Planning a Learning Environment Design Experience

Planning a Learning Environment Design Experience

I selected a learning environment that I designed last summer with a faculty member.  The original design [see below] follows the path the professor has used in the past to deliver this course and it closely matches other online courses she teaches.  I am not satisfied with the model because it limits self-awareness and multiple forms of feedback and dialogue that typically occurs in her face-to-face classroom.

In the Discover [Empathy Research] step, I would begin with a conversation about the face-to-face classroom.  Details about how the class is facilitated, what is shared, interactions that occur, key questions, points of student interaction, instances of reflection, and other key details would fuel the conversation. 

The initial model above would be a great visual to move through the Understand [Diagnostic Model] step with the professor.   By placing the elements that occur in the f2f classroom on the model, it would help her to recognize the missing elements in the online model.  These are shown using the sticky notes below.

The Envision [Design Model] step would be best demonstrated with a revised LEM.  You can see in the example below that the elements identified in the previous step have been addressed. 

The Build [Development Environment], would include building a module out in the course shell and reviewing the LEM and module side-by-side.  Revisions would be made if needed and the additional modules would be built.

Innovation occurs as the course is taught as well as a point of reflection at the end of the course.  The LEM model can be used to quickly visualize where additional change is needed.  If there are significant issues in the course, I would go back to the LEDx and use it to problem solve with the professor.

The LEDx provides a deeper exploration into the mechanics and outcomes of the course.