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
Hi Anita and Dorothy
Educational experiences can be overwhelming to students. When first attending a course, whether it be online, face to face, or a hybrid, there is a sense of unease as students try to figure out expectations and where they fit into the larger picture of the experience. By “setting the stage” some of these concerns could immediately be addressed. The idea of “nurturing” your prospective students is one that resonates. Too often Students are thought of as receptacles of knowledge; we forget that they come with their own stories, struggles, and successes. A shift into “who” the students are as opposed to what they need to know may be in order. Pratt (as cited in Bates, 2014), states, “Learners’ efficacy and self-esteem issues become the ultimate criteria against which learning success is measured, rather than performance-related mastery of a content body”.
In your prototype, how would this practically look? Would there be a difference in activities between online courses, face to face courses, or hybrid courses?
Your process has given us a lot to consider and think about in our practices. It is often too easy to get caught up in the curriculum and forget the emotional needs of our participants. Thank you for the reminder.
Brandon and Chad.
References
Bates, T. (2014, August 9). The nurturing and social reform models of teaching and their relevance to connectivist online learning. Retrieved from https://www.tonybates.ca/2014/08/09/the-nurturing-and-social-reform-models-of-teaching-and-their-relevance-to-connectivist-online-learning/
As a student or a new employee, I would be pleasantly surprised and look forward to participating in an orientation with the shift you are proposing in your prototype. Then, in those roles, my immediate concerns would be two-fold. Where do you have the resources with all the front-loading content? What will you be doing with the stories, Word Clouds, and other artifacts created while setting the stage?
Adding to Brandon’s and Chad’s response, before your question, you state:
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.
You have designed a prototype that makes that shift from content to context. In that shift, I wonder how you plan to represent your organization and institution within that context.
Bates (2014) states the focus of the nurturing and social reform models is
on the individual rather than on the teacher, the institution, or state. They are both in a sense attempts at liberating learners from the restrictions of formal and institutional types of education (para. 2).
In other words, I wonder as you nurture the voices and experiences of the participants involved in the orientation and beyond with the five steps in your attachment, Pratt’s Learning Perspective – Nurturing, how will you nurture and represent the respective stories and voices of your organization or institution?
Bates, T. (2014, August 9). The nurturing and social reform models of teaching and their relevance to connectivist online learning [Blog post]. Retrieved from https://www.tonybates.ca/2014/08/09/the-nurturing-and-social-reform-models-of-teaching-and-their-relevance-to-connectivist-online-learning/
Thank you, Deborah, for your thoughtful feedback.
Making the shift from content to context through storytelling suggests the presentation of information is disseminated using different techniques. Within both our Orientation sessions, Anita and I found the content presented is primarily through using PowerPoint, handouts, workbooks, or just simply through conversations. Our aim is to deepen and enrich the knowledge through impactful ways, such as storytelling.
Through powerful storytelling, which has its own key elements of relatability, novelty, tension, and fluency (Lazauskas, 2018) in order to be impactful, storytelling not only creates an engaging and enjoyable way to connect to learners, but becomes easier to relate, recall, and connect at an emotional level with the learner.
For example, I would consider telling a story around our organizational vision, which is, transforming the way Canadians experience benefits, through sharing a personal story connected to this vision. It would bring to context, the meaning of those words through a story of a how I’ve personally been impacted and ultimately, the how and what we do to support Canadians to have the financial means and protection in those unforeseen medical situations. Through those stories our new employees would interpret and become empathetic in their understanding, between catastrophic to adequately protected, with cost effective and appropriate benefit coverage’s.
“In short, we are now beginning to understand that narrative elements, as well as stories themselves, are crucial element to the way that we think about and interpret our experience.” (Schank, 1995; Turner, 1997, as cited by Noel & Dotlich, 2008, p.252).
Noel, J. L., & Dotlich, D. (Eds.). (2008). 2008 pfeiffer annual leadership development. Retrieved from https://ebookcentral-proquest-com.ezproxy.royalroads.ca
Lazauskas, J. (2018, January 5). 4 Elements of Great Storytelling, Backed by Neuroscience [Blog post]. Retrieved from https://contently.com/2018/01/05/4-elements-great-storytelling/
Hi Chad and Brandon,
Thank you for your thoughtful feedback to our design solution. You bring up valid questions when asking if we would approach our online sessions differently from our face to face sessions, and if participants in either group would engage in different activities due to the change in learning environments.
To answer your questions I would like to introduce the concept of the ‘flipped classroom’. A flipped classroom provides students with the opportunity to get familiar with content before entering a classroom or synchronous online session. It has been stated that flipped classrooms increase motivation and overall engagement in students, as content preview allows participants to reflect on newly acquired knowledge and allows for deeper learning during activities requiring the application of already learned content (Eaton, 2017).
In our design prototype we intend to send the same entry/exit emails, content materials, and instructions for the partner connection activity to both groups of participants. After a set time given to preview content, respond to emails, and connect with a partner for storytelling and sharing, participants will engage in the mandatory face to face or synchronous online sessions. (Eaton, 2017). Using the flipped classroom model, we will be able to treat both participant groups in much the same way, using the same activities adjusted to fit an online or face to face learning environment.
Eaton, M. (2017). The flipped classroom. The Clinical Teacher, 14(4), 301-302. doi:10.1111/tct.12685
Very interesting take on the orientation of new hires and students. I can really see the influence of empathic design thinking putting; yourself in your learner’s shoes and imagining the experience from their perspective. Would it be the two of you who are creating the course and facilitating the orientation as well? If not would it be up to you to coach the facilitators how to employ your prototype?
I really wanted to know more about the learner’s hesitation. In the blog post you mentioned learner’s feelings of “unsettled nervousness” (Fahrenbruch, Sidhu, 2018, Para 2) brought up by “passiveness, cognition overload, and lack of experiential engagement with the content” (Fahrenbruch, Sidhu, 2018, Para 1). These factors are mostly external, I was wondering what do you think are the internal threats to learners that cause a lack of interaction or motivation for interaction (Ryan, Deci, 2000)?
I am also very interested in the strategies you would employ in “setting the stage” (Fahrenbruch, Sidhu, 2018, Para 3) to ensure the experience of onboarding is from the perspective of the learner. Would you test and evaluate from perspective of those who have going through previous orientation experiences?
References
Fahrenbruch, A., & Sidhu, D. (2018, November 28). Learner Experiences through Design Thinking [Web log post]. Retrieved December 4, 2018, from https://malat-webspace.royalroads.ca/rru0060/learner-experiences-through-design-thinking/
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67.
Hello Alastair,
You pose a great question: What do you think are the internal threats to learners that cause a lack of interaction or motivation for interaction?
“When e-learners experience positive emotions across synchronous learning activities, such as chats with teachers and among students, the engagement dimensions of affective relevance and participation significantly increase.” (D’Errico, Paciello & Cerniglia, 2016, p.9).
Addressing the emotional state of participants is critical in our design. We will use theories of adult learners, which describe that, uncertainty in adult learners can be created through a lack of learner assessment and context when transmitting content (Palis & Quiros, 2014). We assess our learners prior to our orientation sessions, allowing us to transmit content in relation to learners location and needs.
Using collaborative learning methods, within ‘setting the stage’, we encourage and facilitate opportunities to reinforce knowledge share, teamwork, and building stronger relationships and trust. Anita and I do recognize many elements play in to internal threats and equally many factors are important when trying to understand internal and external motivations, such as “outcome expectancies (Feather, 1982; Vroom, 1964), attributions (Miller, Brickman, & Bolen, 1975), goal directedness (Covington, 2000), locus of control (Rotter, 1954, 1966), self-efficacy (Bandura, 1977), volition (Kuhl & Fuhrmann, 1998), self-regulation (Zimmerman, 2002), and self-control (Rosenbaum, 1989) as cited by Severino, S. et al. (2011, p. 707).” Within many of the above factors, by identifying sources of motivation, alongside removing threats that learners may be facing, we enable achieving learning outcomes.
Dorothy & Anita
References
D’Errico, F., Paciello, M., & Cerniglia, L. (2016). When emotions enhance students’ engagement in e-learning processes. Journal of E-Learning and Knowledge Society, 12(4), 9-23.
Palis, A., G. & Quiros, P. A. (2014). Adult Learning Principles and Presentation Pearls. Middle East African Journal of Ophthalmology. 21(2): 114–122.
Severino, S., Aiello, F., Cascio, M., Ficarra, L., & Messina, R. (2011). Distance education: the role of self-efficacy and locus of control in lifelong learning, Procedia – Social and Behavioral Sciences. 28: 705-717.
Hello Alastair,
You pose some unique questions: Would we facilitate this session and if not, would we train facilitators; Will we evaluate our design prototype.
At the onset of our orientation session Dorothy and I will use the following questions “What do [we] hope to pilot with the user? What sorts of behavior do [we] expect?” (Stanford, ). We will facilitate the first session of ‘setting the stage’ and evaluate a change in the emotional state of participants, which will be reflected in the word choices participants contribute to the word clouds. It is our intention to foster an “ [increase of] internalization … [providing] greater persistence, more positive self perceptions, and better quality of engagement (Ryan & Deci, 2000, pp. 60 – 61). We will use our observations and evaluate overall engagement with content provided, taking note of expressed intrinsic motivations during the word cloud exercise. At the end of the pilot session, we will refine the design, using knowledge learned in the first session and share the improved design with others, at which point the design is ready to use within any orientation session.
Anita and Dorothy
References
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67.
Stanford University Institute of Design (2016). Prototype to test. Retrieved from https://dschool-old.stanford.edu/wp-content/themes/dschool/method-cards/prototype-to-test.pdf