Choose Media and Delivery System
this seems like a good outcome. I am wondering if personas do this better than simply telling a designer that their products need to adhere to certain media/tech specifications.
10 Matching Annotations
- Mar 2022
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edtechbooks.org edtechbooks.org
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ow Many Designers Focused on Each Persona During Each Module
I notice that Mary seemed to be a very engaging persona - a lot of designers focused on her consistently throughout the course
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The purpose of the current article is to highlight how one theoretical perspective that finds resonance in LIDT—activity theory—can be applied synergistically with specific methods of UXD—personas and scenarios—to inform the design of digital environments for learning. We argue this synergy allows for embodiment of theory while concurrently promoting positive learner experiences.
So this paper is arguing that LXD is not sufficient for making a robust learning experience - we need to also consider learner activity in addition to learner attributes
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This is perhaps because UX consists of multiple variables that are not agreed-upon or consistently considered and because it lacks a coherent unit of analysis. In this sense, a parallel can be drawn between UX and LXD, in that terms and concepts related to LXD abound in practice, despite the lack of clear definitions and methodological frameworks
Reminds me of last week's readings and videos where we discussed the difficulty of defining what LXD is (and how it differs from ID)
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ocus on the major needs of the learner
It might not be necessary to build out every single bit of a persona as long as one can arrive at the major needs.
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How accessible is technology to every learner in my class? Are learning materials universally accessible for individuals with disabilities? If access is not universal, how can I adapt my course curriculum to include all learners?
I think that the pandemic has brought these questions front and center - too often we make assumptions that everyone's technology contexts are the same as ours, and we might unintentionally exclude learners who don't have access to the technology. I also find it helpful to walk learners through any technology and practice it together to identify any unforseen issues.
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In this way, learning is a process that involves change in knowledge; it is not something that is done to learners but instead something that learners do themselves (Ambrose et al., 2010).
I love this learner-centered quote!
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Bell compares the assembly of a persona’s narrative to the work of a mosaicist. The writer assembles fragments of social and cultural contexts to make a more lifelike narrative. This allows the writer to throw off the chronology burden, and, rather, show relationships between events, people, motifs, or themes that are not generated by sequences of cause and effect.
The persona shouldn't be wholesale one person, but rather an amalgam of various experiences. I do worry that when creating personas I can't capture everything I want to. But then again, no one person is "everything".
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In persona construction, the goal is to create empathy, engagement, and identification with users so that IDs understand the users’ worlds, allowing them to create effective solutions for those worlds. Stereotyping and categorization work in opposition to that overarching goal and results in the creation of “flat characters,” (p. 62). A flat character could be an elderly woman with a cane or a businessman in a navy suit.
Important point here, it is important to create a rich persona to identify with rather than a one-dimensional characticure or stereotype.
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Activity theory argues that activity and consciousness are dynamically and inextricably interrelated. The theory considers the broader context and culture from which learning emerges, and thus has important implications for describing how learners think and reason within the world around them, how they engage in meaning-making, and how they develop understanding within their social context.
I am still wrapping my head around the definition of activity theory (which I am marking here). Could activity theory be a flavor/offshoot of constructivism/pragmatism, in which learning arises by active interaction with other people and/or objects, while being influenced/mediated by the learner's own context and culture?
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