narrative as a designer


How does narrative currently manifest in my work as a designer, professional or researcher? Why do learning designers use learning theory/science?

It is not easy to measure a piece of artwork. Different groups of the audience may pay attention to varying dimensions of art, such as techniques, creativities, visual effect or emotions. As a visual artist, however, I believe that good visual art should communicate with their audience. A good piece of art can tell a story efficiently to its viewers. I think that artists are also social agents to impact our society by abstractly telling a story. Designers should be sophisticated enough and well trained to create meaningful, socially engaged art.

How does learning theory relate to design, development, research, publication? To in-classroom teaching, lesson planning?

Vygotsky believes that from the day we are born, people learn, thrive, and grow in relationship with others. We “are” because of others. Therefore, we need instructors to guide us to learn and achieve the learning goals. Learning theory is a beacon to lead designers to improve the learning environment and support learners to fulfill their learning goals. Instructional design and educational sciences are connected. To design a meaningful lesson, designers have to understand how their learners learn and their prior knowledge and apply suitable learning theories to the curriculum.

How can one use these as foundational elements and learning theories to be a more effective and thoughtful designer? 

Novak believes the definition of Ausubel's meaningful learning is non-arbitrary, nonverbatim, substantive incorporation of new symbolically expressed ideas into the cognitive structure. (p.4) Therefore, rote learning cannot be interpreted as meaningful learning because Novak defines that rote learning is arbitrary, verbatim, and non-substantive incorporation of new concepts into the cognitive arrangement. (p.4) If  designers can apply the meaningful learning theory to their design and then designers can avoid rote learning for learners and elevate the meaning of learning experiences. 

  • Novak, Joseph D. "A view on the current status of Ausubel's assimilation theory of learning.” meetings of the American Educational Research Association, San Francisco, CA. 1992.

What is the process? How does it differ across fields, workplaces, technologies? Who is involved?

Learning sciences are empirical, interdisciplinary, contextualized, and action-oriented. (Hoadley, P11) It is pathetic if learning means to help learners to master a specific skill or understand a type of subject rather than encouraging learners to look for the meaning of their lives. Knowledge in nature is internally connected. I believe that education should inspire us to look for the connection between us and others in the environment, in the universe. Notably, children are fragile flowers, and they are sensitive to new objects while they are growing up. Teachers and parents need to carefully cultivate and raise them in different approaches and also consider how children may behave discrepantly in different ages and environments. That’s the reason why educators need to consider psychology, cognition, sociology, and others to generate a scientific way of teaching.

  • Hoadley, Christopher. "A short history of the learning sciences." In International handbook of the learning sciences, pp. 11-23. Routledge, 2018.

How do we know if a learning design is effective? 

  • Feedback

  • After receiving the feedback and collecting the input from their end-users, education designers will know if their design effective.The feedback from target users is strategically important for designers to evolve their learning design. 

  • Evaluation.

  • Education designers should evaluate if their lesson plans are successfully “solve the problem.” Designers must know and observe if students achieve learning goals; if students or learners enjoy participating in lessons and can engage the classes. Instructional designer need to keep thinking of what they can improve for the next time base on evaluation from students and teachers.

“The primary purpose of the evaluation is to ensure instructional designers can determine if the learning goals have been met, and to establish what will be needed moving forward in order to further the efficiency and success rate of the project.” ( Kurt) 

  • Serhat Kurt , ADDIE Model: Instructional Design, https://educationaltechnology.net/the-addie-model-instructional-design/