centered approaches to designing education and training frequently require subject matter experts to break out from traditional approaches to educating and assessing student learning, and Learning Experience Designers use these techniques to help to understand and empathize with the learners, define the learning goals or competencies, guide the ideation process to come up with the most learner-centered approaches, protype and test those ideas, and implement learning solutions that engage learners in new and powerful ways.

For many years, companies have understood that experience design is a valuable and even necessary approach to making their products and services accessible, desirable, and enjoyable to use for their customers. In the field of education and training, we don’t often like to think of our learners as customers, but we know that our learners’ ability to access and use learning technologies, their desire to learn and engage with educational content, and the level to which they enjoy learning has a significant impact on their levels of engagement and even the level to which the learning content ‘sticks’ and can be applied later on…

This is why Learning Experience Design has emerged as the next frontier in learning and development, because positive and relevant learning experiences that keep the learner and their needs at the center help to ensure that our learners become engaged experts, lifelong learners, and powerful contributors to their fields.

Brian Salerno is the chair of the MS in Learning Experience Design program at Brandeis GPS.

GPS to present at NERCOMP 2019 Conference

Several Brandeis GPS staff members will be representing the division this week at the NERCOMP 2019 Conference hosted by Educause in Providence, Rhode Island. GPS’s involvement will include a March 20 breakout session on Developing and Launching a Course Refresh Initiative, featuring Brian Salerno, Director of Online Learning and Instructional Design, Carol Damm, Director of Programs and Assessment, and Lance Eaton, Instructional Designer and Faculty Development Specialist. The team will be presenting on the GPS internally-created rubric for assessing the effective design of online courses and our process for refreshing courses. Lance is also presenting on the Accessibility, Availability, and Affordability of Open Educational Resources with a panel that includes Instructional Design and Technology Program professional advisory board member Kevin Corcoran.

About the conference

The NERCOMP Annual Conference is the place where our community of faculty, researchers, learners, and institutions come together to engage, network, and learn from each other’s experiences in advancing innovation and leadership in higher education. The NorthEast Regional Computing Program (NERCOMP) partners with EDUCAUSE to bring together leaders in the higher education IT community from across the region.

The NERCOMP Annual Conference plays a pivotal role in bringing together a community of higher education library and IT professionals to build expertise and share information on the latest issues in the field. This conference is the place to connect with peers, share successes (and struggles), and enhance our collective learning.

Instructional Design and Technology

Brandeis GPS offers fully online, top-tier master’s degrees for professionals in today’s most in-demand fields. The Master of Science in Instructional Design and Technology program aims to help students learn to adapt instructional content to dynamic online and mobile platforms. While benefiting from the flexibility of a part-time fully online program, students master how to innovate digital learning with the latest instructional design practices and technologies. Samples of our Instructional Design courses include: Principles of Online Instructional Design, Managing Instructional Design Projects, and Digital Ethics & The Legal Landscape of Instructional Design.

At Brandeis GPS, you can take up to two online courses without officially enrolling. This is a great opportunity to get to know our programs and approach to online learning. Learn more about our MS in Instructional Design and Technology, and preview our courses here. You can also contact our enrollment team at gps@brandeis.edu or 781-736-8787.

The importance of UDL

By Lance Eaton

Lance Eaton HeadshotAccessibility has been an important issue within education for decades and increasingly, one that is causing many institutions to revisit some of their daily practices and educational tools.  As more institutions leverage digital technology in their learning environments, some are coming up short in making sure all students can equally access such learning experiences. Since making learning experiences accessible to all students is legally required, institutions are more actively pursuing the practice known as Universal Design for Learning (UDL).

UDL is a conscientious effort to create learning experiences (everything from individual readings and assignments to entire courses and programs) accessible to a larger range of people, regardless of challenges they might face with regards to their physical, social, mental, and emotional abilities.  Implicit with UDL is the idea that there are many artificial barriers we often create that make it improbable or impossible for students to successfully learn and complete a course.

Universally Designed Picnic Bench

A universally designed picnic bench

To help people think about the challenges and opportunities of leveraging UDL to make courses more accessible, we have recorded this webinar along with a website with resources to help others more effectively develop learning experiences from which all people can benefit.  

View webinar  |  Learn more about Accessibility and UDL

Lance Eaton is an instructional designer and faculty development specialist at Brandeis University Graduate Professional Studies. His previous work includes working at North Community College and Regis College as instructional designer. He is currently working on his PhD in Higher Education from University of Massachusetts, Boston.

Faces of GPS is an occasional series that profiles Brandeis University Graduate Professional Studies students, faculty and staff. Find more Faces of GPS stories here.

Image Source: Virginia State Parks

What’s next for EdTech

Education technology is constantly evolving alongside the development of new tools, processes and resources. Each year, an expert panel of community members publishes the NMC Horizon Report, which lays out the latest trends and developments in EdTech and identifies new impacts on learning, teaching, and creative inquiry.

This year’s key findings include:

  • In the short-term, a growing focus on measuring learning and new learning spaces;
  • In the mid-term, an increase in open educational resources and the rise of different forms of interdisciplinary studies; and
  • In the long-term, advancing cultures of innovation and cross-institution and cross-sector collaboration

The report predicts that analytics technologies and makerspaces will likely influence EdTech in 2019. Within the next five years and beyond, educators can expect to see the adoption of more adaptive learning technologies and artificial intelligence, mixed reality and robotics.

Be at the forefront of EdTech

Brandeis University is proud to offer master’s degrees for practitioners seeking to make an impact on the future of education technology:

MS in Instructional Design and Technology

MS in Strategic Analytics

MS in Robotic Software Engineering

Brandeis GPS programs are part-time, and 100% online. To learn more about our master’s degrees, request more information or contact the GPS office: 781-736-8787, gps@brandeis.edu.

The influence of laws and ethics on digital learning

Woman and man looking at computerDigital learning is becoming increasingly common in classrooms of all ages. As K-12 and higher ed classrooms explore innovative online learning technologies and techniques, the modern workplace can also adapt instructional content to online and mobile platforms for learning and development. According to eLogic Learning, in 2015 the Learning Management System market was worth somewhere around $165 billion. At a 5% increase every year, that puts it on track to hit almost $240 billion by 2023.

Instructional designers work to use design thinking, evidence-based science, and pedagogical principles to develop adaptive and accessible digital learning experiences. Nowadays, that includes navigating the evolving legal landscape and ethical code that goes along with it.

Brandeis GPS will be offering Digital Ethics & The Legal Landscape of Instructional Design during our 10-week long Fall 2 session, starting in October. The fully online course will explore the legal issues arising from intellectual property, copyright law (including the fair use exception), the TEACH Act, and the Digital Millennium Copyright Act. It will also look at federal laws related to learners with disabilities and help students to develop strategies to ensure accessibility for these online learners.

During the course, students will also examine how to best protect online learner privacy rights of education records in compliance with the Family Education Rights and Privacy Act (FERPA). Students will apply these laws to realistic scenarios that may arise in the design setting and develop best practices to minimize risk of liability.

After examining the laws in place, students will explore the ethical challenges that arise in practice, including the creation of instructional materials that support a diverse learner audience, implications of the “digital divide,” and conflicts of interest stemming from opportunities for personal gain outside of the employment relationship. They will compare and contrast legal standards with ethical values with respect to the development and implementation of online instructional materials and use their knowledge to design their own ethical code relevant to their professional goals.

At Brandeis GPS, you can take up to two courses before enrolling in one of our 12 online Master’s degree programs. If you’re interested in exploring the MS in Instructional Design and Technology or would like to learn more about digital ethics as part of your own professional development, contact the  GPS office for more information or to request a syllabus: 781-736-8787, gps@brandeis.edu, or submit your information.

Online learning tools that foster interactive coursework

Woman typing on computerThere is a common misconception that online learning cannot be as interactive as in-classroom learning. With today’s instructional design technology however, this is simply no longer the case.

The Distance Education Enrollment Report 2017, produced by Digital Learning Compass, in partnership with OLC, Pearson and Tyton Partners, indicates that online participation in graduate-level coursework is on the rise. The report found that the number of total students taking at least one online course increased by 11 percent between 2012 and 2015.

To meet this demand, graduate programs are responding by developing tools and technologies to keep their online classrooms interactive.

All Brandeis GPS programs are fully online and asynchronous, allowing a lot of flexibility for students throughout each week. Instructors use a number of digital tools to enhance their students online learning experience. These are some of the new tools that Brandeis GPS is using this year:

Mahara ePortfolio

Mahara ePortfolioThis fall, Brandeis GPS is adopting Mahara as it’s new ePortfolio tool. ePortfolios allow students to compile and preserve their submitted assignments from course-to-course and create a web-based collection of their work products and program accomplishments. The inclusion of ePortfolio assignments within GPS courses will allow students to learn more deeply through self-reflection and to illustrate the skills they acquire through their participation in the program to current and prospective employers.

Select courses within the Strategic Analytics, Information Security Leadership, Health & Medical Informatics, and Software Engineering programs will feature ePortfolio assignments this fall. Then throughout the year, Mahara will be rolled-out more broadly to all GPS programs.

VoiceThread

Voicethread Online ToolVoiceThread allows instructors and students to engage in voice and video based asynchronous discussions. Users can post discussion responses that include webcam video, images, audio, and text uploaded from their browser or mobile devices and can reply to classmates’ or instructors’ posts with voice, video, image-based, and/or text responses. VoiceThread creates an opportunity for students to engage in rich audio-visual discussions and group activities, and allows instructors to provide voice and video based feedback on students posts and assignments in an asynchronous setting.

VoiceThread has officially been adopted as a university-supported teaching tool following a successful Teaching Innovation Grant supported pilot spearheaded by GPS Instructors Kim Round, Carrie Miller, and Carol Damm and Brandeis Arts & Sciences professor Kathrin Seidl last year.

For more information on GPS courses or graduate programs, contact gps@brandeis.edu or 781-736-8787 or check out our website.

From student to commencement speaker to alumna

In 2015, Brandeis GPS profiled Kara Wasnewsky (Noonan), a now alumna of our Instructional Design and Technology master’s program. We spoke with Kara again in 2017 as she was getting ready to give her commencement speech last May. Now, almost a year later, we sat down with Kara and talked about her accomplishments and current job as an Instructional Designer at Regis College in Weston, MA.

In her role, she works one-on-one with faculty to design online and hybrid courses as well as offer guidance on integrating technology into the classroom. She also facilitates professional development workshops around instructional design and technology.

Read on for Kara’s thoughts on her journey to instructional design in her own words.


On her journey to instructional design:

Instructional design didn’t hit my radar until I started working for Pearson, an educational publisher. My role at the time was to project manage the development of media for their large courseware products, but what I really wanted to do was design them. Design strategy came from the instructional designers, so I set my sights on becoming an instructional designer. 

As I finished my coursework in instructional design, I started considering opportunities outside of my current company and decided that I would like most to work directly with higher education faculty to design courses.

On what she finds particularly rewarding about working as an instructional designer in higher ed:

I have worked with a couple of faculty who were nervous about teaching online when they first came to work with me. Many of them did not believe that online courses could be as effective as the face-to-face courses they have been teaching. It is so rewarding to see these faculty start to get excited about their online courses and what they can do in the learning management system.

On the impact her Brandeis GPS degree made on her career:

What I learned in Brandeis’ Instructional Design and Technology program was immediately transferable to my role as an Instructional Designer. In the program, I learned the process of designing effective instruction, which is the same process I have the faculty implement for their courses. 

Most importantly, I learned what the role of an instructional designer is and can be, which has been integral to my success. On my first day, it was expected that I knew the role and what I needed to do, and it is up to me to provide the strategy for moving instructional design at Regis forward.

On advice to those considering a career in instructional design: 

To be successful in a role like mine you do need to be knowledgeable about instructional design and the common technologies used for instruction in a higher education setting. My advice for anyone considering instructional design is for them to pursue it. It is a challenging profession, but it is a lot of fun. There are a lot of exciting things happening in this field, especially in higher education.


It’s been great to talk with Kara over the years and see her evolve from student to commencement speaker to an accomplished instructional designer.

To learn more about the part-time, online MS in Instructional Design and Technology, contact our enrollment team at gps@brandeis.edu or 781-736-8787.

Brandeis University’s Graduate Professional Studies division (GPS) offers fully online, part-time master’s degrees and professional development courses in today’s most in-demand fields. With four 10-week sessions each year, students can complete their degree in as little as 18 months. Courses are led by industry experts who deliver professional insights and individualized support. Brandeis GPS is dedicated to extending the rigorous academic standards that make Brandeis University one of the top institutions in the country to a diverse population seeking to advance their careers through continuing studies. Brandeis is a medium-sized private research university with a global reach, dedicated to first-rate undergraduate education and the making of groundbreaking discoveries. The university’s 5,700 undergraduate and graduate students are motivated, compassionate, curious, and open to exploring new and challenging experiences. 

SPOTLIGHT ON JOBS: BOSTON PRIVATE BANK & TRUST COMPANY

 

Spotlight on Jobs - Brandeis GPS Online Education - Brandeis GPS Blog

Members of the Brandeis GPS Community may submit job postings from within their industries to advertise exclusively to our community. This is a great way to further connect and seek out opportunities as they come up. If you are interested in posting an opportunity, please complete the following form found here.

Where: Boston Private Bank & Trust Company in Boston, MA

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“What’s an instructional designer?”

By Lance Eaton

Lance Eaton - Brandeis GPS Online Education - Brandeis GPS BlogThat’s always the first question I get when I tell people that I am an instructional designer (an ID for those of us “in the know”).

It all started when I was 6 years old, and my dad asked me what I wanted to be when I grew up. I peered up into his face and said with an earnest seriousness that no child should muster, “I want to be an instructional designer.”

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Upcoming UX webinar: a story-first approach to human-centered design

Thursday, Oct. 27, 2016
2-3 p.m. EDT
Hosted by Lou Susi, Program Chair of the MS in User-Centered Design

louis-susi - Brandeis GPS Online Education - Brandeis GPS BlogWhen we design for experience, subtle and peculiar shifts come into play that demand a uniquely compassionate way of thinking about and guiding our practice. This webinar will explore:

  • The benefits of putting story concepts at the center of a human-centered design approach to improve the design process
  • The quality of a total human experience we’re ultimately all creating through our work.
  •  High-level perspectives, philosophies and mindsets pertaining to both design thinking and decision-making

Learn more and register!

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