Today, learners demand more customization, voice, and practicality from their learning environments (Kalaitzidis, Litts, & Halverson, 2017). Hence, instructional designers will have to upgrade learning environments in order to meet the demand of today’s learners. As discussed in an earlier post, content creation and calibration cannot be done in a silo. Content that is customized, incorporates the students’ voice, and is practical for students, has to be co-designed with students. Hence, content that is co-designed with learners is the ultimate form of personalized learning.
Why should instructional designers include learners in the content creation process? First, by including learners in creating content, the learners themselves intrinsically set learning goals for attainment. In other words, when instructional designers introduce learners to the instructional objectives and learning outcomes for the units and lessons, the learners then can determine their own learning because they have been empowered by the instructional designer to customize and practicalize the content and they have been allowed to add their voices to the content creation and learning process.
Second, by including learners in the creation process, a learning flow that produces deep engagement and learner motivation can be established. Csikszentmihalyi (1990) argued that “clear goals, individual control, tasks that the individual is capable of successfully completing, and skills that must be learned” is what establishes a flow for deep learning and engagement. When learners co-create content, tasks are designed that are not too challenging or too easy. Students co-design tasks with teachers that align with their personal interests, thus placing them in a flow channel of learning.
Third, learner voice, choice, and agency are all embedded in co-designed instructional design models, as these types of models highly value empowering learners to make decisions about ends, priorities, and means (Reigeluth, Myers, & Lee, 2017). When students are empowered, then they are more engaged and thereby more capable of attaining their learning goals and the instructor’s teaching objective.
Alpha vs. Beta testing
In many cases, after instructional designers have created their content without student input, they typically test the content in the alpha stage through the student view. For instance, instructional designers might make sure that the links work, that the dates of content release are correct, and that the aesthetics of the content is appealing. If the content passes the instructional designer’s alpha test, then it is delivered to the student without any trial run. Some would argue that this is a travesty, as students are being held accountable for content that was not given a trial run by the learners. Cars are test-driven, wine is taste-tested, and movies have trailers, all for the sake of testing the quality or operation of the product. Why then are students not given an opportunity to give their content a trail run?
Why content should be beta-tested with students
When instructional designers allow students to co-design and beta test the content, students are able to find bugs and fix them, improve content features, and optimize the distribution of learning, teaching, and assessing (Kalaitzidis, Litts, & Halverson, 2017). “In software development, the beta phase is an accepted, normal, predictable stage of product development” (Gonzalez, 2018). This is not the case in traditional instructional design. Gonzalez (2014) mentioned that “beta is a lifelong commitment to continuous …growth” (para. 4). Hence, shouldn’t instructional designers adopt beta-testing as a form of continuous professional growth?
After doing some research on this topic, I created an instrument that not only supports mega-batching content creation but beta testing content with learners. For the instrument, click here. I also created a content rubric checklist for students that can be used for beta-testing content. This checklist is based on UC Berkley’s checklist. In sum, if instructional designers truly want to personalize learning for students, then they will not only have to incorporate the learners’ voice, choice, and agency, they will also have to incorporate co-designs that are beta-tested with end-users.
Csikszentmihalyi, M. (2009). Flow: The psychology of optimal experience. New York: Harper [and] Row.
Gonzalez, J. (2014). Teaching in Beta: What We Can Learn from Software Developers Retrieved from https://www.cultofpedagogy.com/beta-teaching/ on October 14th, 2018
Reigeluth, C.M., Myers, R. D., Lee, D. (2017). The Learner-Centered Paradigm of Education in Reigeluth, C. M., In Beatty, B. J., & In Myers, R. D. Instructional-design theories and models: Volume IV.
Kalaitzidis, T.J., Litts, B., and Rosenfeld Halverson, E. (2017). Designing Collaborative Production of Digital Media in Reigeluth, C. M., In Beatty, B. J., & In Myers, R. D. Instructional-design theories and models: Volume IV.
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