{"id":516,"date":"2023-01-15T17:48:18","date_gmt":"2023-01-16T01:48:18","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0262\/?p=516"},"modified":"2023-01-15T17:48:21","modified_gmt":"2023-01-16T01:48:21","slug":"design-principles","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0262\/design-principles\/","title":{"rendered":"Design Principles"},"content":{"rendered":"\n

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Image Credit: Yoann Boyer (2017). Free to use under the Unsplash License<\/a><\/figcaption><\/figure>\n\n\n\n

Assignment 2b Introduction<\/strong><\/p>\n\n\n\n

The first part of this assignment, assignment 2a<\/a>, was a team activity to participate in a design thinking process. Consequently, this assignment 2b<\/a> builds on the design challenge defined through a process of emphasizing with a user, defining a problem using a Point of View (POV) Framework, and ideating or brainstorming ways to address the challenge defined.<\/p>\n\n\n\n

Context<\/strong><\/strong><\/p>\n\n\n\n

For context, I work as a curriculum teaching and learning specialist in higher education. The design challenge statement developed by Leah Yardley and myself in the first part (2a) of the assignment is; I (Jessica) need a way to help instructors create supportive learning environments because changes to the structure of learning combined with the collective trauma resulting from the Covid-19 pandemic have increased levels of stress and anxiety for students and instructors (Gemella & Yardley, 2023).<\/strong> In assignment 2a, Leah Yardley and I acknowledged that in higher education, student well-being is often supported through distinct services, such as counselling and medical services (Centre for Innovation in Campus Mental Health, n.d.; Fovet, F., 2020; Hsu & Goldsmith, 2021; Semu & Henshaw, 2022; Van Der Bijl-Brouwer & Price, 2020). Leah Yardley and I argued that instructors could also play an important role in minimising the impact of stress and anxiety within the learning experience (Centre for Innovation in Campus Mental Health, n.d.). The proposed solution within the context of our presented problem is to use a Universal Design for Learning framework (UDL). Briefly, UDL provides guidelines to ensure that all learners can access and participate in learning opportunities (CAST, 2020).<\/p>\n\n\n\n

Design Thinking<\/strong><\/p>\n\n\n\n

Svihla (2017) stated that design thinking refers to methods, practices, and processes that guide instructional designers in creating learning experiences based on understanding the needs of learners. Tracey & Hutchinson (2019) suggested that to create meaningful learning experiences, instructional designers must be empathetic to learners’ cognitive and emotional needs. Design principles are a set of considerations and values that help guide decision-making, align decisions with desired outcomes, and advance design goals (Brignell, n.d.; Cable, 2015; Crichton & Childs, 2022). The following principles draw from the UDL framework, emphasising mental health. These recommended design principles aim to guide instructional design to minimise the impact of stress and anxiety within the learning experience.<\/p>\n\n\n\n

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References<\/strong><\/p>\n\n\n\n

Brignell, B. (n.d.). Design principles<\/em>. https:\/\/principles.design\/<\/a><\/p>\n\n\n\n

Brignell, B. (n.d.). The ten principles of inclusive web design<\/em>. https:\/\/principles.design\/examples\/the-ten-principles-of-inclusive-design<\/a><\/p>\n\n\n\n

Cable, S. (2015, June 18). Design principles – a guide<\/em>. Cxpartners. https:\/\/k12.designprinciples.org\/design-principles<\/a><\/p>\n\n\n\n

CAST. (2020). UDL tips for designing learning experiences<\/em>. https:\/\/www.cast.org\/products-services\/resources\/2020\/udl-tips-designing-learning-experiences<\/a>  <\/p>\n\n\n\n

Centre for Innovation in Campus Mental Health. (n.d.). Recognizing, responding and referring students to crisis supports<\/em>. https:\/\/campusmentalhealth.ca\/wp-content\/uploads\/2022\/03\/CICMH-Recognize-Respond-to-Students-Flowchart.pdf<\/a><\/p>\n\n\n\n

Crichton, S., & Childs, E. (2022). Design principles for schools<\/em>. https:\/\/k12.designprinciples.org\/design-principles<\/a><\/p>\n\n\n\n

Enser, Z. (2021, December 03). Responsive teaching and the importance of formative assessment<\/em>. [Blog]. The Education People. https:\/\/www.theeducationpeople.org\/blog\/responsive-teaching-and-the-importance-of-formative-assessment\/<\/a><\/p>\n\n\n\n

Fovet, F. (2020, March 03). Exploring the potential of universal design for learning with regards to mental health issues in higher education<\/em> [Paper Presentation]. The 2020 Pacific Rim International Conference on Disability and Diversity. Honolulu, Hawai’i. https:\/\/viurrspace.ca\/handle\/10613\/23314<\/a><\/p>\n\n\n\n

Gemella, J., & Yardley, L. (2023). LNRT 524 Assignment 2a: Design thinking project <\/em>[Class Assignment]. Design Thinking Process LRNT 524 2a – Jessica Gemella and Leah Yardley – Google Docs<\/a><\/p>\n\n\n\n

Hsu, J. L., & Goldsmith, G. R. (2021). Instructor strategies to alleviate stress and anxiety among college and university STEM students. CBE Life Sciences Education, 20<\/em>(1), 1\u201313. https:\/\/doi.org\/10.1187\/cbe.20-08-0189<\/a><\/p>\n\n\n\n

Instructional Design Australia. (n.d.) First Principles of Instruction.<\/em> https:\/\/instructionaldesign.com.au\/what-is-instructional-design\/first-principles-of-instruction\/<\/a><\/p>\n\n\n\n

Rose, E., & Tingley, K. (2008). Science and math teachers as instructional designers: Linking ID to the ethic of caring. Canadian Journal of Learning and Technology<\/em>, 34<\/em>(1). https:\/\/files.eric.ed.gov\/fulltext\/EJ1073835.pdf<\/a> <\/p>\n\n\n\n

Semu, L. L., & Henshaw, L. A. (2022). Building trauma-informed approaches in higher education. Behavioural Sciences, 12<\/em>(10), 368. https:\/\/doi.org\/10.3390\/bs12100368<\/a><\/p>\n\n\n\n

Tracey, M. W., & Hutchinson, A. (2019). Empathic design: Imagining the cognitive and emotional learner experience. Educational Technology Research and Development,<\/em> 67(5), 1259\u20131272. https:\/\/doi.org\/10.1007\/s11423-019-09683-2<\/a> <\/p>\n\n\n\n

University of Minnesota. (2015). Mental health and well-being ecological model<\/em>. https:\/\/mch.umn.edu\/resources\/mhecomodel\/<\/a><\/p>\n\n\n\n

Van Der Bijl-Brouwer, M., & Price, R. (2020). An adaptive and strategic human-centred design approach to shaping pandemic design education that promotes wellbeing. Strategic Design Research Journal, 14<\/em>(1). https:\/\/doi.org\/10.4013\/sdrj.2021.141.09<\/a><\/p>\n\n\n\n

Wiliam, D. (2016, July 15). Dylan Wiliam: Formative assessment<\/em>. [YouTube]. https:\/\/youtu.be\/sYdVe5O7KBE<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Assignment 2b Introduction The first part of this assignment, assignment 2a, was a team activity to participate in a design thinking process. Consequently, this assignment 2b builds on the design challenge defined through a process of emphasizing with a user, defining a problem using a Point of View (POV) Framework, and ideating or brainstorming ways … <\/p>\n

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