To create an empathy map, learning designers categorize interview notes based on what the interviewee was saying, doing, thinking, and feeling.
I love the idea of having students create an empathy map as part of video game design. This would make the UX/UI experience more meaningful not only to the players, but also to the students designing the game.
Want to generate portfolio material
This is an interesting finding as K-12 Educational Technologist support digital portfolio initiatives in schools to help students strengthen these skills for the workforce and as part of college preparation.
Authenticity can help motivate designers and allow them to remain on a path to design for actual needs. Designers must accordingly construct personas from context and real-life people.
Designing with authenticity and empathy are the components of LXD which I think elevates the process from traditional ID. Additionally, the social-constructivist approach of accounting for users real life context further enhances the outcomes.
The Learner Analysis Worksheet below is one way to collect and record key factors and general information about the learners, using information available from student enrollment data. This worksheet can be adapted for designing instruction for various learning environments. Student information is often provided when a student enrolls, and academic advisors or student enrollment professionals may also be able to share this information with you. Another way to gather demographic information is to speak with the colleagues in your department. Who are the students who usually register for this course?
This is written as though obtaining all information on the student learning profile is simplistic and concrete. Gaining access to learners' abilities is incredibly difficult. What I have found so fascinating about this course is the student-centered approach of LXD. However, the lack of acknowledgment about disclosing students' disabilities and designing universally is astonishing.
Understanding who the learners are and their demographics can directly impact the instructional material. It is important, for example, not to include instructional material that may be culturally insensitive or that has no connection to students. This is particularly important when using media such as film that could be considered historic to one group and offensive to another. Culture is integral to learning and plays a central role in “determining the learning preferences, styles, approaches and experiences of learners” (Young 2014, p. 350).
I absolutely agree content should be culturally responsive and relevant. However, I disagree with the sentiment that content should be left out in there is "no connect." In a world where inequity with marginalized groups is prevalent, being comfortable with discomfort in the unknown breaks the barriers.