Académique Documents
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By Patrick Parrish
W
hat is the most critical skill required is learner empathy. This ability is central to
by an instructional designer? Having ID because it is needed to understand how
worked with many IDs over the years, instruction would be experienced including
and having been responsible for hiring more how text will be interpreted, how instructional
than half of a dozen of them (and of course software will be navigated, what will be discerned
interviewing many more than that in the in illustrations, what will engage or bore learners
process), Ive thought during the course of instruction and what they
about this question quite a will take away from the experience. This is
The most critical ID bit. In my own practice, Ive different than learner analysis, which typically
also wondered what has focuses on systematically considering only a
skill is the ability to contributed to my being few important qualities identified in a sample of
step outside ones own successful on particular questionnaires, interviews and discussions with
projects and less so on the client organization. Negative capability, on
perspective and see others. Of course, as in the other hand, implies a willingness to explore
any design discipline, less obvious implications of the analysis, free
the design through the success is a multi-layered of fact and reason, and open to unexpected
judgment. I suggest that findings.
learners eyes. it includes much more This isnt a textbook answer to the question,
than simply whether or and it doesnt quite fit in the list of Instructional
not learners achieve the stated objectives. It Design Competencies published by ERIC
also includes whether or not the product can (Fields, Foxen, & Richey, 2001). But I suspect
engage learners, treat content in a meaningful that Im not unique in placing a high value on
way and foster an interest in the subject matter, empathy. However, this aspect of ID is not often
all of which contribute directly to the quality of talked about explicitly, and most likely is simply
learning. Given this broad definition of success, assumed to underlie good design practice.
the answer Ive arrived at to the question posed In the past year, I have pondered much more
is this the most critical ID skill is the ability about the quality of empathy and its place in the
to step outside ones own perspective and see the design process. How do IDs exercise empathy
design through the learners eyes. as they design? Can they do it intentionally, or
I liken this skill to poet John Keats concept is it simply a trait they possess that shows itself
of negative capability, or the ability to be in in the quality of their work? Can they learn to
uncertainties, mysteries, doubts, without any practice empathy more effectively? This article
irritable reaching after fact and reason (Keats, summarizes an initial proposal for how we can
1817/1992, p. 494). Keats attributed this quality better utilize and nurture learner empathy in
to literary geniuses like Shakespeare, who could instructional design. To do so requires a shift
lose their personal identity at will and see the from emphasizing the technical problem-solving
world of their characters through those characters. nature of ID. Instead, we might view design as
But perhaps a more direct term for this ability, more a process of composing a story of learner
suggested to me by my colleague, Scott Switzer, experience.
experience by broadening its significance beyond merely of screen and interaction mockups,
the mere act of building a product. along with roughed out content scripts, and
One might argue that design stories are a poor formative evaluation of these prototypes often
response to the need for formative evaluation, happens in unrealistic settings. The goals
and that they are no replacement for testing of formative evaluation are often narrow as
prototypes with real learners. Alternatively, one well, focused on finding the degree to which
could argue that good prototyping and formative objectives are met and whether the products
evaluation are outward forms of dramatic demonstrate good usability. However, the final
rehearsal, and that their value is similar. Rapid impact of instruction comes from more than
prototyping, or successive approximation these; it depends on all qualities of the learner
(Allen, 2003), and formative evaluation of any experience, including its practical, aesthetic and
type can contribute substantially to improving a ethical dimensions, all of which may be more
design. Design stories are not a replacement for completely understood when design storytelling
these activities, they are companions. Without accompanies formative evaluation.
prior inward dramatic rehearsal, the prototypes
Qualities of design stories for formative
used in outward formative evaluation begin in
evaluation. The desirable qualities for design
worse condition, and the improvement process
stories in the late phases of the ID process are
may be more challenging as a result.
the same as those required in the design phase
Furthermore, just as writing a design story
including first person narration, immediacy,
is an imaginative activity, good prototyping and
condensed action and rapid, improvisatory
formative evaluation also require a high degree
telling to avoid rationalization. Stories at this
of imagination to compare them to real learning
stage are once again exploratory, and the learner
experiences. Unfortunately, because of cost and
reactions described should result from a high
time constraints, prototyping often consists
Appendix
Design Story Excerpt with
Storyboard
The following excerpt skips the
exposition stage of the story, present-
ing only a few key learner interactions
told through a first-person internal
monologue. (This module is available
at http://meted.ucar.edu/norlat/snow/
preciptype_case/index.htm)
Appendix (continued)
these Supporting Topics theyre to see what theyre about. The first are presented, but Ive been working on
providing, or should I just try to just background maps and things I the first question for 15 minutes now.
answer the question without them? can refer to help me understand the Is this case going to take more than
Ive been forecasting winter weather case, but it looks like these others each four hours to finish?! Maybe it will get
for 9 years after all. take several minutes to study. It seems faster as I get farther in. I hope so.
Ok, Ill look at the supporting topics like really good content, and nicely