Acknowledgements |
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xi | |
Preface |
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xiii | |
Why read this book? |
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xv | |
How to read this book |
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xvii | |
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Chapter 1 The power of experience |
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1 | (10) |
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The story of the angry boy |
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3 | (3) |
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6 | (2) |
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8 | (3) |
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Chapter 2 Why learning experience design matters |
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11 | (42) |
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We love a great experience |
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13 | (3) |
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14 | (2) |
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16 | (1) |
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16 | (2) |
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16 | (1) |
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17 | (1) |
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18 | (2) |
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Don't fear change, embrace it |
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20 | (1) |
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20 | (1) |
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The designer's perspective |
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21 | (2) |
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Seeing things differently |
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21 | (1) |
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22 | (1) |
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23 | (2) |
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25 | (2) |
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27 | (4) |
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Nine rules of learning experience design |
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31 | (2) |
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Rule 1 We learn from experience |
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33 | (4) |
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33 | (3) |
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36 | (1) |
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Rule 2 Every experience is unique (and so are you) |
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37 | (2) |
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Rule 3 Learning is continuous, dynamic, and holistic |
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39 | (2) |
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39 | (1) |
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40 | (1) |
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40 | (1) |
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Rule 4 Learning is influenced by emotion |
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41 | (2) |
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Rule 5 Learning is about process and outcome |
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43 | (1) |
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Rule 6 Learning experience design is human-centered |
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44 | (2) |
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Care for the people you design for |
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44 | (1) |
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Put the learner at the heart of your design and your design process |
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45 | (1) |
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Rule 7 More senses makes more sense |
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46 | (2) |
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Rule 8 (Inter)active is effective |
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48 | (1) |
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Rule 9 Learning experiences should be positive, personal, and profound |
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49 | (4) |
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49 | (1) |
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50 | (1) |
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50 | (3) |
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Chapter 3 What is learning experience design? |
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53 | (40) |
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Defining learning experience design |
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54 | (5) |
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55 | (1) |
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56 | (1) |
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57 | (1) |
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58 | (1) |
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58 | (1) |
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The origins of learning experience design |
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59 | (7) |
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62 | (4) |
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66 | (1) |
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Why is it important to distinguish LXD from other fields? |
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66 | (5) |
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68 | (1) |
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Value each field for what it is |
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68 | (1) |
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69 | (1) |
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69 | (2) |
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LXD and instructional design |
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71 | (5) |
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71 | (1) |
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72 | (1) |
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73 | (2) |
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75 | (1) |
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76 | (1) |
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LXD and user experience design |
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76 | (5) |
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77 | (2) |
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79 | (1) |
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80 | (1) |
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81 | (1) |
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The learning experience designer |
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82 | (11) |
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Qualities of a learning experience designer |
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84 | (3) |
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Your path to mastering LXD |
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87 | (4) |
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91 | (2) |
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Chapter 4 Experiential learning |
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93 | (14) |
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Experiential learning theory |
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95 | (1) |
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Four elements of experiential learning |
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96 | (4) |
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98 | (1) |
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99 | (1) |
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100 | (2) |
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101 | (1) |
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101 | (1) |
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101 | (1) |
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102 | (1) |
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Insight, knowledge, skill, and behavior |
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102 | (3) |
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103 | (2) |
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Always think about the learner |
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105 | (2) |
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Chapter 5 How to design a learning experience |
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107 | (36) |
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109 | (1) |
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The learning experience design process |
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110 | (3) |
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111 | (1) |
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111 | (1) |
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112 | (1) |
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112 | (1) |
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112 | (1) |
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113 | (1) |
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113 | (3) |
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Asking the right questions |
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114 | (1) |
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115 | (1) |
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116 | (7) |
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You are not the person you design for |
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116 | (1) |
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117 | (1) |
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118 | (1) |
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119 | (1) |
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120 | (1) |
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121 | (1) |
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122 | (1) |
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123 | (8) |
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124 | (3) |
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127 | (1) |
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3 Conceptualization: Draft design |
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128 | (1) |
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129 | (1) |
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130 | (1) |
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131 | (5) |
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132 | (2) |
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134 | (2) |
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136 | (1) |
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136 | (3) |
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Frequent testing pays off |
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138 | (1) |
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139 | (2) |
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139 | (1) |
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139 | (1) |
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140 | (1) |
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140 | (1) |
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What tools can help you through this process? |
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141 | (2) |
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Chapter 6 The Learning Experience Canvas |
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143 | (62) |
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145 | (1) |
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Introducing the LX Canvas |
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145 | (1) |
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How the LX Canvas supports the design process |
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146 | (1) |
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Helps you structure your design |
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146 | (1) |
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146 | (1) |
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146 | (1) |
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147 | (1) |
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147 | (1) |
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Structure of the LX Canvas |
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147 | (3) |
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Overview of the elements on the LX Canvas |
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150 | (6) |
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151 | (1) |
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151 | (1) |
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152 | (1) |
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152 | (1) |
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153 | (1) |
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153 | (1) |
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154 | (1) |
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154 | (1) |
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155 | (1) |
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155 | (1) |
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156 | (1) |
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156 | (6) |
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How to write an effective learning outcome |
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158 | (3) |
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161 | (1) |
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162 | (6) |
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Four types of learning objectives |
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163 | (3) |
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How to formulate learning objectives |
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166 | (2) |
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168 | (4) |
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168 | (1) |
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169 | (1) |
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170 | (2) |
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172 | (2) |
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173 | (1) |
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174 | (4) |
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175 | (2) |
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177 | (1) |
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177 | (1) |
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178 | (5) |
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How to analyze the environment |
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179 | (4) |
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183 | (3) |
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183 | (2) |
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185 | (1) |
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186 | (1) |
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186 | (4) |
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187 | (2) |
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How to list and deal with constraints |
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189 | (1) |
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190 | (5) |
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191 | (1) |
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192 | (1) |
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193 | (1) |
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194 | (1) |
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195 | (2) |
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195 | (1) |
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196 | (1) |
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197 | (4) |
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When will the learning experience take place? |
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198 | (1) |
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When will activities take place? |
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198 | (2) |
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What is the learner journey? |
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200 | (1) |
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201 | (2) |
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Ways to use the LX Canvas |
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201 | (1) |
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202 | (1) |
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203 | (2) |
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205 | (32) |
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206 | (11) |
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The benefits of working with personas |
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208 | (1) |
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209 | (4) |
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213 | (4) |
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217 | (7) |
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Empathy mapping as a method |
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217 | (2) |
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219 | (1) |
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220 | (1) |
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220 | (4) |
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224 | (11) |
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How to map a learning experience |
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226 | (3) |
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229 | (6) |
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The right tool for the job |
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235 | (2) |
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237 | (22) |
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239 | (6) |
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244 | (1) |
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244 | (1) |
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245 | (6) |
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250 | (1) |
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250 | (1) |
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251 | (8) |
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256 | (1) |
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256 | (3) |
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259 | (10) |
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261 | (3) |
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264 | (2) |
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264 | (1) |
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265 | (1) |
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266 | (1) |
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266 | (3) |
Index |
|
269 | |