User-Centered Design (Part 1-Cultrual Diversity)

2011 ◽  
pp. 39-61
Author(s):  
Katy Campbell
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Target Audience ◽  
Learning Needs ◽  
User Centered Design ◽  
Diverse Learning ◽  
User Centered

In the Introduction you encountered the idea of learner profiles. You had the opportunity to assess the skills and background of your audience and to relate these ideas to planning learning outcomes. You looked at learning styles and diverse learning needs. In this chapter, you will explore more information about your target audience and ways to analyze their needs. Knowing your audience will give you confidence that your e-Texts and the design for your course will meet their learning needs. This process is called user-centered design.

scholarly journals Students’ Voice in Learning Style Assessment: The Innovative Learning Experiences Tool (ILE)

2016 ◽  
Vol 6 (2) ◽  
pp. 180
Author(s):  
Nosisana Patricia Mkonto
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Assessment Tool ◽  
Learning Experiences ◽  
Active Role ◽  
Learning Needs ◽  
Diverse Learning ◽  
Innovative Learning

<strong></strong><p>Students who enter higher education have diverse learning needs, andhigher education institutions need to provide for these needs. One way of dealing with this variety of learning needs is to empower students to play an active role in their own learning, by making them aware of their learning styles.  Identifying learning styles is an important facet within the learning process. Assessing learning styles could provide students with an opportunity to be reflective, and interrogate how they learn. Students’ learning styles can be assessed by using a learning styles assessment tool. The Innovative Learning Experiences (ILE) which was developed in this study, caters for the students` voice where students reflect on their past and present learning experiences. </p><br /><strong> </strong>

scholarly journals Development & Evaluation of E-Learning Module Based on Visual and Global Preferences Using a User-Centered Design Approach

2021 ◽  
Vol 16 (15) ◽  
pp. 139
Author(s):  
Harry Budi Santoso ◽  
Panca O. Hadi Putra ◽  
Febrian Fikar Farras Hendra S
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Interaction Design ◽  
Interface Design ◽  
Learning Objects ◽  
User Centered Design ◽  
Alternative Design ◽  
Learning Module ◽  
E Learning ◽  
User Centered

Students develop various learning styles based on their preferences and learning habits. To serve different learning styles in a class with a number of students using the conventional face-to-face teaching method is not practical; therefore, the idea of personalized e-Learning to accommodate differences in learning style has arisen. Building on this idea, this research intends to provide an alternative interaction design for e-Learning modules by developing content based on user needs using the User-Centered Design methodology. Due to a lack of e-Learning content for visual and global preferences in the Felder-Silverman learning styles, User-Centered Design is chosen as the basis to design the e-Learning module. The result consists of an alternative design and a proposed interface design. The alternative design describes learning objects and navigation of the e-Learning module. The proposed interface design is a prototype of an interactive e-Learning module. After being evaluated, the prototype satisfies the user's expectations in terms of content translation, content navigation, and interactivity throughout the module.

User-Centered Design (Part 2-Age, Gender and Accessibility)

2011 ◽  
pp. 62-93
Author(s):  
Katy Campbell
Keyword(s):  
Cognitive Development ◽  
Learning Styles ◽  
User Centered Design ◽  
Cultural Backgrounds ◽  
Native Languages ◽  
Design Practices ◽  
Accessibility Issues ◽  
Perceptual Factors ◽  
User Centered

In the previous chapter you looked at the challenges involved in writing for diverse audiences. You became aware that diversity is not limited to international audiences, but that just one group may contain learners with varying learning styles, native languages, and cultural backgrounds. This chapter focuses the work on accessibility in the better-known sense. That is, accessibility issues such as levels of cognitive development, health, mobility, and perceptual factors which inform user-centered design practices. This chapter includes gender and technical access issues as well.

scholarly journals Analysis of Felder-Solomon Index of Learning Styles of Students from Management and Engineering at the University of Mauritius

2012 ◽  
Vol 3 (8) ◽  
pp. 244-249 ◽  
Author(s):  
Maleika Heenaye ◽  
Naushad Ali Mamode Khan .
Keyword(s):  
Information Technology ◽  
Learning Styles ◽  
Effective Teaching ◽  
Learning Needs ◽  
Diverse Learning ◽  
Index Of Learning Styles ◽  
The University

No prior investigations have been made on the learning styles of students from different fields studying the same module at the University of Mauritius. Techniques have to be explored to depict their learning styles, which can lead to a more effective teaching. In this work, students from faculty of management and faculty of engineering studying one of the Information Technology modules at the University of Mauritius were being studied and their learning styles were being deduced through FelderSolomon index of learning (ILS) questionnaire. The data obtained from the questionnaire has been analyzed and it was concluded that students from both faculties have different learning styles. While understanding these differences, there is a better chance to meet diverse learning needs of both groups of students.

scholarly journals Using computer-assisted learning to engage diverse learning styles in understanding business management principles

2013 ◽  
Vol 27 (2) ◽  
pp. 141-146 ◽  
Author(s):  
Mary E. Frost ◽  
Dustin C. Derby ◽  
Andrea G. Haan
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Computer Assisted ◽  
Exact Nature ◽  
Computer Assisted Learning ◽  
Use Of Technology ◽  
Diverse Learning ◽  
Instructional Aids ◽  
Course Outcomes

Objective Changes in small business and insurance present challenges for newly graduated chiropractors. Technology that reaches identified, diverse learning styles may assist the chiropractic student in business classes to meet course outcomes better. Thus, the purpose of our study is to determine if the use of technology-based instructional aids enhance students' mastery of course learning outcomes. Methods Using convenience sampling, 86 students completed a survey assessing course learning outcomes, learning style, and the helpfulness of lecture and computer-assisted learning related to content mastery. Quantitative analyses occurred. Results Although respondents reported not finding the computer-assisted learning as helpful as the lecture, significant relationships were found between pre- and post-assisted learning measures of the learning outcomes 1 and 2 for the visual and kinesthetic groups. Surprisingly, however, all learning style groups exhibited significant pre- and post-assisted learning appraisal relationships with learning outcomes 3 and 4. Conclusion While evidence exists within the current study of a relationship between students' learning of the course content corollary to the use of technologic instructional aids, the exact nature of the relationship remains unclear.

User-Centered Design of Course-Based Portfolios for Mechanical Engineering Student Learning

2005 ◽  
Author(s):  
Zhiwei Guan ◽  
Jessica Yellin ◽  
Jennifer Turns ◽  
Vipin Kumar
Keyword(s):  
Mechanical Engineering ◽  
Engineering Students ◽  
Learning Opportunities ◽  
Learning Needs ◽  
User Centered Design ◽  
Engineering Discipline ◽  
Education Community ◽  
Engineering Department ◽  
Portfolio Design ◽  
User Centered

One challenge for engineering educators is to design appropriate educational curricula that address both students’ needs and educators’ expectations. It is therefore important for the engineering education community to think about how to include students and faculty into the assignment design process. In this paper we discuss our use of user-centered design (UCD) principles, including early focus on users, empirical measurements, and iteration design, to design course-based portfolio (CBP) assignments for mechanical engineering students. To support the assignment design decisions, we collected early information about mechanical engineering students’ learning needs and educators’ expectations. Based on the design considerations that we identified for portfolio design, the CBP assignment is designed to ask students build a persuasive document and identify the connections between the course and mechanical engineering discipline. We measured our design by piloting the assignment with students and getting feedback from faculty in the Mechanical Engineering Department; this feedback reflects the effectiveness of the CBP and leads to design iterations and tradeoffs. We also identified several students’ learning opportunities and formed these opportunities into hypotheses to evaluate the impacts of course-based portfolios on students learning in the next formal study. This research demonstrates a successful practice of using user-centered design principles to design a course-based portfolio assignment for mechanical engineering students.

scholarly journals Exploring the preferred learning style of preservice teachers and how this influences their philosophy of teaching

2021 ◽  
Vol 2 (2) ◽  
pp. 97-109
Author(s):  
Heather Young ◽  
Bradley Coleman ◽  
Carla Jagger ◽  
Peyton Sweet Moore ◽  
J. C. Bunch
Keyword(s):  
Preservice Teachers ◽  
Mixed Methods ◽  
Learning Styles ◽  
Learning Style ◽  
Agricultural Education ◽  
Learning Experience ◽  
Learning Needs ◽  
Teaching Philosophy ◽  
Teaching Philosophies ◽  
Diverse Learning

The purpose of this mixed methods study was to address how preservice teachers’ preferred learning style influences their philosophy of teaching agricultural education. A convergent parallel mixed methods design was used in which quantitative and qualitative data were collected simultaneously, analyzed separately, and then merged for combined analysis. In this study, we identified 17 preservice teachers’ learning style and then assessed how their learning style influenced their philosophy statement. We found 59% of the teaching philosophy statements were similar to the preservice teachers’ learning style, 18% were different, and 23% were deemed inconclusive. It appears the preferred learning style of preservice teachers does carry through into their teaching philosophy. The percentage of inconclusive statements show that teachers will incorporate multiple learning styles to meet the diverse learning needs of their students. When the various learning styles of a class are met, it is suggested that the learning experience will be more effective and beneficial for the learners. Based on the findings of this study, we recommend implementing professional development sessions to help teachers blend their preferred learning style with the needs of their learners. Additionally, further research is needed to compare teachers’ actual practice with their teaching philosophies.  

Technology-Enhanced Pedagogical Models to Learn Critical Citizenship at a South African University

2015 ◽  
pp. 587-612
Author(s):  
Patient Rambe ◽  
Edem Agbobli
Keyword(s):  
Learning Styles ◽  
South African ◽  
Situated Learning ◽  
Course Delivery ◽  
Learning Needs ◽  
Web Based ◽  
Diverse Learning ◽  
Learning Capabilities ◽  
Pedagogical Models ◽  
Collective Engagement

Although knowledge-centred approaches anchored in students' knowledge production abilities, heterogeneous learning styles and diverse learning needs are widely celebrated, perplexing questions persist on how these learning capabilities and enablements can be sufficiently harnessed to support technology-enhanced pedagogical designs. This chapter contributes to this discourse by proposing knowledge-centred models that integrate sound pedagogical strategy, ubiquitous technologies and situated learning to address student learning priorities and challenges in a Global Citizenship course at a South African university. Laurillard's (2001) Conversational Framework rendered a theoretical lens for interpreting the learning priorities, challenges experienced and the appropriateness of the proposed technology-mediated pedagogical interventions. Findings suggest that although collective engagement and peer-based networking were salient in the course, challenges of fostering deep learning, scaling the course, enhancing sustainable course delivery and accommodating diverse learning needs of students were reported. Technology-mediated pedagogical models that drew on emerging Web based technologies were designed to resolve these challenges.

Technology-Enhanced Pedagogical Models to Learn Critical Citizenship at a South African University

2015 ◽  
pp. 114-139
Author(s):  
Patient Rambe ◽  
Edem Agbobli
Keyword(s):  
Learning Styles ◽  
South African ◽  
Situated Learning ◽  
Course Delivery ◽  
Learning Needs ◽  
Web Based ◽  
Diverse Learning ◽  
Learning Capabilities ◽  
Pedagogical Models ◽  
Collective Engagement

Although knowledge-centred approaches anchored in students' knowledge production abilities, heterogeneous learning styles and diverse learning needs are widely celebrated, perplexing questions persist on how these learning capabilities and enablements can be sufficiently harnessed to support technology-enhanced pedagogical designs. This chapter contributes to this discourse by proposing knowledge-centred models that integrate sound pedagogical strategy, ubiquitous technologies and situated learning to address student learning priorities and challenges in a Global Citizenship course at a South African university. Laurillard's (2001) Conversational Framework rendered a theoretical lens for interpreting the learning priorities, challenges experienced and the appropriateness of the proposed technology-mediated pedagogical interventions. Findings suggest that although collective engagement and peer-based networking were salient in the course, challenges of fostering deep learning, scaling the course, enhancing sustainable course delivery and accommodating diverse learning needs of students were reported. Technology-mediated pedagogical models that drew on emerging Web based technologies were designed to resolve these challenges.

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