UXA2022 Day 2; Justin Cheong - Design principles for online learning

Have you ever had to design training for an online audience? You probably had a few questions. What’s the optimal lesson length? Should it be delivered live, or pre-recorded to enable self-paced learning? How can you maximise for social learning?

In 2020, Justin created an online cohort course that teaches visual thinking to designers around the world. In doing so, he tried his best to answer the above questions. Through this case study, Justin shares some strategies and best practices for online training, including principles of ‘New Learning’ pioneered by Mary Kalantzis and Bill Cope

Transcript

1. Design principles for online learning JUSTIN CHEONG, FOUNDER @ VISUAL ACADEMY
2. Visual Academy
3. ‘Flipped’ classroom Traditional Source: UNSW Business School
4. e-learning ecologies by Bill Cope and Mary Kalantzis • Principles for New learning • Book & Coursera
5. Metaphors
6. Learning as downloading Classrooms and libraries Metaphors
7. Learning as downloading Classrooms and libraries Metaphors
10. Outcome
14. Outcome
17. Outcome
19. Mimetic learning Social learning Kinaesthetic Videos Books Articles Interviews 1:1 video calls Live 
 group calls Conceptual Visuospatial Attention Diagrams Online chat Fun Verbal
20. ‘Choose your own adventure’
21. Self-paced learner ‘Choose your own adventure’
22. Self-paced learner ‘Choose your own adventure’
23. 5 minutes + exercise Self-paced learner ‘Choose your own adventure’
24. 5 minutes + exercise Self-paced learner ‘Choose your own adventure’
25. 5 minutes + exercise Self-paced learner ‘Choose your own adventure’
26. 5 minutes + exercise Live
 learner Self-paced learner ‘Choose your own adventure’
27. 5 minutes + exercise Self-paced learner ‘Choose your own adventure’ Live
 learner
28. 20 minutes 5 minutes + exercise exercise Self-paced learner ‘Choose your own adventure’ Live
 learner
29. Self-paced learner ‘Choose your own adventure’ Live
 learner
30. Self-paced learner ‘Choose your own adventure’ Live
 learner
31. Outcome
32. Outcome
33. Forums Online chat Group calls Project boards Breakout rooms Collaboration boards Outcome
34. Outcome
35. Outcome
36. Outcome Learning as downloading
37. Learning as downloading Classrooms and libraries Metaphors
38. Learning as downloading Classrooms and libraries Metaphors
39. Classroom Library
40. Classroom Library
41. Classroom Library
42. University
43. Classroom Library
44. The internet Classroom
45. The internet
46. The internet
49. Less of: • Completeness of knowledge More of: • Facilitating interactions and feedback • Demonstrating resourcefulness • Designing/curating the experience
50. Eduflow Eduflow
51. The internet Classroom Classroom
52. Learning as downloading Metaphors Classrooms and libraries
53. Yes, the training has been relevant and/or useful “Since completing Visual Thinking for Human- Centered Design, I've changed my approach to slide decks for stakeholder presentations. My decks used to be incredibly wordy, but now I use more visuals and illustrations to tell a 
 persuasive story.” Yes, the training has been relevant and/or useful “Now I use storyboarding for planning presentations/workshops. I also use mapping for taking notes and trying to incorporate visuals to support process mapping.”
54. Somewhat. The training has been somewhat relevant and/or useful “Probably the most important thing that I got from the course was that I needed to keep practising. Which I have sort of done but maybe not as much as I should have!” Somewhat. The training has been somewhat relevant and/or useful “Given me the confidence that I can doodle if I need to. Have not been practicing much of late.”
55. Thank you!