The Design Challenge
Immersed in a human-centered approach, through design thinking simulation and empathetic dialogue, we reached a ‘prototype’ for a common problem encountered within each of our respective online orientation sessions. Dorothy’s online orientation takes place within the first 30 days for new employees and Anita’s as an online orientation session with new post secondary students. What we found as common concern was learner passiveness and lack of engagement, directly with the content.
Using the design thinking process, we were able to scaffold root causes and ideate possible solutions. Through interviewing we discovered learners were eager to learn and begin their new experience, however an underpinning of unsettled nervousness, conforming, and fixed mindset lurked. Through our process, we agreed on common observations of passiveness, cognition overload, and lack of experiential engagement with the content. Identifying with an immediate sensation of “content abundance and excessive front-load telling,” we decided to transform that learner experience into one of active participation, engagement, and relationship building through “storytelling and connections” (Fahrenbruch & Sidhu, personal communication, Nov. 23, 2018).
The Design Solution
During our prototyping a shared vision emerged to ‘Set the Stage’, where learners emotionally and experientially connect with each other and content, ultimately creating a community of practice in succeeding together through commonalities, safety, stronger relationships, and trust (personal communication, Nov. 23, 2018). Building these meaningful connections became evident for a successful orientation session for new employees or new students.
Our intentions were to create a design that “incorporates the use of authentic learning scenarios, peer-based collaborative and cooperative learning and reflective practice” (Karunanayaka, Naidu, Rajendra & Ratnayake, 2015, para. 2). We wanted participants to be able to leave the orientation session with a greater sense of purpose, beyond just the what and how I need to do my job or pass the course. (personal communication, Nov. 23, 2018).
We used findings by Boyle, Kwon, Ross & Simpson (2010) who states, “a learning model that values collaboration and social learning … [finds] ways to facilitate learner-to-learner support as a way of engaging and retaining students” (as cited in Zawacki-Richter & Anderson, 2014 p. 291).
In our design solution new employees, students and facilitators will come together as learners through authentic learning experiences through ‘Setting the Stage’.
Pratt’s Learning Perspective – Nurturing
This approach is reflective of Pratt’s perspectives of teaching, specifically “nurturing: facilitating a self-efficacy” (Pratt, 1998 as cited in Bates, 2015, p. 84). Pratt discusses the importance of providing nurturing learning environments where learner’s self-esteem and self-efficacy become the focus, instead of the intellectual processing of content (Pratt, 1998 as cited in Bates, 2015). In this approach the facilitator holds the belief that the learner strives to have autonomy over their own learning, carefully listening to learners to determine learner needs and create an environment for learning based on those needs (Bates, 2015). We determined orientation sessions in both of our organizations focused more on the front loading of content and dismissed the social and emotional needs of the participants entirely. We hope this change will enable a shift from content to context.
Imagine yourself as a new employee or new student participating in a learning experience for orientation that ‘Sets the Stage’ through storytelling and connections. How would that make you feel?
We will reply to all responses received no later than 9pm Tuesday, December 04 PST.
Co-authored by A. Fahrenbruch & D. Sidhu
References
Bates, A. W. (2015). Teaching in a digital age. BC Campus. Retrieved from https://opentextbc.ca/teachinginadigitalage/
Karunanayaka, S., Naidu, S., Rajendra, J., & Ratnayake, H. (2015). From OER to OEP: Shifting Practitioner Perspectives and Practices with Innovative Learning Experience Design. Open Praxis, 7(4), 339-350. doi:http://dx.doi.org/10.5944/openpraxis.7.4.252
Zawacki-Richter, O. & T. Anderson (2014), Online distance education: Towards a research agenda. AU Press. Retrieved from http://www.aupress.ca/index.php/books/120233