Status:: #🌱 Tags:: Links:: <% tp.file.cursor(4) %> ___ # 5Di Human-centered learning design Human centered design is the last level of the [[Learning design maturity levels]]. The focus of human centered design is to combine [[Push and pull methods of learning design]] to help people do things they already care about as well as create experiences that will make them care about learning more things. The model is shown below:  ## Steps of 5Di ### Define During the define stage you define outcomes in terms of results, NOT learning objectives which would imply the old and flawed educational system that sees learning as knowledge transfer. You are designing resources or experiences depending upon if people are already concerned about what you are teaching or not. So you want to find the PROBLEM you want to help people overcome. A technique you can use for these conversations is to draw up three columns titled ‘Think’, ‘Feel’, ‘Do’ and to ask people how these will change as a result of the learning programme. For example, will people feel that diversity is genuinely important? Will they speak up if they see something unsafe? Will they spend more on coaching their teams? It's important to note this might mean you will be designing something that doesn't help people learn. If you are designing mostly resources you will be helping people with [[Performance support]], not learning. ### Discover In the discover stage you do something radical: you talk to the people you are doing learning design for. Your goal is to find out what their major tasks and concerns are. This will help you identify first what resources you might want to design to help them with the tasks they are facing. Second, it will help you identify what experiences you will need to design to get them concerned about what you need them concerned about for your transformation. You also want to know their demographics, skill level, motivations, habits, knowledge, environment, and ways of understanding the world. There are a number of tools you can use to get learners to do this. One is to get people to list their top 10 concerns or tasks. Some questions I like to ask I got from [[How To Validate, Launch, and Build Your First Digital Product]] are: 1. What is the number one problem you want solved from this learning endeavor? 2. How have you tried solving this problem in the past? 3. What other problems would you want solved if you had this problem solved? 4. What would we have to do to make this product worth 10x more? Another tool you can use is the emotional curve. This involves asking the learner to describe their feelings over a period of time, often during a transition period. The learner creates a curve representing significant milestones or experiences and there feelings from low to high. Having them describe this to you can be invaluable in revealing concerns and tasks they have. Once you have discovered more about your learners you should go back to the define stage and refine anything that needs changing. In addition, define the gaps between leaners current situation and the learning goals. According to [[Design for How People Learn]] gaps can be: - Knowledge gaps - Skill gaps - Motivation or attitude gaps - Habit gaps - Environment gaps - Communication gaps ### Design Once we know what concerns and tasks people have, we can start identifying the resources that we can create to address the existing set of tasks and concerns that our audience have, and the experiences we may need to design to develop new concerns and capabilities. One technique that Shackleton-Jones uses a lot is the CTRE matrix (Concern–Task–Resource-Experience matrix). In essence, you list the tasks and concerns that people have along the left-hand side of a grid, and some of the formats that we are considering along the top – formats such as video, guide, checklist, infographic and so on (there’s a longer list of formats below). You also add a column for ‘experience’ in the event that you decide something really requires an experience. Here's an example of a CTRE table:  When designing resources it's important to consider creating in multiple formats so people can access them in many contexts. In addition, it's essential you consider the context the person might need the resource in and design it with this in mind. It's important to note you won't be able to design things perfectly from the get go. The sixth step of the 5Di model is iterate. ### Develop In this stage we split the project into multiple parallel work-streams, and begin developing an MVP. ### Deploy We ensure that content is easy to access at the point of need, and that our audience are aware of it, so that they can begin to use it. ### Iterate We assume that we don’t get things right the first time round, and instead use feedback from our audience to gradually improve the usefulness of our content and the ease of access. ### How To Evaluate Effectiveness Of A Learning Design We can evaluate how well a learning program went with three methods: 1. See if performance changes. 2. Ask the learners. They can rate themselves on how well they think they are improving in areas. This is better than a quiz becauses quizes test knowledge, not necessarily behavior and capability change. 3. Badges. Games give badges as rewards for completing certain challenges. Why not do the same thing in real life?