Through the lens of empathy, we can design better learning. (Photo by Pixabay user tsukiko-kiyomidzu)
Through the readings we encountered in LRNT 524: Innovation, Design and Learning Environments, I can say with great honesty that I was pleasantly surprised to encounter themes of empathy in innovative learning design practices. In particular, Vann’s (2017) phenomenological study of how empathy impacted strategy decisions made by instructional designers for the instruction of adult learners, was refreshing and enlightening.
Vann’s definition of empathy:
“The concept of empathy, or the state of being empathetic, is the ability to shift perspectives to assess, understand, and consider the feelings of an individual in a way that is free of judgment, uninvited advice, or disparaging remarks” (Vann, 2017, p. 235).
100% of Vann’s (2017) study participants believed that empathy was important to the design of instruction. Her work found central themes in the discussion of empathy that I believe are relevant in the context of healthcare, in particular, the designing of effective education and support strategies when we use technology to manage chronic illness.
Themes from Vann’s work:
- Empathy in instructional design is of critical importance.
- It is necessary for engagement
- It is necessary for success
- Instructional strategies should reflect empathy.
- This concept will be integral for success in learning
- Instruction will not be useful to the learner if it is not empathetic
- Ask: How will these activities or tasks impact the learners?
- Reflect on your own experiences to guide your empathy
- Know your audience/learner
- Consider generations, disabilities, cultures, and scaffold or give resources as necessary
- Think about learner contexts, work, and digital comfort/literacy
- If little is known, design for diversity
- Always ask for feedback
- Hindrances to demonstrations of empathy will vary
- Subject matter experts (SMEs) may not be empathetic in their teaching approach
- Instructional designers may need to take the lead in empathetic design
- Adult learner preferences may inhibit empathetic design
- Understand that online learning requires different considerations
- Those that design instruction may need to be empathetic to those that deliver education online
- Learning online yourself will help you be empathetic to those you teach online
- Visual social feedback queues from learners are not as readily available online
- Instructions need to be very clear in online learning settings
- Relevancy
- Make your learning content relevant, applicable and meaningful
- Know your learning theory: Transformative learning, Constructivism, and appropriate concepts of andragogical/adult learning
The themes from Vann’s work (2017) above present excellent considerations for how we design interaction for each other in the field of instruction and teaching.
Vann offers a question about instructional designers from Parrish (as cited in Vann, 2017, p. 242) for consideration throughout her work:
“Can they do it intentionally, or is it simply a trait they possess that shows itself in the quality of their work?”
I absolutely believe that empathy can be incorporated into learning design with intention; we learned exactly how to foster this intention in our LRNT 524 coursework.
CB
References:
Vann, L. S. (2017). . International Journal Of Teaching & Learning In Higher Education, 29(2), 233-244.