Overview

This book is a comprehensive exploration of the evolving field of Learning Experience Design (LXD). It provides a multifaceted view of LXD, incorporating perspectives from instructional design, educational technology, and beyond, reflecting the transdisciplinary nature of this design approach. This edited volume is particularly relevant, as it responds to the growing recognition of LXD as a distinct, impactful area of study and practice within instructional design, especially in the context of rapid technological advancements and changing educational landscapes. The subject of this work is Learning Experience Design, a field that integrates multidisciplinary knowledge and techniques to create effective, enjoyable, and meaningful learning experiences. The book delves into participatory and co-design, innovative LXD methods, learning-focused usability research, and theoretical and conceptual advancements in LXD. It features design cases that provide real-world insights and applications, making the content rich and relatable for researchers and practitioners alike. The major contribution of this book to the field of LXD is threefold. Firstly, it serves as a contemporary touchstone for practitioners and scholars, bringing together the latest research, methodologies, and case studies. Secondly, it expands the dialogue of LXD beyond traditional boundaries by incorporating transdisciplinary perspectives, thus enriching the discourse and practice of LXD. Lastly, it provides a platform for emerging voices and innovative approaches, spotlighting cutting-edge developments and forecasting future trends. Readers will find the sections on participatory design, innovative methodologies, and the transdisciplinary synergies of particular interest. These areas represent areas of LXD that are in need of further investigation, so as to better illuminate how learning experiences can be conceptualized, implemented, and evaluated. The edited volume’s inclusion of learning-focused usability research offers readers further insights into how learners interact with designed learning experiences, highlighting how insights from such studies can lead to ongoing improvements and foster considerations for future designs. The main benefit readers will derive from this work is a deep, nuanced understanding of current and emerging trends in LXD. Practitioners will gain a wealth of practical strategies and insights to apply in their own work, while scholars and students will discover a rich source of theoretical and empirical knowledge to advance their research and practice. The book serves as a catalyst for innovation and cross-disciplinary collaboration in this space, thus inspiring readers to explore new territories in the design of learning experiences. In conclusion, ""Transdisciplinary Learning Experience Design: Futures, Synergies, and Innovation"" offers a comprehensive, insightful, and forward-looking exploration of the field. It will complement the growing corpus of LXD literature, providing both breadth and depth on this dynamic and influential approach to learning design.

Full Product Details

Author:   Matthew Schmidt ,  Yvonne Earnshaw ,  Marisa Exter ,  Andrew Tawfik
Publisher:   Springer International Publishing AG
Imprint:   Springer International Publishing AG
ISBN:  

9783031762925

ISBN 10:   3031762924
Pages:   309
Publication Date:   03 January 2025
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Forthcoming
Availability:   Not yet available  
This item is yet to be released. You can pre-order this item and we will dispatch it to you upon its release.

Table of Contents

Chapter 1. Foundations and Frontiers in Transdisciplinary Learning Experience Design: An Introduction and Insights from a Q-Sorting Study.- Chapter2. Rooted in design: A designer’s perspective on learning experience design.- Chapter3. Educating learning experience designers: A pathway from ""learning about"" to ""learning to be"".- Chapter4. Application of Purposeful Course Design to Support Graduate Students' Professional Literacy Development in an Online Learning Environment.- Chapter5. Climbing the Ladder of Design Expertise: A Combined Designers' Reflection on Transdisciplinary Learning Design.- Chapter6. Cultivating Cultural Immersion Through an Extended Reality-based Digital Board Game in Social Studies.- Chapter7. Designing Authentic User Learning Experiences in Sustainability and Resilience Though a School, University, and Community Partnership.- Chapter8. Designing for Anticipation.- Chapter9. Designing Systemic-Thinking Tools Using Concept Maps: The Relevance of Visualizing Qualitative Data.- Chapter10. Enhancing English as a Foreign Language (EFL) Learners' Writing Performance and Experience With an Artificial Intelligence (AI) Powered Tool.- Chapter11. Equity-Based Empathy Mapping in Learning Experience Design.- Chapter12. Implementing Design Thinking: A Mobile Application for Heritage Chinese Learners to Overcome Challenges in Learning Chinese Characters.- Chapter13. Knowing How, Being Able, Becoming Creative: Developing 21st Century Skills.- Chapter14. Listening and Learning: Using Student Feedback as a Quality Assurance Practice in an Online Degree Program.- Chapter 15. Optimizing Learning Experiences in Technology-Enabled Classrooms Utilizing Active Learning Strategies.- Chapter 16. Participatory Design of Open Online Courses on Artificial Intelligence in Education.- Chapter 17. The Integration of Learner Experience and Instructional Design in Design Thinking Instruction Across Three Disciplines: Education, Anthropology, and Computer Science.- Chapter 18. Transdisciplinarity and Learning Experience Design - Preliminary Musings From East-West Dialogue About Its Origins, Evolution, and Meaning.- Chapter19. Using a social-ecological resilience framework with a diversity, equity, and inclusion approach in learning experience design: How online faculty interactions can support first-generation graduate students’ capacity for resilience.- Chapter20. Validity of a Learning Experience Design Survey Instrument.

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Author Information

Yvonne Earnshaw, Ph.D., is Assistant Professor at Kennesaw State University in the School of Instructional Technology and Innovation, which is situated within the Bagwell College of Education at Kennesaw State University. She also has over 20 years of practitioner experience in technical writing, instructional design, and user experience. Her research interests are in learning experience design, the structures of online teaching and learning, and practitioner preparation. Matthew Schmidt, Ph.D., is Associate Professor at the University of Georgia (UGA) in the Learning, Design, and Technology department. His primary research interest includes design and development of innovative educational courseware and computer software with a particular focus on individuals with disabilities, their families, and their providers. His secondary research interests include learning in extended reality (inclusive of virtual reality, augmented reality, and mixed reality) and Learning Experience Design. Marisa Exter, Ph.D., has 15 years of experience in software design, development, and project management, and BS and MS in Computer Science, along with a PhD in Instructional Systems Technology. Her research interests focus on formal and non-formal educational experiences professionals who use design processes to create technology (such as Instructional Design, Computing, and Engineering/Technology), with an aim to improving undergraduate education, especially through competency-based education and interdisciplinary programs and learning experiences. Marisa is a board member for the International Board of Standards for Training, Performance, and Instruction and co-coordinator of the Association for Educational Communications and Technology Summer Research Symposium. She is currently the Purdue PI for a multi-institutional grant related to developing a model for computing competencies. Andrew A. Tawfk, Ph.D., is an Associate Professor of Instructional Design & Technology at the University of Memphis, where he also serves as the director for the Instructional Design & Technology Studio. His research interests include inquiry-based learning, case-based reasoning, and computer-supported collaborative learning. Additional interests include learning experience design and human-computer interaction. Brad Hokanson, Ph.D., is a professor in Graphic Design at the University of Minnesota where he recently served as the Director of Graduate Studies for Design. He has a diverse academic record, including degrees in art, architecture, urban design, and received his Ph.D. in Instructional Technology. He teaches in the area of creative problem solving and has published research in the fields of creativity and educational technology. His most recent book on the development of creativity is Developing Creative Thinking in Learners. He won his colleges' awards for outstanding teaching in 2002 and 2008. He served as President of the Association for Educational Communications and Technology in 2017. He has led the Summer Research Symposium since 2012 and has served as lead editor of the books for the previous seven volumes of the series published by Springer.

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