Design Learning Experience
Design Learning Experience
1-Hour Webcam Calls by Invitation
This program’s purpose is the review and commentary period on the new Digital Learning Experience Standards. The national K12 market shifted significantly to new schedule models and continues to experience repercussions of a comprehensive tech incursion. Most are unaware of the full dynamics of the influence tech has on the learning experience, and how that must be addressed with advanced standards. The new standards will be discussed in three segments, each independently sponsorable: Administrative, Teacher and Learner level standards.
Calls will be Scheduled for Discussion around these parts of the Standards:
✔ Teacher Digital Learning Experience Standards
✔ Learner Digital Learning Experience Standards
✔ UI Design Elements & UX Issues
INTRODUCTION – Beyond Basic
Nearly all schools are engaged in digital learning with some or all students. Beyond basic digital literacy is a deeper understanding of digital learning experience. These Standards are about the responsibilities of users of professional-grade systems and digital curriculum, and about aiding in the understanding of new modes of digital teaching and learning. The standards are devised for administrators, teachers, and learners.
Central to these new Standards are concepts of User Interface (UI) and User Experience (UX). UI Design Elements and UX Issues are separately defined to make the main Standards less cumbersome.
DIGITAL LEARNING EXPERIENCE STANDARDS FOR ADMINISTRATORS
PURPOSE: These standards for school administrations impart the new professional responsibilities for selection and management of digital curriculum and systems.
Definition: Knowledge Object is defined as any discrete or whole piece of knowledge whether text, picture, video, lesson plan, full ebook, chapter or paragraph, Applet, full App, full courseware, module within courseware, course, series of courses, websites or collected works repository whether available on the Internet, as separate cloud account instances for a school, or server-based on-site instances.
1. The institution conducts routine inventory of all knowledge objects.
2. The institution has a process in place for software/knowledge object selection.
3. The institution constructs a model or graphic of their software model complete with content-agnostic repository systems, office suites, security systems, knowledge objects, analytics, and needed integrations.
4. The knowledge object is quality aligned to academic standards or goals.
5. The knowledge object meets digital file/resolution and interoperability requirements of existing major systems.
6. The knowledge object meets accessibility requirements.
7. The knowledge object takes advantage of a multiplicity of user interface design elements.1 (See UI/UX Section.)
8. The knowledge object delivers its concept in a way that causes learning.
9. The knowledge object is well considered for completeness of knowledge covered.
10. The knowledge object is well considered for its sequencing, pacing, linearity and lesson-time-used per concept.
11. The knowledge object is analyzed for its aggregated versus disaggregated (a.k.a. granular versus long-form state) for the effect on workload and utility. This refers to the difference between a simple digital text which is a granular, discrete piece of knowledge versus an animated and gamified courseware system that may teach a sequence of concepts and deliver student practice before going on to another module.)
12. The knowledge object is considered for its rigor and relevancy (inherently challenging.)
13. The knowledge object or system is considered for its contextualization (lesson or relevancy) around a discrete learning object, course, ebook, Applet, App, courseware or collected work.
14. The institution considers any one purchase or content creation against the overall digital education ecosystem.
15. The institution weighs impacts of any content’s characteristics: (See the EduJedi Dictionary.)
16. The institution weighs impact of the free resource for actual cost, and cost of any paid resources business model, licensing, the consideration of legal language, and data ownership.
17. The institution progressively works toward full individualization and/or student ability to personalize selections and personas.
18. The institution works toward increasing digital pathways of end-to-end lessons and course building workflow.
19. The institution considers interactivity and hands-on learning experiences in relation to the knowledge object.
20. The institution provides appropriate technology to allow learners to collect and build artifact and proof portfolios, collect and display badges/cred, and take ownership of their learning journey.
21. The institution concentrates on the right item or mix of digital design elements that are most likely to cause learning in that subject because students are not merely accessing digitized content but using and creating knowledge objects.
22. The institution focuses on digital content and systems that enhance aspects of student thinking, analyzing and creativity.
23. Good digital learning design considers linearity and non-linearity so that exact paths of thinking or memory are learned as well as exploratory thinking patterns through libraries of ancillary content for additional or remedial discovery-based learning to be assigned.
DIGITAL LEARNING EXPERIENCE STANDARDS FOR TEACHERS
PURPOSE: These standards for teachers impart the new professional responsibilities for and composition in systems, learning design, and student oversight.
Definition: Knowledge Object is defined as any discrete or whole piece of knowledge whether text, picture, video, lesson plan, full ebook, chapter or paragraph, Applet, full App, full courseware, module within courseware, course, series of courses, or collected works repository.
1. Maintains an organized filing structure, tagging and naming of objects, documents, and other discrete pieces of content for ready availability.
2. Curates and uses knowledge objects with quality aligned to academic standards or goals.
3. Provides small group, whole group, project-based and/or hands-on learning experiences around and amongst the courseware, including with professional development.
4. Where possible, uses appropriate technology to allow learners to collect and build artifact and proof portfolios, collect and display badges/cred, and take ownership of their learning journey.
5. On behalf of learners in their care, maintains an inquisitive viewpoint about any knowledge object’s relationship to learning.
6. Concentrates on the right item or mix of digital design elements that are most likely to cause learning in that subject because the student(s) should not be merely accessing digitized content passively but using and creating knowledge objects.
7. Ensures plans include digital content and systems that enhance aspects of student thinking, analyzing and creativity.
8. Uses appropriate level/comprehension level material.
9. Applies the concept of “chunking” or partitioning content aimed at the short form reading style of the present generation where possible.
10. Applies an awareness of partitioning content, revolving back to earlier misunderstood content in personalized direct instruction.
11. Works toward true personalized workflow for every student.
12. Applies direct instruction techniques of querying thinking, analyzing and creativity.
13. Requires students use proofs or artifacts to show learning with mediums of their preference, or selections as a teacher that are appropriate to complement the study and not only for the sake of “using technology.”
DIGITAL LEARNING EXPERIENCE STANDARDS FOR LEARNERS
PURPOSE: These standards are additional to traditional digital literacy, which refers to an individual’s ability to find, evaluate, and compose clear information through writing and other mediums on various digital platforms. Digital literacy is evaluated by an individual’s grammar, composition, typing skills and ability to produce writings, images, audio and designs using technology. Digital literacy does not replace traditional forms of literacy, instead building upon the skills that form the foundation of traditional forms of literacy. These standards focus on student responsibilities with regards to the user interface and their user experience with digital content.
1. Takes responsibility for being in the correct “level” in courseware or App, the right site or knowledge object in lessons, checksheet or coursesheet to ensure their own learning is not inhibited by being too advanced or too basic.
2. Takes responsibility for doing the adequate amount of practice in courseware or learning games to master the subject.
3. Requests additional materials, levels or subjects if not sufficiently challenged.
4. Expects ease of access and equity in digital materials assigned and alerts teacher(s) if there is any reason this may be inhibited before expected work needs to be turned in.
5. Masters methods of proof of work.
6. Keeps organized digital folders and labels and tags any files for easy recovery and sharing.
7. Selects appropriate avatars and icons in Apps and systems that will reflect their own personality and identity while not being vulgar or demeaning or insulting to anyone else.
8. Refuses to compare themselves to others based on earned credits, completed levels or position on advancement in courses or coursesheets.
9. Respectfully uses audio enhancement in areas that will not disturb other students in the course of study or a headset.
10. Maintains a clean device and any attachments.
11. Respectfully uses digital group forums for feedback and favoring.
12. In discovery learning, uses bookmarking for ease of access, accumulating reliable sources and reporting for any course of study.
13. Does not share username/passwords with any other students.
14. Requests translation or alternate language in knowledge objects as needed.
15. Understands left, right, top and bottom navigation menus and typical link display in most site designs.
16. Understands the concept of nesting in advanced systems.
17. Understands hostile characteristics including malware, link-off, and the dangers of sharing personal identity or location.
18. Challenges instruction when concepts digitally mechanized do not allow for understanding (are shown too quickly, are using unnecessary complications, are inappropriate or disconnected portrayals, are out of sequence, instructions were incomplete, the site or object has navigation or 404-error issues, sites lock up or slow down inhibiting work routinely, etc.)
19. Takes responsibility to speak up and ask for alternatives when concepts shown are negative, overly political, questionably abusive to beliefs.
20. Reserves the right to screen shot/snapshot/video clip and file any material to be restudied, question, or show as proof of attempt in any learning or assessment.
UI DESIGN ELEMENTS & UX ISSUES
1. USER INTERFACE DESIGN ELEMENTS (See Design Definitions in Dictionary and definition number 50.)
2. USER EXPERIENCE ISSUES
Digital learning experience depends on purchase discretion for systems, Apps, service and fix levels
from vendors, and vigilance by all users. These standards provide helpful methods of digital learning
a. App or system menus list all options with fixed headers as appropriate, with additional navigation not buried in non-sequitur sub-pages.
b. Site, App or system provides responsive design for mobile access or mobile versions, and non-fixed sizing.
c. Site, App or system provides proper workflow routing and notifications to users.
d. Site, Apps or system has redirects for “404 Page Not Found” errors.
e. Sites, Apps or systems with float-in or down-drop instructions are easy to figure out how to navigate around to get to work.
f. Sites, Apps or systems provide auto-up buttons from scrolldown like quality shopping sites.
g. Apps provide non-fixed sizing.
h. Apps and systems are inspected for unclear call-to-action buttons, duplicates, or unnecessary bifurcations that could confuse users and cut into learning time.
i. Site, App or system content and pages provide proper contrasting elements for ease and speed of identification and acknowledge color-blindness.
j. Site, App or system overuses dropdown or pop-up boxes for secondary navigation when main page could use multiple across-page sub-menu navigation to make it easier for users (poor access design).
k. Site, App or system has inconsistent page design (little similarity page-by-page, which slows down user speed).
l. Form structure is not concise and clear for easy fill-out. For 13-and-under, forms ask the minimum needed information and require proper approvals (parental or institution).
m. Site, App or system does not use dynamic effect excessively (to many pop-ups, screen-slides, dropdowns) that distract and prevent learning.
n. Form editing requires new pages rather than in-line editing.
o. Sites, Apps and systems use consistent design, terminology, and navigation for actions/commands/controls/data input.
p. Apps, sites and systems should not have unlabeled icons (like the hamburger menu bars, which can throw off some users who do not know what it is).