{"id":953,"date":"2019-08-17T10:11:01","date_gmt":"2019-08-17T17:11:01","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/?p=953"},"modified":"2019-08-17T21:33:32","modified_gmt":"2019-08-18T04:33:32","slug":"u3-a2-the-reflect-phase","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/u3-a2-the-reflect-phase\/","title":{"rendered":"U3 A2: The Reflect Phase"},"content":{"rendered":"

Surprising thing learned by participating in the course<\/h4>\n

Creating a digital learning resource (DLR) is a task larger and longer than the course was; nevertheless, a meaningful tool is the result. The most surprising was in the course process how challenging it is to create an unbiased evaluation criteria list after seeing the assignments to be evaluated. It is also challenging to provide meaningful and useful feedback after only seeing a glimpse of a DLR, which is sometimes a supporting tool for a face-to-face course while not being a subject-matter expert. Another surprising element what I synthesized from the process, the created evaluation criteria, and the received feedback that applying the design principles and user-centred design to DLR design means going against a few of the described DLR design principles listed in the literature (such as reusability).<\/p>\n

Received\/unexpected suggestions and improvements, further investigation<\/h4>\n

I received some constructive and actionable feedback and suggestions from both the instructor and my peers. Those, in combination with the students\u2019 and faculty feedback and my observations, will help to ideate and improve the DLR. Jordanne asked a few \u201chow\u201d questions and my peer feedback was specific. Feedback on my design plan included the need for additional detail on how the SECTIONs model (Bates, 2015) elements are addressed in the DLR. Lack of space stopped me from adding more information, but one of the previous posts addressed this topic.<\/a><\/p>\n

Not anticipated suggestion\/feedback was to provide the students with additional instructions on how to navigate the Slack site\/environment (Christie, 2019; Heck & Sharpe, 2019)<\/em>. While in general, it would be a necessary element, but I did not see the need of that as it was described that the students were already using Slack in another course before they start the module. Thus they are not in need of instructions as well as the channels\u2019 purpose in the DLR itself described the goal of each channel.<\/p>\n

The peer feedback correctly synthesized from the Plan for Use<\/em> section that the DLR is to be mainly used as a communication tool between facilitator and student between the face-to-face days (Heck & Sharpe, 2019),<\/em> and the materials of the days are shared in a safe\/secure storage.<\/p>\n

I received a constructive note that \u201cAdding links to ‘acceptable’ portfolios to provide some visual examples for learners to highlight the expected standard may increase the students learning” (Heck & Sharpe, 2019). <\/em>I will include general portfolio examples for the learners in the DLR, although each student portfolios will have different goals, as the learners have different plans for their future. The provided examples are personalized for each student and are\/were provided in the student\/instructor private channels.<\/p>\n

Next steps to take<\/h4>\n

The DLR is to be used within the program to communicate with the learners in between the face-to-face days; provide a platform to submit student plans and ideas for formative feedback; keep the learners on track; share resources; provide a platform where the learners can interact. I will review and test the DLR with the upcoming cohort from the beginning of September and see the first results at the end of October. The students\u2019 feedback, the quality of their contribution, the industry feedback about the created portfolio websites, and my observations will provide to adjust the DLR where needed.<\/p>\n

Utilization of the design thinking process in the future<\/h4>\n

I have been utilizing the human-centred design process and the design thinking process in my life for some time. I feel strongly that interacting with end-users and empathetically prior to designing anything is a process what is essential for everything that we create. In my current field, it is called (desired) user experience design. Create \u201csomething\u201d what fulfills the set goals and provides meaningful, relevant and optimal experiences to the users (Kouprie and Visser, 2009). In the process, we need to learn about the users, their needs and enhance their satisfaction with the product by improving the usability, accessibility, and desirability in the interaction with it. I will continue to embrace the design thinking process when creating DLRs (Stanford University Institute of Design, 2016).\u00a0I can also see benefits from using this approach with a team when planning to execute change, especially the empathy and ideate phases.<\/p>\n

 <\/p>\n

The illustration is created by the author.<\/em><\/p>\n

References<\/p>\n

Bates, T. (2015). Teaching in a digital age<\/em>. Retrieved from https:\/\/opentextbc.ca\/teachinginadigitalage\/<\/p>\n

Christie, J. (2019, August 11). Assignment 2 – Design and Creation of Digital Learning Resource Feedback<\/em>. Unpublished manuscript. Royal Roads University.<\/p>\n

Heck, T., & Sharpe, M. (2019, August 14). Critique of Team 2 Digital Learning Resource<\/em>. Unpublished manuscript. Royal Roads University.<\/p>\n

Kouprie, M., & Visser, F. S. (2009). A framework for empathy in design: stepping into and out of the user\u2019s life. Journal of Engineering Design, 20<\/em>(5), 437\u2013448.<\/p>\n

Stanford University Institute of Design. (2016). bootcamp bootleg. Retrieved from\u00a0http:\/\/dschool-old.stanford.edu\/wp-content\/uploads\/2013\/10\/METHODCARDS-v3-slim.pdf<\/p>\n","protected":false},"excerpt":{"rendered":"

Surprising thing learned by participating in the course Creating a digital learning resource (DLR) is a task larger and longer than the course was; nevertheless, a meaningful tool is the result. The most surprising was in the course process how challenging it is to create an unbiased evaluation criteria list after seeing the assignments to […]<\/p>\n","protected":false},"author":99,"featured_media":955,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[10],"tags":[],"class_list":["post-953","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-lrnt527"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/posts\/953","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/users\/99"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/comments?post=953"}],"version-history":[{"count":10,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/posts\/953\/revisions"}],"predecessor-version":[{"id":964,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/posts\/953\/revisions\/964"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/media\/955"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/media?parent=953"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/categories?post=953"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/tags?post=953"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}