This document provides an overview of an online seminar on designing engaging online courses and curricula for adult learners. The agenda covers instructional design with Val Kelly, user experience design with Dave Robins, and a curriculum design example with both presenters. Key topics discussed include understanding student motivations, designing for autonomy and competence, backward design principles, creating a learning community, and examples of seductive design techniques. The goal is to help participants design online programs that motivate learners through an engaging user experience.

1. Seductive Online Program for
Adult Learners:
Designing Courses and Curricula for Engagement

2. Presenters
Val Kelly Dr. David Robins
Director of Online Learning Assistant Professor
Kent State University School of Library &
Information Science
Kent State University

3. Agenda
User Curriculum
Instructional Experience Design
Design Design Example
with Val Kelly with Dave Robins with Dave & Val
Everything is Designed. Few things are designed well
Brian Reed

4. Instructional Design
Designing to Learn

5. The Next Generation of…
Online Learning at
Kent State University

6. PLANNING is Important

7. Find out where you are
PROCESS is Important Analysis before you begin.
Create a pedagogical
Design framework.
Digitize content and build
Development course structure.
Provide support for
Implementation instructors.
Review student and
Evaluation instructor feedback.

8. Find out where you are
Analysis before you begin.
Create a pedagogical
Design
DESIGN is Important
framework.
Digitize content and build
Development course structure.
Provide support for
Implementation instructors.
Review student and
Evaluation instructor feedback.

9. Online = Transparency
Transparency = Evaluation, Review, Revision
Best Design
Practices
Emerge!

10. What do we know about Design?

11. Bad Design = Frustration

12. Teachers –
Design to We need you!
facilitate
teaching
Teaching is much, much more
than content development &
delivery.

13. Or a vast, connected
COMMUNITY is Important Is online a solitary world?
community?

14. Creating Community

15. The online community includes places for…
Interactions
Student to Teacher
Student to Content
Student to Student

16. Goals and Objectives are
Instead of this….
• Start with a mixture of
calcium, silicon, aluminum & iron
• Mix 1 part calcium, silicon aluminum & iron
mixture with 2 parts sand and 3 parts
gravel. Add water until mixture becomes
Important
malleable enough to pour into a form.

17. Design with your Goal in mind
Start with this….
• By the end of this program, students will be able
to understand the principles of sustainability
and design a sustainable structure.
It will look
something
like this:

18. Use Backward Design
• Identify desired results.
• Determine acceptable evidence.
• Plan learning experiences and
instruction.
“Understanding by Design”
Grant Wiggins and Jay McTighe

19. Design for Success
Create Attainable Learning Objectives

20. Design pathways to achieve objectives
Tell Students how each objective gets them closer to their goal.
You are here Now you are here.
Read this.
Demonstrate this.
Do this.
Listen to this.
Discuss this.

21. Understanding Student
Intrinsic Motivation
Motivations is Important
the activity itself is the reward
Extrinsic Motivation
the reward for doing something is external to the
activity, not the activity itself.

22. Understanding Student
Intrinsic Motivators
Motivations is Important
1. The desire to be autonomous
(to determine what we do and how we do it).
2. The desire to be competent
(to be good at what we do).
Extrinsic Motivators
1. Grades
2. Punishment

23. Design for Autonomy

24. Design for Competence

25. How good is your memory?
List the animals you just
saw…

26. What if they were ordered like this…

27. Design for Competence
Sometimes courses look like this…

28. Design for the student perspective
What does your course look like through a student’s eyes?

29. User Experience Design
Dave Robins

30. User Experience
... a person's perceptions and
responses that result from the
use or anticipated use of a
product, system or service.
http://en.wikipedia.org/wiki/User_experience
ISO FDIS 9241-210:2009. Ergonomics of human system interaction – Part 210: Human-centered design for
interactive systems (formerly known as 13407). International Organization for Standardization (ISO). Switzerland.

31. User Experience
... includes all the users' emotions,
beliefs, preferences, perceptions,
physical and psychological
responses, behaviours and
accomplishments that occur
before, during and after use.
http://en.wikipedia.org/wiki/User_experience
ISO FDIS 9241-210:2009. Ergonomics of human system interaction – Part 210: Human-centered design for
interactive systems (formerly known as 13407). International Organization for Standardization (ISO). Switzerland.

32. Designing User Experience
Jesse James Garret
Elements of User Experience Design

33. The flip side of design
Evaluation

34. Usability as Evaluation

35. We try to measure and evaluate
• Ease of use
• Affordance
• Barriers to
effective use
• Know our
audience
For example…

36. Platform Pedals
Platform pedals
Platform pedals
• Easy to use
For some…
Not for
others…

37. Know your audience
For a competitive cyclist
=
among other difficulties

38. For most of the 20th century we had…
Toe clips

40. A simpler idea

41. Clipless pedals

43. A more pertinent example…

45. GUI

46. Mobile

47. The experience is the product
Peter Merholz, 16 (Mostly Difficult) Steps to Becoming a Customer
Experience-Based Organization

48. Emotion/Seduction/Motivation

49. Which experience?

50. Seductive Design

51. What is Seductive Design?
Piano Stairs

52. Limits of Evaluation
Piano Stairs

53. Makes use of human traits
to create engagement
Challenge
Want to be heroes
Status
Collectors

54. About humans…
About humans…
• We’re curious
• We’re afraid of change
• We seek out patterns
• We like to order and organize things
• We’re intensely self-centered
• We’re lazy
• We’re highly visual thinkers and learners
• We like to be the hero of the story
• We respond to our name and other first person cues
• We don’t like to make choices, but we like choice
• We like to be in control (and we like to be guided)
• We find novelty and surprise interesting
• … and on and on

55. About humans… What’s in the
cards?
Stephen Anderson,
Mental Notes
http://getmentalnotes.com/

56. Recognize this?

59. About humans…
About humans…
• We’re curious
• We’re afraid of change
• We seek out patterns
• We like to order and organize things
• We’re intensely self-centered
• We’re lazy
• We’re highly visual thinkers and learners
• We like to be the hero of the story
• We respond to our name and other first person cues
• We don’t like to make choices, but we like choice
• We like to be in control (and we like to be guided)
• We find novelty and surprise interesting
• … and on and on

60. Design Examples
User Experience Design, Seductive Design, and Curriculum Design
Seductive Design, and Curriculum Design

61. Analysis Curriculum
Find out where you are before you begin.

62. Who are our potential students?
Personas

66. Who are our competitors?

67. Fine Arts (Interaction Design)
HCI
Some Related Programs
Interaction Design
Multimedia Design
Database Design
Web Design
Information Design

68. Interaction Design Savannah College of Art & Design
Carnegie Mellon University
School of Visual Arts (NYC)
University of Baltimore
HCI Carnegie Mellon University
Rensselaer Polytechnic Institute
Other Programs
Rochester Institute of Technology
Multimedia Design Regent University
Web and/or Database University of Denver
Design
Information Design Bentley University
Information Florida State University (concentration)
Architecture

69. What do UX Professionals Do?
Are there jobs for our graduates?

70. User
Experience
Design
Information
Architecture Interaction
Design
User
Content
Studies
Strategy
Information
Usability Design

71. User
Experience work in teams to
Manage Projects
Designers
involving
Design/
Evaluation Research
Organization
through of
Information/Content to
via Understand
Usability Context
Information Content and
Testing Architecture Strategy Users
communicate their
designs/results via
Deliverables
to
Stakeholders Team Members
Developers Visual Designers

72. How suitable is our curriculum?
Curriculum Audit

73. Curriculum (Current)
IAKM Core IAKM in Context
Knowledge Organization Systems
UXD Required Information Architecture I
Usability I
Information Technologies
Information and Visual Design
Researching the User Experience
UXD Electives Information Architecture II
Usability II
User and Task Analysis
Content Management Systems
Many others from different disciplines

74. Needed Additions to Curriculum
• Social Media
• Mobile Design
• Natural User Interface (NUI)
• Rich interactions/applications/visualization
• Project Management
• Presenting deliverables to stakeholders
• Ethics
• Content Strategy
• Remote Usability
• Design methods (e.g. “agile,” “waterfall”)
• Other?

75. 10 “Carousel” Courses
Course Action Area Field
Knowledge Organization Systems Organization Information Architecture
Content Strategy Organization, Design Information Architecture
Usability Testing Evaluation Usability
Alternative Usability Testing Evaluation Usability
Information & Visual Design Organization, Design Information Design
Information Architecture,
Markup and Presentation Organization, Design Information Design
Information Architecture,
Information Technology Design Information Design
Information Architecture Organization, Design Information Architecture
User and Task Analysis Research User Studies
Researching the User Experience Research User Studies

76. Proposed Introductory Courses
1. User Experience Design 2. User Experience Design
Theory and Context Processes and Deliverables
is the is the
Who When
What How
Where of
Why
Communication
of through, and development of
Evaluation Deliverables
Design for
User
Research Experience
for Design
Information Interaction
Architecture Design
Content
Information
Strategy
Design
User
Usability
Studies

77. Design Curriculum
Create a pedagogical framework.

78. Start with your Goal in mind
By the end of this program, students will be able to
make good experiences GREAT.
Our Guiding Principles for the Program:
LUMEN
• Learn:
Research/Collect/Gather/Filter/Group/Context
• Understand: Model/Requirements
• iMagine: Design/Make/Sketch
• Evaluate: Prototype/Test
• iNform: Reports/Explanations/Describe

79. Determine acceptable evidence.
How will are students show their proficiency in UxD?
Student portfolios tell our story
Students will…
Build a portfolio containing deliverables from all
core learning areas, including:
• Information architecture
• User studies
• Usability
• Interaction design
• Content strategy
• Information design

80. Plan Learning Experiences & Instructions
What activities will allow students to become GREAT
User Experience Designers?
Students will…
• Interact with industry experts
• Build a portfolio
• Develop a toolkit (bag of tricks)
• Create a sketch book of ideas
• Contribute to the Inspiration Library
• Participate in group work
• Present their own designs to clients
• Evaluate designs

81. Create a Learning Community
Student to Instructor Interactions
Instructor will…
Give video orientation to self and course.
Provide Feedback
- Detailed feedback on first draft and final portfolio
submissions and any other assignments.
Discussion Boards
- Weekly audio summary
- Written replies
Email
- Respond to any email within 24 hours
Live Chat
- Be available for scheduled chats (office hours)
Podcasts
- Will create audio podcasts of interesting events.
Assessments
- Provide timely assessments on discussions, quizzes and project work.

82. Create a Learning Community
Student to Content Interactions
Course will contain…
Readings
Audio lectures including many from leading professionals
Video
Discussion Boards
Inspiration Library
Written communication
Podcasts
Web links
Self-tests with feedback

83. Create a Learning Community
Student to Student Interactions
Students will…
Post on discussion boards
Respond to peers on discussion boards
Participate in group projects
Give recorded presentations
Participate in peer evaluations
Participate in live chats where possible

84. What will these 7 week courses look like?
Week 1 Course overview Short recorded lecture
Introductions covering main points of
Weekly discussion of
topic and readings
Short multiple choice quiz
over readings/topic
topic/readings
Week 2 Short recorded lecture Weekly discussion of Project or project
Course Wireframes
covering main points of topic and readings phase due
topic/readings
Week 3 Short recorded lecture
covering main points of
Weekly discussion of
topic and readings
Short multiple choice quiz
over readings/topic
topic/readings
Week 4 Short recorded lecture
covering main points of
Weekly discussion of
topic and readings
Project or project
phase due
topic/readings
Week 5 Short recorded lecture
covering main points of
Weekly discussion of
topic and readings
Short multiple choice quiz
over readings/topic
topic/readings
Week 6 Short recorded lecture
covering main points of
Weekly discussion of
topic and readings
Project or project
phase due
topic/readings
Week 7 Course wrap-up Short recorded lecture
covering main points of
Weekly discussion of
topic and readings
Short multiple choice quiz
over readings/topic
Portfolio
feedback topic/readings

85. Analysis Find out where you are before you begin
Design Create a pedagogical framework.
Develop Build Curriculum Structure.
Implement Provide Instructor Training
Evaluate Review student and instructor feedback

86. Courses &
Seductive Design Curriculum
A few quick examples.

87. Problem Statement
Problem: Discussions online are not lively – “I agree
with so and so…”
Students don’t participate until the
midnight of the night it is due –
leaving no time for an actual “discussion”.

88. Solution: Use Limited Duration
Solution: Use “Limited Duration” to limit times
when participation can take place.
Model:

89. Problem Statement
Problem: Students are more concerned about
earning a grade than acquiring new
knowledge and skills.

90. Solution: Autonomy
Have students create portfolios. Let
Solution: Students choose own projects. Give
them opportunities to display work
at conferences.
Continue to build relationships
Model: with companies like FatDUX to
sponsor student presentations at
Conferences.

91. Problem Statement
Problem: Students start to lose interest part way
through the course.

92. Solution: Triggers
Solution: Create “Triggers” to alert students
to events in the class in the
industry
Pass along invitations to
Model: Webinars, meetings and
other professional
activities.

93. Problem Statement
Problem: In a 7 week course, students have little
time to learn their way around the course
and learn new technologies

94. Solution: Pattern Recognition
Create uniform navigation. Make
Solution: consistent use of tools. Make each
course follow similar patterns.
INTRODUCTION
About the Course
Meet Your Instructor
Introduce Yourself
Model: CONTENT
Home
Weekly Modules
INFORMATION
Announcements
Ask Questions
Office Hours
Tech Help
ASSIGNMENTS & GRADES
Discussions
Self-Tests
Weekly Assignments
Portfolio Submissions
My Grades

95. Dave Robins & Val Kelly
Thank you for attending
Any Questions?

96. References
• Wiggins, Grant and Tighe, Jay (2005). Understanding by Design (2nd Edition).
Merrill/Prentice Hall.
• Smith, Robin (2008). Conquering Content: A Step-by-Step Guide to Online Course
Design. Jossey-Bass.
• Palloff, Rena and Pratt, Keith (2007). Online Learning Communities: Strategies for the
Virtual Classroom. Wiley & Sons, Inc.
• Anderson, Stephen (2011). Seductive Interactive Design: Creating Playful, Fun, and
Effective User Experience. New Riders.
• Norman, Donald (1990). The design of everyday things. Doubleday Business.
• Norman, Donald. (2004). Emotional Design: Why we love (or hate) everyday things.
Basic Books.
• Merholz, Peter, Schauer, Brandon, Verba, David, & Wilkens, Todd (2010). Subject to
change: creating great products and services for an uncertain world. O'Reilly Media.
• Garrett, Jesse James (2010). The elements of user experience (2nd Edition). New
Riders Press.
• Saffer, Dan (2009). Designing for interaction (2nd Edition). Voices that Matter.
• Cooper, Alan (2004). The Inmates are Running the Asylum: Why High Tech Products
Drive Us Crazy and How to Restore the Sanity. Sams - Pearson Education.
• Unger, Russ, & Chandler, Carolyn (2009).A Project Guide to UX Design: For user
experience designers in the field or in the making. New Riders Press.
• Wilson, Chauncey (Ed.) (2009). User-experience re-mastered: Your Guide to Getting
the Right Design. Morgan Kaufmann.