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	<title>instructional designer &#8211; Technology at MSU</title>
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		<title>Building &#038; sharing a prototype in learning design process (Part 2)</title>
		<link>https://tech.msu.edu/news/2017/07/building-sharing-prototype-learning-design-process/</link>
		
		<dc:creator><![CDATA[Keesa V. Johnson]]></dc:creator>
		<pubDate>Wed, 19 Jul 2017 13:30:33 +0000</pubDate>
				<category><![CDATA[Blog]]></category>
		<category><![CDATA[digital pedagogy]]></category>
		<category><![CDATA[faculty]]></category>
		<category><![CDATA[instructional design]]></category>
		<category><![CDATA[instructional designer]]></category>
		<category><![CDATA[instructors]]></category>
		<category><![CDATA[learning design]]></category>
		<category><![CDATA[paper prototyping]]></category>
		<category><![CDATA[rapid prototyping]]></category>
		<category><![CDATA[remixing]]></category>
		<category><![CDATA[sharing ideas]]></category>
		<category><![CDATA[sharing prototypes]]></category>
		<guid isPermaLink="false">https://tech.msu.edu/?p=19542</guid>

					<description><![CDATA[<p><em>The following is a Part 2 of a two-part blog post on prototyping used for learning design. In <a href="https://tech.msu.edu/news/2017/07/why-i-use-prototyping-learning-design-process-part-1/">Prototyping Part 1</a>, I introduced what prototyping is and how I&#8217;ve used it as an instructional designer. Here in Part 2, I highlight some ways to build and share your prototype.</em></p>
<p><strong>Mindset:</strong> Build to think</p>
<p><strong>Disposition:</strong> Must be curious, creative, and willing to learn</p>
How to build a prototype
<p>Here are a three basic “remixed” steps on building a prototype within Learning Design (from <a href="https://www.ideou.com/">IDEO U</a>):  </p>
<ol>
<li style="font-weight: 400;"><strong>Build:</strong> Get tangible quickly.</li></ol> <a href="https://tech.msu.edu/news/2017/07/building-sharing-prototype-learning-design-process/" class="read-more">Read Full Article &#8594; </a>]]></description>
										<content:encoded><![CDATA[<p><em>The following is a Part 2 of a two-part blog post on prototyping used for learning design. In <a href="https://tech.msu.edu/news/2017/07/why-i-use-prototyping-learning-design-process-part-1/">Prototyping Part 1</a>, I introduced what prototyping is and how I&#8217;ve used it as an instructional designer. Here in Part 2, I highlight some ways to build and share your prototype.</em></p>
<p><span style="font-weight: 400;"><strong>Mindset:</strong> Build to think</span></p>
<p><span style="font-weight: 400;"><strong>Disposition:</strong> Must be curious, creative, and willing to learn</span></p>
<h2><span style="font-weight: 400;">How to build a prototype</span></h2>
<p><span style="font-weight: 400;">Here are a three basic “remixed” steps on building a prototype within Learning Design (from </span><a href="https://www.ideou.com/"><span style="font-weight: 400;">IDEO U</span></a><span style="font-weight: 400;">):  </span></p>
<ol>
<li style="font-weight: 400;"><span style="font-weight: 400;"><strong>Build:</strong> Get tangible quickly. Get messy and rough. Get physical. Tell a story to the world with your prototype.</span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;"><strong>Share:</strong> Don’t try to sell your idea, and do your best not to defend it. Welcome feedback from a future learner, a librarian, a community member who could be impacted by your course content, a trusted colleague whose ideas and area of study can add value to your course, and last but not least a learning designer. We are here to serve with innovative design recommendations.</span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;"><strong>Reflect:</strong> Listen carefully to what others have to say, and think about how you might respond with your next prototype (</span><a href="https://en.wikipedia.org/wiki/Iterative_design"><span style="font-weight: 400;">iterative design</span></a><span style="font-weight: 400;">). Sometimes it’s all about reading in between the lines. Pay attention to body language.   </span></li>
</ol>
<p><span style="font-weight: 400;">It takes several iterations of course design to gain results in producing an optimal learning experience.</span></p>
<p><span style="font-weight: 400;"><strong>Best Practice: It takes three to four iterations (Design, Review, Implement, Receive Feedback, Improve) to create a quality course design.</strong>  </span></p>
<h2><span style="font-weight: 400;">How to share a prototype </span></h2>
<h3><span style="font-weight: 400;">Consider your audience</span></h3>
<ul>
<li><span style="font-weight: 400;">Who are you sharing your prototype with? What are their needs and how might those needs change after engaging with your prototype?</span></li>
<li><span style="font-weight: 400;">If you teach in an interdisciplinary department and program it’s always good to share to make a streamlined experience for the learners.  </span></li>
</ul>
<h3><span style="font-weight: 400;">Ways to share</span></h3>
<ul>
<li><span style="font-weight: 400;">You might tell a story, act out a skit, develop a PSA, or create a playful presentation for your prototype. Do whatever works to help gather feedback.  </span></li>
</ul>
<h3><span style="font-weight: 400;">What not to do</span></h3>
<ul>
<li><span style="font-weight: 400;">Don’t try to oversell your idea, and don’t defend it. Just tell the story of the purpose of the idea or learning experience and what it’s helping to solve.</span></li>
</ul>
<h3><span style="font-weight: 400;">What to do</span></h3>
<ul>
<li><span style="font-weight: 400;">Listen actively and welcome constructive criticism. Pay attention to body language—it’s sometimes more important than what people are actually saying. LISTEN. LISTEN. LISTEN. OBSERVE.</span></li>
</ul>
<p><span style="font-weight: 400;">Remember: If you desire to build great things, prototyping your ideas is an answer!</span></p>
<h2><span style="font-weight: 400;">Learn more</span></h2>
<p><span style="font-weight: 400;">If you want to learn more about prototyping, </span><a href="https://tech.msu.edu/teaching/instructional-design-development/"><span style="font-weight: 400;">request an instructional design consultation</span></a><span style="font-weight: 400;"> to schedule an appointment with Keesa V. Johnson, </span><a href="mailto:johns253@msu.edu"><span style="font-weight: 400;">johns253@msu.edu</span></a><span style="font-weight: 400;">. We can discuss what works for you!<br />
</span></p>
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		<post-id xmlns="com-wordpress:feed-additions:1">19542</post-id>	</item>
		<item>
		<title>Why I use prototyping in my learning design process (Part 1)</title>
		<link>https://tech.msu.edu/news/2017/07/why-i-use-prototyping-learning-design-process-part-1/</link>
		
		<dc:creator><![CDATA[Keesa V. Johnson]]></dc:creator>
		<pubDate>Fri, 14 Jul 2017 15:50:35 +0000</pubDate>
				<category><![CDATA[Blog]]></category>
		<category><![CDATA[course design]]></category>
		<category><![CDATA[digital pedagogy]]></category>
		<category><![CDATA[faculty]]></category>
		<category><![CDATA[instructional design]]></category>
		<category><![CDATA[instructional designer]]></category>
		<category><![CDATA[instructors]]></category>
		<category><![CDATA[learning design]]></category>
		<category><![CDATA[paper prototyping]]></category>
		<category><![CDATA[prototyping]]></category>
		<category><![CDATA[rapid prototyping]]></category>
		<guid isPermaLink="false">https://tech.msu.edu/?p=19539</guid>

					<description><![CDATA[<p><em>The following is a two part blog post on prototyping used for learning design. Here in Part 1, I introduce what prototyping is and how I&#8217;ve used it as an instructional designer. In <a href="https://tech.msu.edu/news/2017/07/building-sharing-prototype-learning-design-process/">Prototyping Part 2</a>, I highlight some ways to build and share your prototype.</em></p>
<p>I love my job as an instructional designer. <a href="https://tech.msu.edu/news/2017/07/why-i-use-prototyping-learning-design-process-part-1/" class="read-more">Read Full Article &#8594; </a></p>]]></description>
										<content:encoded><![CDATA[<p><span style="font-weight: 400;"><em>The following is a two part blog post on prototyping used for learning design. Here in Part 1, I introduce what prototyping is and how I&#8217;ve used it as an instructional designer. In <a href="https://tech.msu.edu/news/2017/07/building-sharing-prototype-learning-design-process/">Prototyping Part 2</a>, I highlight some ways to build and share your prototype.</em></span></p>
<p><span style="font-weight: 400;">I love my job as an instructional designer. It’s the ultimate career for those who love to learn, explore, create, and have fun. My days are filled with ideating, sharing stories, developing insights, creative consultations, and the most important aspect is that I &#8220;build&#8221; meaningful, authentic experiences with my clients.</span></p>
<p><span style="font-weight: 400;">We build the relationships through prototyping. Prototyping is one of my favorite methods of play because it allows me to ask hard design questions while establishing a trusting repertoire while obtaining instant feedback from my clients on their ideas. So what is prototyping?</span></p>
<h2>What is prototyping?</h2>
<p><span style="font-weight: 400;">Prototyping is a simple yet complex skill, form of play, that helps to “make your ideas come to life by building something rough and rapid,” states the </span><a href="https://www.ideou.com/products/from-ideas-to-action"><span style="font-weight: 400;">IDEO workshop description “From Ideas to Action.”</span></a></p>
<p><span style="font-weight: 400;">Prototyping requires design thinking/experience that sets a certain style and tone for participants.</span></p>
<ul>
<li style="font-weight: 400;"><span style="font-weight: 400;">Mindset: Build to think</span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Disposition: Must be curious and creative</span></li>
</ul>
<p><span style="font-weight: 400;">The goal in prototyping is not to create the end product or experience, it’s more to help you identify what you are building so it opens you up to expand upon ideas, explains Dr. D. Ian Heywood in his </span><span style="font-weight: 400;">“Disruptive Thinking” article</span><span style="font-weight: 400;">.</span></p>
<h2><span style="font-weight: 400;">Why I use prototyping when designing a course?<br />
</span></h2>
<p><span style="font-weight: 400;">Working on the front lines every day with faculty to cultivate their </span><a href="http://www.digitalpedagogylab.com/hybridped/digitalpedagogy/"><span style="font-weight: 400;">digital pedagogy</span></a><span style="font-weight: 400;">, the process can be uncomfortable and stressful to unpack different learning frameworks, models, methods, effective tools, and forms of engagement into the course design process.  </span></p>
<p><span style="font-weight: 400;">Prototyping allows our instructional design consultations to be FUN and ENGAGING through exploring and questioning. It’s a low stake way for us to visualize the course or idea. It also helps in developing a clearer understanding (roadmap) toward an end goal as well as gather useful insights from fellow instructors, designers, librarians, or other stakeholders.   </span><b><br />
</b></p>
<div id="attachment_19550" style="width: 374px" class="wp-caption alignnone"><a href="https://tech.msu.edu/wp-content/uploads/2017/07/IMG_5581.jpg" rel="attachment wp-att-19550"><img fetchpriority="high" decoding="async" aria-describedby="caption-attachment-19550" class=" wp-image-19550" src="https://tech.msu.edu/wp-content/uploads/2017/07/IMG_5581.jpg" alt="img src=&quot;ideas&quot; alt=&quot;paper and sticky notes with ideas&quot;&gt;" width="364" height="273" /></a><p id="caption-attachment-19550" class="wp-caption-text">Paper and sticky notes with ideas.</p></div>
<h3>Paper prototyping</h3>
<p><span style="font-weight: 400;">My favorite type of prototyping is paper prototyping done in rapid iteration. It helps test your ideas out early in the design process (light user testing). It’s ideal to use during ideation to help demonstrate what you know and most importantly also helps identify </span><i><span style="font-weight: 400;">what you don’t know</span></i><span style="font-weight: 400;">. Building and questioning is the KEY during this exploratory phase.<br />
</span></p>
<p><span style="font-weight: 400;">This way of prototyping ideas can be messy, iterative, and it can evolve into using a variety of other tools like sticky notes, course design outlines, or online representation models. This allows for feedback and adjustments to your course design before implementation within a learning management system like </span><a href="https://d2l.msu.edu/"><span style="font-weight: 400;">MSU D2L</span></a><span style="font-weight: 400;"> or another similar tool.</span></p>
<div id="attachment_19551" style="width: 333px" class="wp-caption alignnone"><a href="https://tech.msu.edu/wp-content/uploads/2017/07/IMG_5593.jpg" rel="attachment wp-att-19551"><img decoding="async" aria-describedby="caption-attachment-19551" class=" wp-image-19551" src="https://tech.msu.edu/wp-content/uploads/2017/07/IMG_5593.jpg" alt="img src=&quot;IMG_5593 prototype&quot; alt=&quot;dIMG_5593 prototype&quot;&gt;" width="323" height="431" /></a><p id="caption-attachment-19551" class="wp-caption-text">Large sticky note paper with small neon sticky notes.</p></div>
<div id="attachment_19553" style="width: 345px" class="wp-caption alignnone"><a href="https://tech.msu.edu/wp-content/uploads/2017/07/wall1.jpg" rel="attachment wp-att-19553"><img decoding="async" aria-describedby="caption-attachment-19553" class=" wp-image-19553" src="https://tech.msu.edu/wp-content/uploads/2017/07/wall1.jpg" alt="img src=&quot;prototypewall.jpg&quot; alt=&quot;prototypewall&quot;" width="335" height="447" /></a><p id="caption-attachment-19553" class="wp-caption-text">Prototyping course on wall.</p></div>
<p><span style="font-weight: 400;">If you want to learn more about prototyping, </span><a href="https://tech.msu.edu/teaching/instructional-design-development/"><span style="font-weight: 400;">request an instructional design consultation</span></a><span style="font-weight: 400;"> to schedule an appointment with Keesa V. Johnson, </span><a href="mailto:johns253@msu.edu"><span style="font-weight: 400;">johns253@msu.edu</span></a><span style="font-weight: 400;">. We can discuss what works for you!<br />
</span></p>
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