GSAS Students Gain Learning Experience Design Skills Through Collaboration with Rabb
In the LATTE course shown here, students were introduced to the key principles of learning design thinking and applied design thinking approaches to foster the creation of human-centered virtual and face-to-face learning solutions.
Photo Credit: Dr. Elizabeth Santiago
October 24, 2023
Fatoumata Jaiteh | Graduate School of Arts and Sciences
This summer, GSAS collaborated with the Rabb School of Continuing Studies to launch a pilot program in Learning Experience Design, led by Dr. Elizabeth Santiago. A group of 10 GSAS PhD students participated in the program, which will continue into the fall. The program offers virtual and asynchronous micro-courses in the following sequence:
1. Learning Design Thinking
2. Universal Design for Learning
3. Assessment Strategies
4. Adult Learning Theories
This program provides students with fundamental knowledge and skills in Learning Experience Design, which are applicable in real-world teaching platforms. Students have the opportunity to earn a certificate in Learning Experience Design upon completion. Dr. Santiago stressed the importance of PhD students receiving training in learning experience design, as they are often required to teach courses in their subject matter. She said, “They are usually immersed into a specific discipline to become professors or to teach in an adjunct capacity. Typically, these same experts aren't taught instructional or learning design skills. They may get help at a university or college from a learning design specialist, but they aren't necessarily offered those skills during a PhD program. Offering the modules we designed helps PhD students get an understanding of learning design that they can apply to classes they may eventually design and teach.”
She also shared information about the topics being covered in each course. “We have offered both Learning Design Thinking and Universal Design for Learning. We are about to launch Assessment Strategies and will finish up with Adult Learning Theories in October,” Dr. Santiago said. When asked about what students are specifically learning and how they are engaged in the courses, Santiago answered, “In each course, students are asked to apply the learnings in the course to a learning design project of their choice. They are asked to share either a lesson plan or an outline of a lesson or unit that puts into practice specific topics they have learned. Students in the micro-courses have been conscientious in their application of the topics into real-world projects they actually want to do. It's been wonderful to read their work, and I am excited for the students who get to experience these lessons.”
Dr. Santiago, former chair of the Learning Experience Design program at Brandeis, has a wealth of experience in developing and teaching Learning Experience Design Courses. She outlined the objectives for each course, which are as follows:
1. Learning Design Thinking: In this course, students learn about key principles of learning design thinking and apply design thinking to create learner-focused experiences. They also conduct needs assessments and user interviews and develop empathy maps. The goal is to incorporate human e-learning solutions into design thinking.
2. Universal Design for Learning: In this course, students explore universal design principles and multiple means of engagement, representation, and expression about the learning experiences they are designing.
3. Assessment Strategies: This course teaches students how to develop measurable learning objectives and compare them to outlined learning outcomes in their learning design. They also explore appropriate strategies for usage in their curriculum design and the incorporation of their learners’ perspectives to assessment strategies.
4. Adult Learning Theories: Scheduled for October 2023, this course challenges students to explore adult learning theories on a deeper level and apply specific theories, cognitive science, and human-factors design into digital learning content development.
Dr. Santiago added that the students' feedback from the program survey indicated their desire for more. The students have been thoroughly enjoying their experiences and are requesting more discussion time, more interaction with their peers, and additional resources.
Students also shared their positive feedback firsthand. Robert B. Cochran, a History PhD student, highlighted some of the valuable lessons he learned in this program. “One lesson that has resonated with me is how important learning outcomes are. It can be easy for us instructors to focus on our own expertise and the things that excite us – which can be great. However, if we don't take time to think through and clearly articulate what we want learners to gain from a learning experience, we can easily lose sight of the goals and the needs of the learners,” he stated. Cochran added, “As I contemplate a career in higher education, I'm truly grateful to have the skills and knowledge in my metaphorical toolbox to use in the future. My hope is that I will be able to use them to become more deliberate and effective in my teaching. On a related note, the courses also have familiarized me with important concepts – Universal Design for Learning, learning goals and outcomes, types of assessments, and so forth. I believe that this familiarity will help me not only to communicate to others during and after my time on the job market, but more importantly that it will better equip me to assist students from many different backgrounds and in different institutional settings.”
Manning Zhang, a Sociology and Social Policy PhD student, shared her positive experience with the program so far. “I really find the Backwards Design and Audience Analysis helpful in efficiently translating course goals to everyday planning. The materials that Dr. Santiago assigned served as a great introduction to these theories and methods. And the assignments were helpful for me to practice these theories.” She also elaborated on the impact of this program on her future teaching plans. “I am currently using the skills I learned in Elizabeth's classes to design the course I will be teaching during the ABD period. These strategies help me to think from the audience's perspective rather than authoritatively pick materials that only work for my own interests. I am excited to use the syllabus and keep updating it.”
Alex Luu, PhD ‘23 in Computer Science, had this to say about his experience so far: “Learning is both cognitive and emotional work. To take care of the latter, we as LX designers need to put ourselves in the perspectives of all people involved in the LX in an empathetic manner so that we can develop our classes into compassionate learning communities, in which everyone's voice is heard and understood. Recognizing the importance of empathy in LX design urges us to develop inclusive learning environments that foster democratic conversation and to create authentic learning objectives and assessments that activate learners' intrinsic motivations (i.e. their curiosity, desire to grow, and need to become more competent, autonomous and related), as well as to devise accessible and engaging learning materials and activities.” Luu also shared that this opportunity is one of his last experiences here at Brandeis University. “This series of 5-week mini-courses is the best way to finish my learning journey at Brandeis. The courses brought me a candid mentor, Dr. Elizabeth Santiago, like-minded friends who share a passion for meaningful educational innovations, and timely opportunities to design my own courses, which must be a great preparation for my very next academic journey. The skills and knowledge I have been gaining in these courses will definitely help me become a more effective educator.”
Jonathan Anjaria, Associate Professor in the Department of Anthropology and Faculty Director of Professional Development at GSAS, shared his thoughts on the goal of the program. He said, “This program gives graduate students training in innovative pedagogy techniques. I hope that grad students learn how to create an inclusive and accessible classroom environment, as well as learn how to design assignments and class activities that are engaging and effective. I also hope students learn about jobs that value Learning Experience Design skills.” Many career fields utilize and value Learning Experience Design skills, including publishing, training and development, curriculum design, and academia. GSAS and Rabb will continue implementing this program through Fall this year and are looking forward to using the experience to create more innovative and inclusive learning opportunities for students in the future.