LRNT527: The Define Phase – A Personal Blog Entry

I must admit this has been an eye-opening experience. Traditionally when designing learning resources, I do not have the luxury of time. Therefore I must use my experience and knowledge to create and develop curriculum and material for education purposes. This first-time process using empathy is the backbone of the exercise has allowed me to see things differently. The majority of the research is secondary and is based on my observations, experience, options, and articles.

The subject of procrastination is very generic as it is a “prominent and very common phenomenon in society” (Cavusoglu & Karatas, 2015) and within academic circles. After reviewing demographically-based data and observations about the learner from over the years, I’ve come to find that I must be broad in framing the challenge. There were many unique ideas that were brought forth by the learner. The best method I found that would help guide in the design and development of this digital learning resource (DLR) would be in the form of a question or questions. After reviewing the IDEO (2015) “How Might We” format, this would be the best method for reviewing the core of this digital learning resource. I was particularly intrigued by this format as “it suggests that a solution is possible and because they offer you the chance to answer them in a variety of ways” (IDEO, 2015, para. 2). This method also allowed me to break down the complex Collection of data into subcategories which could be addressed while developing the DLR. The challenge became a revised set of micro challenges as follows:

1) How might we reframe the concept of procrastination in a more positive light?

2) How might we educate the learner on procrastination and alternate coping strategies?    

3) How might we promote positive task-orientated coping methods?

4) How might we simplify this digital learning resource to avoid additional overload?


Cavusoglu, C., & Karatas, H. (2015). Academic procrastination of undergraduates: Self-determination theory and academic motivation. Anthropologist, 20(3), 735–743.

IDEO. (2015). Design Kit – Methods. Retrieved from

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