The process of designing an experience, regardless of purpose, is based on reaching a certain outcome. Ideally with as little fuss and as much joy as possible. The purpose of an experience and the environment in which the experience takes place will vary: purchasing a holidays on a tablet, enjoying dinner in a restaurant, or learning to teach a class. Each of these experiences requires its own unique approach but the elements of the design process are mostly the same. The best representation of those elements comes from Jesse James Garrett’s Elements of User Experience.
Designing learning experiences has traditionally been about defining a curriculum. That process of curriculum development is called instructional design. But, like user experience design (UXD) requires much more than deciding what content should go on a website, true learning experience design (LXD) requires much more than a curriculum.
Anyone involved in adult learning should step outside the limiting boundaries of curriculum design in order to take in to account the entire learning experience.
By only focusing on content, you are missing out what makes up a person’s reality.
By taking each of these elements into account you will be able to design enriching experiences for learners. This not only allows teachers to be more effective, it also establishes a higher level of quality.
The goal of almost any learning experience (LX) is rooted in acquiring the new skills, knowledge, motivation, and/or confidence to change an existing behavior or create a new one. Those changes in behavior should have measurable impacts.
The start of the proces is to get a better understanding of the learner’s needs and the needs you’re trying to solve. This includes the additional skills and knowledge required to do something differently and what they hope to accomplish (goals). Identifying your organization’s needs and goals are equally important. A successful LX must be able to address the objectives of both, regardless of how different they may be. This is the heart of the unique LX.
Students expect a LX in which they develop their behaviour that makes work more effective and efficient. The main question is: What are the needs and goals of your learners and your organization?