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What it means
What it means
The human-istic design principle inspires us to learn everything about our end-users. Who are we designing for? What makes them happy? What would they like to achieve in life? What motivates them to change? What skills are they lacking? What do they already know? And most importantly, how can we design a learning experience that sets up our learners for success?
To support this learning process, designers make their assumptions explicit so they can be tested. They also flexibly incorporate feedback to ensure the design meets the needs of end-users optimally.
Why it is important
Why it is important
Learning is not an simple, automatic and linear process. Every individual's learning process is influenced by mental schemata, learning style, environment, social relations, emotion, prior learning experiences, aspirations etc. To achieve intended learning goals, a designer needs to be cognizant of these learner characteristics and tailor the learning experience to ignite change in knowledge, skills and attitudes and eventually behavior.
Did you know? Educate!'s design process is inspired by the backward design approach and the human-centred design school of thought. Learn more about our process here.
What you will learn in this module
What you will learn in this module
Designing a learning experience for other people requires a level of empathy, an understanding of the needs of your learners. Learn how to use an empathy map to conceptualize these needs.
A designer's assumptions can get into the way of human-istic design. Problem framing can be used as an approach to open up new solution spaces.
Real human-centered design does not happen on a desk, it happens when you bring your ideas 'out there'. Test your design assumptions through prototyping.
We design for humans and we consider all their needs, but there are also ways in which we can design with humans. Learn all about involving humans in the design process.
No matter how well a learning activity is thought-through, without learners being motivated to learn and apply what they have learned, the design would miss out on impact.
Best practice
Best practice
- Prototype your design for end-users.
- Run a BML, pilot or cross-cutting design to test assumptions.
- Spend time in the 'field' to understand the life world of your end-users.
- Create multiple motivators in a program component (e.g. admin certificate motivates follow up on teachers, student voice motivates Skills Lab implementation).
Variation
Variation
- Prototype your design for the team.
- Have a design conversation with the team or let an end-user comment on your design.
- Receive feedback from others who work in the field.
- Integrate motivators within the sessions (e.g. group work, energizers).
Don't
Don't
- Work in isolation while designing.
- Re-use existing designs without reviewing relevance and fit.
- Use repetitive and teacher-centered activities.
- Take all learners as the same.
- Let your own experience as a learner determine your choices.
Self Assessment Questions
Self Assessment Questions
- Does this design speak to the mind, the heart and the body?
- What are possible risks of my design for the end-users?
- How does my background as a designer affect my design?
- How can we know that your design meets the needs of the learners?
Key Skills
Key Skills
- Formulate assumptions around needs of end-users and learners
- Create and test prototypes of design
- Iterate design based on feedback (drafting)
- Create learning activities that are motivational and relevant for youth
- Create learning activities that are motivational and relevant for educators
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