Designing an effective e-learning experience : thesis project: Memocate
Kozina, Anastasiia (2017)
Kozina, Anastasiia
Tampereen ammattikorkeakoulu
2017
Creative Commons Attribution-ShareAlike 2.0 Englanti ja Wales
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2017082914619
https://urn.fi/URN:NBN:fi:amk-2017082914619
Tiivistelmä
Learning is a slowly-changing process. Throughout the centuries, learning has not matched the use of technologies and tools of the time, and the newly acquired behavioral and learning patterns of the learners haven’t been properly considered by the instructors. In recent years, e-learning has become seemingly more prominent in modern society as technological advancements took place. Yet, in the abundance of available e-learning services, it is hard to define one that helps with memory retention, tracks the learners’ activity and progress, and generally guides the learners on the journey towards their initial learning goal.
The objective of this thesis was to define the way we, humans and learners, should learn digitally. It was done by defining the principles of learning experience design, with the insights coming from neuroscience, cognitive psychology, design thinking, service design, and user experience design to set up the core of the guidelines.
To reveal the key learning experience principles, an extensive theoretical research has been undertaken. The research elements have been gathered via literature review, interviews with the field professionals, surveys with international audiences of learners, and comprehensive analysis of the e-learning products that are available on the market today.
In contemplation of the validity of the defined learning experience design principles, they have been applied to Memocate, the e-learning service that aims to educate family and professional dementia caregivers on the recent research on communication and interaction with the dementia patients.
The study suggests that learning experience design principles become effective and usable when applied to any e-learning service, and can also be used in a learning experience review sessions to reflect on and iterate the educational process. Moreover, the mentioned principles address the learning patterns of today’s society, therefore allowing the instructor or course designer to set up a novel and efficient approach to learning.
The objective of this thesis was to define the way we, humans and learners, should learn digitally. It was done by defining the principles of learning experience design, with the insights coming from neuroscience, cognitive psychology, design thinking, service design, and user experience design to set up the core of the guidelines.
To reveal the key learning experience principles, an extensive theoretical research has been undertaken. The research elements have been gathered via literature review, interviews with the field professionals, surveys with international audiences of learners, and comprehensive analysis of the e-learning products that are available on the market today.
In contemplation of the validity of the defined learning experience design principles, they have been applied to Memocate, the e-learning service that aims to educate family and professional dementia caregivers on the recent research on communication and interaction with the dementia patients.
The study suggests that learning experience design principles become effective and usable when applied to any e-learning service, and can also be used in a learning experience review sessions to reflect on and iterate the educational process. Moreover, the mentioned principles address the learning patterns of today’s society, therefore allowing the instructor or course designer to set up a novel and efficient approach to learning.