Levels of LXD Design

Clark Quinn

So, of course, I took a stab at levels of LXD design. The next level is an information architecture or interface design that is structured to meet those needs. . Those semantic structures are then rendered as an information design with navigation or interface design.

Design 156

Performance Support and Bad Design

Clark Quinn

This is just bad design, and it’s so obvious how to ameliorate it. When you do, you can design solutions that meet real needs. The post Performance Support and Bad Design appeared first on Learnlets. design

Design 204
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Mythless Learning Design

Clark Quinn

If I’m going to rail against myths in learning, it makes sense to be clear about what learning design without myths looks like. Let me lay out a little of what mythless learning design is, or should be. Instead, mythless design starts with focusing on performance. desig

Design 224

Experimenting with conference design

Clark Quinn

And, what’s nice, is that they’re experimenting with conference design, not just moving straight online. Yet also designed so that you can come in late, or early, and drill into what you want when you want. We’re designing this in the time between now and launch.

When Do You Team?

Clark Quinn

Ideally, we’d have teams doing all our design and development. And, for learning experience design I’ll suggest there are a couple of key places. As ‘ design thinking ‘ tells us, we want to diverge before we converge. design social

Design 156

Design Thinking?

Clark Quinn

There’s been quite a bit of flurry about Design Thinking of late (including the most recent #lrnchat ), and I’m trying to get my around what’s unique about it. It helps to understand that I’ve been steeped in design approaches since at least the 80’s. Herb Simon’s Sciences of the Artificial argued, essentially, that design is the quintessential human activity. And my grad school experience was in a research lab focused on interface design.

Design 205

Silly Design

Clark Quinn

Time for a brief rant on interface designs. And, hopefully, we can extract some lessons, because these are just silly design decisions. But there’s one very very silly design decision here. It’s a principle called ‘mapping’ (see Don Norman’s essential reading for anyone who designs for people: The Design of Everyday Things ). Design, learning or product/service, works best when it aligns with how our brains work. design

Design 133

SMEs for Design

Clark Quinn

In thinking through my design checklist, I was pondering how information comes from SMEs, and the role it plays in learning design. The problem with getting design guidance from SMEs is that they literally can’t tell us what they do! The post SMEs for Design appeared first on Learnlets. designAnd it occurred to me visually, so of course I diagrammed it.

Design 159

Evil design?

Clark Quinn

First, this is bad design. The post Evil design? design strategy technologyThis is a rant, but it’s coupled with lessons. . I’ve been away, and one side effect was a lack of internet bandwidth at the residence. In the first day I’d used up a fifth of the allocation for the whole time (> 5 days)! So, I determined to do all I could to cut my internet usage while away from the office.

Design 124

Designing with science

Clark Quinn

How should we design? Design for How People Learn (Dirksen). Of course, it may be that in the process of just designing both that you have some insight. The post Designing with science appeared first on Learnlets. design strategyIt’s all well and good to spout principles, but putting them into practice is another thing. While we always would like to follow learning science, there’re not always all the answers we need.

Design 146

Complexity, design and aesthetics

Dave Snowden

The first this year is coming up shortly in Whistler and will focus on creating a complex systems approach to how we handle design and innovation in large organisations, the role of aesthetics and creativity in human systems. Design is one of those ideas which seems to be rapidly entering the commoditisation stage of its life cycle so it was a good one to take on first! We will start to think through the metaphor and practice in the context of design at the session.

Redesigning Learning Design

Clark Quinn

Of late, a lot of my work has been designing learning design. Helping orgs transition their existing design processes to ones that will actually have an impact. That is, someone’s got a learning design process, but they want to improve it. One idea, of course, is to replace it with some validated design process. Another approach, much less disruptive, is to find opportunities to fine tune the design. design strategy

Design 122

Thinking about design ‘thinking’

Dave Snowden

I’ve been thinking about the whole approach we are adopting to design thinking as the Whistler retreat approaches. I’ve designated this as ‘industrialised’ given IDEO’s latest approach to training and certification. The post Thinking about design ‘thinking’ appeared first on Cognitive Edge. We started a journey on this at the same location last year and we are currently shifting into a formal method with associated tools and training.

Design 145

Designing Ecosystems | A Learning Journey

Dave Snowden

On September 16, 2019, Cognitive Edge was invited to a Research Meeting convened by the Stanford Center for Design Research and the David Ramsey Map Center. The event was convened to integrate perspectives on Innovation Ecosystem and Design Thinking to come together to share insights. .

Design 130

Designing a game

Clark Quinn

He knew that I had designed games before returning to grad school, and had subsequently done one on my thesis research. I taught my interface design students HyperCard, to have a simple language to prototype in. The resulting play was good, but the design was lacking (neither my student nor I were graphic designers). The resulting game, had some specific design features: It was exploratory, in that the player had to wander around and try to survive.

Design 133

Tools and Design

Clark Quinn

I’ve often complained about how the tools we have make it easy to do bad design. Authoring tools, in general, are oriented on a ‘page’ metaphor; they’re designed to provide a sequence of pages. The challenge isn’t inherent in the tool design. I reckon the tool vendors are still focused on content and a quiz, but the support is there to do learning designs that will really have an impact. design technology

Design 126

Rethinking Design: Curriculum

Clark Quinn

The goal is to choose tasks, with the final task likely being chosen first and working backwards (as in Understanding By Design ) to determine what needs to be done. Of course, I referenced the Goal-Based Scenarios in my book on learning (game) design, but I hadn’t been aware of his curricular processes at the time of this or my Reimagining rant pointed to above. design

Design 213

Thoughts on Learning Design Strategy

Clark Quinn

At the DevLearn conference, I ran a Morning Buzz on Learning Design Strategy. I started with a set of questions to address, so I’ll go through their comments in roughly that order (though we didn’t exactly follow this structure): What is learning design strategy? I had in mind the approach taken by an organization to their learning design. What gaps are we seeing in learning design strategy? design strategy

Learning Design Insights

Clark Quinn

I attended a recent Meetup of the Bay Area Learning Design & Technology, and it led to some insights. I was tapped to host the Learning Design conversation (there were three others: LMS, Measurement, and Social Learning), and that meant that a subset of the group sat in on the discussion. I’d chosen to start with 3 or four questions to prompt discussion: What is good learning design? Are you doing good learning design? design

Design 143

Designing Learning Like Professionals

Clark Quinn

I’m increasingly realizing that the ways we design and develop content are part of the reason why we’re not getting the respect we deserve. We need to start combining experience design with learning engineering to really start delivering solutions. To truly design learning, we need to understand learning science. The point I’m trying to make is that we have to stop treating designing learning as something anyone can do. design meta-learning strategy

Design 169

Design like a pro

Clark Quinn

And yet, if you’re going to be a learning designer or engineer , you should know the science and be using it. You could read Julie Dirksen’s Design for How People Learn as a very good interpretation of the science. Look, if you’re going to do design, do it right. design In other fields of endeavors, there is a science behind the approaches. In civil engineering, it’s the properties of materials.

Design 188

Design, value & constraint

Dave Snowden

In Whistler earlier in the year we looked at the wider question of design and moved on in Tasmania to examine design in the context of resilience. In the final retreat of the year we continue the theme of design but this time with a wider focus on value. This year that theme has been design both as a process but also in the context of resilience and sustainability in society. How can we design systems that allow human systems to grow and flourish?

Design 135

Designing For Emerging Technologies

Adaptive Path

Adaptive Path’s Scott Sullivan is a contributing author of Designing for Emerging Technologies published by O’Reilly Media and released today. Scott’s chapter is Prototyping Interactive Objects and outlines his experiences in prototyping objects to the same fidelity that he expects from his screen-based wireframes and how designers with limited technical backgrounds can do the same. Adaptive Path Design Leaders Designing for Emerging Technologies Scott Sullivan

Egoless design

Clark Quinn

A number of years ago I wrote a series on design heuristics that emerged by looking at our cognitive limitations and practices from other field. One of the practices I covered briefly in one of the posts was egoless design, and a recent conversation reminded me of it. The context for this is talking about how to improve our designs. This applies to instructional design as well. One of the things we could, and should do, is design reviews. design social strateg

Design 125

Levels of Design

Clark Quinn

Kirkpatrick is widely (not widely enough, and wrongly) used as an evaluation tool, but he talked about using it as a design tool, and that perspective made clear for me a problem with our approaches. The point, and this is emphasized by the ‘design’ perspective, is that you are supposed to start with level 4, and work back. Using it as a design tool, however, would emphasize the point. And, of course, to better learning design overall. design strategy

Design 148

Refining Designing

Clark Quinn

A couple of months ago, I posted on thinking about designing, calling for designing ‘backwards and forwards’ And it’s continued to percolate, rightly or wrongly. As I originally structured it, you worked backwards (1) from the ultimate performance you need to put information in the head, and in the world, and then designed forward (2) the combined learning experience, and the performance resource. design

Design 139

Design Readings

Clark Quinn

Another book on design crossed my radar when I was at a retreat and in the stack of one of the other guests was Julie Dirksen’s book Design for How People Learn and Susan Weinschenk’s 100 Things Every Designer Needs to Know About People. Dr. Weinschenk’s book systematically goes through categories of important design considerations: How People See. This includes much of the research I talk about when I discuss deeper Instructional Design, and more.

Design 141

Adaptive or just good design?

Clark Quinn

And, of course, it occurred to me after a conversation that there might be another example of this ‘tech fix before smart fix’ problem: adaptive learning over good design. But I would posit that before you charge off for adaptive learning, you make sure you’re doing good learning design first. Adaptation on top of good learning design is likely to add some extra benefits, but adaptation on old learning design just doesn’t make sense.

Design 140

Instructional Design Orthodoxy

Xyleme

I will be dating myself here, but so much of the orthodoxy in the instructional design process was forged back in the late 80’s and early 90’s when the only Computer-Based Training (CBT) tools were Toolbook for the PC, and Hypercard for the Mac. The idea that you might allow scrolling was to many an Instruction Designer taboo. In my blog posts, I’ve been challenging instructional designers to embrace cultural shifts, and evolving technologies rather than brace against them.

Design 208

Design for Doing

Clark Quinn

It occurs to me that we are too busy designing for learning, and that’s not what it’s about. My backwards design process suggested looking at the desired performance, and then working backwards. Are you designing for doing? design strategy It’s not about learning, as I often say. What is it about? It’s about doing. It’s about performance. So what does that mean?

Design 173

Rethinking Design: Pedagogy

Clark Quinn

In thinking through how to design courses that lead to both engaging experiences and meaningful outcomes, I’ve been working on the component activities. As part of that, I’ve been looking at elements such as pedagogy in pre-, in-, and post-class sessions so that there are principled reasons behind the design. design

Design 160

The Evolution of Design Thinking

Irving Wladawsky-Berger

Design Thinking is the featured topic in the September issue of the Harvard Business Review with four articles on the subject. “It’s The application of design thinking beyond products, - in innovation, problem solving and business strategy, - isn’t new. IDEO , a firm best known for pioneering this expanded view of design, traces its roots back to 1978. The School of Design in London’s Royal College of Art has long been pushing the boundaries of industrial design.

Design 214

Designing outside your comfort zone

Adaptive Path

That’s what we tell ourselves because as designers we often rely on tried and tested tools, methods and standards to help us arrive at a solution that should work. There is good reason why we learned these things in design school –they help us work efficiently, they minimize risk and they help us consider the world views of and design for people other than ourselves. They may sound like best practices for just being a good designer, and they are. “Trust the process!”.

Design 158

Designing Backward and Forward

Clark Quinn

After a mobile learning panel I realized that, just as mlearning makes it too easy to think about ‘courses on a phone’, I worry that ‘learning experience design’ (a term I’ve championed ) may keep us focused on courses rather than exploring the full range of options including performance support and eCommunity. So I began thinking about performance experience design as a way to keep us focused on designing solutions to performance needs in the organization.

Design 178

Learning without Design

Jane Hart

Most workplace learning is based on the concept that learning has to be designed; in fact that people won’t be able to learn something unless it has been structured into a logical sequence, developed professionally and delivered to them in some authoritative way. The industry is chock full of instructional designers and content developers whose [.].

Design 172

Is Design Thinking the “New Liberal Arts”?

Irving Wladawsky-Berger

Design thinking has become an increasingly popular topic of discussion over the past decade. Design is no longer just for physical objects, e.g. cars, bridges, shoes, jewelry, smartphones. Design thinking is now being applied to abstract entities, - e.g. systems, services, information and organizations, - as well as to devise strategies, manage change and solve complex problems. The application of design thinking beyond products isn’t new.

Design 213

designing the emergent organization

Harold Jarche

In The Rise of Emergent Organizations, Beth Comstock, Vice Chair at GE, cites five rules of thumb to guide organizational design for the emerging network era. It is wonderful to see a large corporation putting into practice the recommendations I, and many others, have been making on organizational design for more than a decade.

From instructor to designer & facilitator

Clark Quinn

While I posted an answer there, I thought I’d post it here too: I see two major roles in that of the ‘teacher’: the designer of learning experiences (pre), and the facilitator of same (during/post). I think the design changes by returning to natural learning approaches, an apprenticeship model (c.f. Tech can make it easier to follow such a design paradigm. The post From instructor to designer & facilitator appeared first on Learnlets

Design 118

Grand Unified Theory of Service Design, Systems Design, and Organization Design

Adaptive Path

I sat down with Jeff to pick his brain on putting the ‘service design’ in software-as-a-service. One is that I specialize in helping IT organizations and digital businesses bring together agile, DevOps, and design thinking in order to adopt new methodologies and be able to deliver more continuous value, so I’m really interested in the relationship between design and engineering and design and IT in particular. Very often, DevOps and design never speak.

Design 149

Evil Design

Clark Quinn

In the mobile ideation session I ran today for some folks, the question came up about good and bad examples of design, and subsequent events reminded me of the topic of not just bad, but evil design. What I mean is design that is crafted to return maximal outcome to the designer, not just at the expense of the user, but even to the discomfort of the user or contrary to their intentions. This seems designed for the sheer purpose to get more fees. design

Design 128

Direct Instruction and Learning Experience Design

Clark Quinn

So it’s time to think a bit deeper about Direct Instruction and Learning Experience Design. And, of course, this is pretty much everything I argue for as being key to successful learning experience design. Direct Instruction and Learning Experience Design have a really nice alignment. The post Direct Instruction and Learning Experience Design appeared first on Learnlets

Design 132

Who supports non-designed learning experiences?

Jane Hart

But who supports the non-designed learning experiences? They clearly don’t need to be designed or developed. It seems that many (in L&D and elsewhere) are not interested in non-designed learning … Social learningNor do they need to be managed in a learning platform or LMS. They simply need to be encouraged and enabled.

Design 163

Designing mLearning in Korean

Clark Quinn

It actually happened a while ago, but I was pleased to learn that Designing mLearning has been translated into Korean. That’s kind of a nice thing to have happen! A slightly different visual treatment, presumably appropriate to the market. Who knows, maybe I’ll get a chance to visit instead of just transferring through the airport. Anyways, just had to share ;). mobile

Design 141