{"id":303,"date":"2019-06-30T16:23:54","date_gmt":"2019-06-30T23:23:54","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0052\/?p=303"},"modified":"2019-06-30T16:23:54","modified_gmt":"2019-06-30T23:23:54","slug":"moving-forward-with-empathy","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0052\/moving-forward-with-empathy\/","title":{"rendered":"Moving forward with empathy"},"content":{"rendered":"

As LRNT 527 continues to move forward, we are now finishing up Activities 2 and 3, which focus on Empathy and methods on which we can gain it for our end users. This empathy will ultimately be used in creating my digital resource.\u00a0<\/span><\/p>\n

While reading Matthews, Williams, Yanchar and McDonald\u2019s (2017) article on empathy in Distance Learning, I found myself agreeing to many of the statements they were making specifically the key tensions. One of the biggest challenges when considering gaining empathy for my end uses, is the variety seen within the end users themselves as well as different stakeholders. Matthews et al. (2017) discuss how \u201clearners as well as other stakeholders can lead designers to contradictory or conflicting design requirements\u201d (p. 490). Due to the variety of my learners age (16 – 45+), life experiences, educational experiences, and home lives, their needs and wants of vary so significantly, that attempting to empathize with them all would be conflicting. <\/span><\/p>\n

For my design challenge, I am wanting to create a resource that will allow my learners to become more engaged with the content. I am also interested in giving them more choice, and giving the learner more power in how their learning will take place.\u00a0<\/span><\/p>\n

As well as the variety of end user, I am also facing the challenge of\u00a0<\/span><\/p>\n