Development & Evaluation

For our program evaluation, we decided to implement a KPI that combines measurement from several key factors in the program:

• Program assessment results: Are our learners able to actively self-evaluate, show their thought process, opinions, comprehension of lesson materials, ideas, and commitment through reflection, discussions, activities, and artifacts?

• Transfer of knowledge: Are learners motivated and committed to cultivating healthier eating habits, able to craft their own meals according to their goals using MyPlate guidelines, and able to analyze healthy food to incorporate into their diet?

• Learner feedback (conducted through a survey - click to view): Are learners motivated, enjoy, and can follow the lessons and activities in the program with typical scaffolding? Do they find the supporting materials helpful, engaging, and relevant to the program? Do learners feel encouraged, comfortable, and content with in-class participation?

• Stakeholder feedback (conducted through a survey - click to view): Can stakeholders support the program's needs easily with no significant adjustments (to their work schedule or the planned activities) with no negative consequences or risks? Are stakeholders very satisfied with the collaboration with the program?

Yinuo 

• Learning design really dives deep into educational theories and instructional strategies, much like how UX taps into human behavior and ergonomics. But what sets it apart is how much it leans into cognitive science and pedagogy to really nail those learning outcomes, not just user engagement. Reflecting on this made me realize just how broad and deep you need to go to craft truly effective educational experiences, which is a bit different from the user-first approach in standard UX design.

• I learned that my ability to pivot and adjust strategies on the fly is crucial. It’s not just about sticking to a plan; it’s about evolving the plan as needed. This has made me more confident in my decision-making and more resilient as a project manager. 

• This project honed my problem-solving skills and taught me the value of a strategic approach. I felt more empowered to tackle complex issues and lead my team through them.

Zyla 

• As a student with a design background, I initially thought that learning design was similar to user experience design—both aim to create products that enhance learning. However, I soon realized that they differ significantly. Learning design focuses more on logical structuring and rigorous evaluation. When designing a learning experience, it is crucial to establish clear learning goals and objectives. This realization highlighted the distinct nature of learning design, which unlike UX, prioritizes educational outcomes over general user engagement.

• Except for the additional week we spent on developing the logic model—due to our overly ambitious initial concepts—I found the other steps quite reasonable. If I were to go through the process again, I would wish for resources that allow direct interaction with our target audience. This experience has taught me the importance of aligning the design process with the needs and feedback of the learners to make the learning tools more effective and user-centric.

• The structured and formal approach of the learning design process was a revelation to me—it was more systematic than I had anticipated. I used to think of "learning" as something difficult to measure because of varying backgrounds and learning paces among students. This course taught me that learning design could significantly enhance the overall learning experience by applying a structured approach, making the learning outcomes more measurable and impactful. This has given me a new sense of purpose and direction in my approach to designing educational experiences.

Eryca 

• My 'aha' moment came when I realized I could design a book. Having previously worked on apps and websites, this was my first attempt at creating a book. It was more challenging than I anticipated and took longer than expected. While there were similarities between designing apps and books, the differences were even more pronounced. However, the outcome was worth the effort—Zyla and I managed to create a guidebook that looked both professional and fun.

• I used to struggle with secondary research, but this time, I put considerable effort into it. The information gathered was helpful for the project, giving me a sense of accomplishment. Feeling helpful in this way was very rewarding.

• I've come to realize that I'm genuinely skilled at design, as I can even create an entire book. This project has given me the confidence to believe in my abilities across different mediums. Previously, my experience had mostly been with apps and websites, but successfully designing a book proved that my creative skills are versatile. Whether it's digital platforms or printed materials, I can adapt to different formats and requirements. This newfound realization is empowering, and I’m excited to see how I can continue expanding my design capabilities in future projects.

Syika

• I think throughout the process, I learned a lot about secondary research because we mainly do it for this project. If I were to do it again, I think I would focus more on the ideation part because it's the most interesting and fun part for me.

• Realizing our target audience is not familiar with us, which means there would be bias or assumptions we brought into this project. Thankfully our team is open to discussion and we remind each other about the possibility of our assumptions affecting this project.

• I would also point out the fact that we can't really address all of the issues because of the comprehensiveness of the topic.

Dira 

• One major challenge this team had was trying to incorporate many elements that came up during the ideation process into the final product. The initial final product turned out to be very complicated, which further complicate the curriculum we designed. From this situation, I learned to focus and prioritize on what we're really trying to solve. 

• I find myself more open to using AI, of course in a responsible way, for my work. I came into the course very reluctant to use AI since I didn’t want to be seen as lazy. However, from the AI agreement this class has set, I gained the insight that emerging technologies inevitably will keep developing, and rejecting them blatantly will not make the situation better. I learn to be more open and compromising emergent technologies especially AI, while finding ways to use it while keeping my work scholarly.

• Despite joining this team after the research phase (and before the design phase), I find myself being able to fully participate in the design and evaluation process of this project. I think I'm able to do this because I did my due diligence of doing my research and asking the questions I have, while this team welcomed me with open arms. I'm glad to contribute and be a part of this team!