Since our LRNT 524 course introduced us to design frameworks, I have been interested in this field. Our current course on creating digital resources has allowed me a glimpse into the details that learning and design implementation requires.
There were several aspects of creating a digital resource that I found beneficial and enlightening, the first of which was developing our resources from the very beginning. The process of gathering data and empathetic design was one of my favourite aspects of this project. Not only could I connect with colleagues, but this process also made me realize biases I was holding on to when I initially started the interview process. Being able to identify my preferences gave way to reframing the problem, something that Seelig (2013) points out as necessary for problem-solving.
A few surprising elements came to light when reflecting on this project, the first being the data I collected from my participants. Before I started my interviews, I had pondered purchasing textbooks to solve my problem of practice. It turned out that almost 100% of my participants had not used a textbook for teaching or activities in the past five years. If I had skipped gathering data, I might have ended up with a useless resource and certainly not solved the problem. This realization allowed me to understand firsthand the importance of implementing user-centred design; as Kouprie and Visser (2009) state, empathy is necessary for the design to meet users’ needs. The design thinking process and its emphasis on the user will be most helpful for my final project in this Master’s program; I intend to have my research focus on using OER in K-12 education. Ensuring I follow user-centred design alongside design thinking will help me gain valuable insights and provide structure for a robust, supported, and helpful design.
The other aspect of this design process that I found very helpful was the feedback from peers and our instructor, Dr. Jenni Hayman. Throughout the work on our designs, we were provided with multiple opportunities to offer and receive feedback on the various stages of our project. This was most helpful as my experience with design is limited. My peers suggested several aspects of my digital design that needed attention, particularly the layout. Jenni also provided assistance as to what I could improve. The suggestions offered a new perspective and provided helpful information to help improve my overall product. To provide even more valuable feedback, I would have my colleagues (intended audience) give some feedback; this would be an even stronger tie into user-centred design and allow my resource to be as helpful as possible for my target users.
Overall, researching and using the design thinking model in this course has increased my confidence in designing digital resources and illustrated the importance of design frameworks and feedback in providing useful and pertinent resources.
References
Seelig, T. (2013, April 19). How reframing a problem unlocks innovation. Fast Company. https://www.fastcompany.com/1672354/how-reframing-a-problem-unlocks-innovation
Kouprie, M., & Visser, F. (2009). A framework for empathy in design: Stepping into and out of the user’s life. Journal of Engineering Design, 20(5), 437–448. https://doi.org/10.1080/09544820902875033