This is a sample of a wireframe one of my students delivered for a class project utilizing a responsive design for the Department of Languages, Literatures, and Cultures at Illinois State University. This is a similar deliverable as I have used in corporate work.
Check out the student responsive site
This is a presentation I put together for my graduate class that includes some principles, tools, and links to examples. It includes the following topics:
Ah, where would we be without the foundational work of Don Norman. I originally read this as a recommendation from a Psychology professor when I was an undergraduate. It is rare that some of these principles are not included in one of my project reviews in some shape or form. For example, I was reviewing an Articulate module and said “For items to address, there is a need for constraint on the path choices on the opening slide, the review button has low visibility, and the feedback is inconsistent on the quiz slides” to not only indicate where an issue existed but also why.
This is also known as the 5 Es. These translate well from training, teaching, interface design, and human factors.
When working with a new team, this is one of the first presentations I go over. It seems basic but I find it is a good foundation to then move on to heuristics, design thinking, usability, and user experience.
This is sorta a bridge between user-centered design and agile. There are the principles of empowering the team by making sure everyone understands the problem being solved and doing quick iterations. There is also a strong component of involving the user throughout the process. My favorite part is the ongoing brainstorming sessions. This is why one of my most important office components is a rolling dry erase board.
Is an individual more likely to learn by hearing a story? Is an individual more likely to learn by looking at visual patterns or models? Is an individual more likely to learn by doing something and problem solving along the way? Is an individual more likely to learn if they read something and/or write it down?
Or, really, is it the use of the variety of these methods to help learning stick by utilizing multiple approaches. That has been the camp I have tried to be in. So, for a training class, as we evaluate a course plan, we are looking for a variety of exercises that utilize these.
For project management and agile stories, I like the use of personas to help the team consider items from different user perspectives. For example, if Bill Smith wants to go in on a hunting lodge with his buddies but his wife Delores doesn’t want him to spend the money on it, they have different needs. The use of these visual characters and stories help us to analyze situations and create iterations. It is a combination of these styles which may or may not be why it helps in the communication or “learning” that happens during a project.
Andra means adult and peda means child. This does not mean that there are not times when pedagogical methods are not needed for adults or andragocal methods are not used with children. One common example is when you are teaching adults something that is completely new to them it is generally SME led. Many k-12 classes involve project work that is social in nature and based on milestones.
| Andragogy | Pedagogy |
| Self-directed training | Instructor-led training |
| independently paced | structured and timed training |
| social | individual work |
| Can opt in or opt out | less choice |
| Communication | Considerations | |
| Traditionalists 1925-1945 Respect hierarchy and authority. They tend to be stoical and often communicate indirectly to avoid criticizing the existing order. | Top-down and hierarchical approaches | It is important for this age group to be recognized for their qualifications and experience. |
| Baby Boomers 1946-1964 Task focused and achievement orientated, this generation has worked hard; often at the expense of their private lives. Aims to live a fulfilling life in their later years. | Baby Boomers will recognise and accept more top-down and hierarchical approaches even though they prefer teamwork and using face-to-face contact. | Expect Boomers to be technologically familiar with emails and their PC, but are less likely to be busy with electronic social networking in the manner of younger generations. They prefer to work face-to-face and are receptive to classroom learning for soft skills. |
| Gen X 1965-1980 Often called ‘latch-key kids’ and they grew up to be self-reliant. Impatient and goal orientated, they want to work hard and have the freedom to make their own decisions. | reasonably tech savvy, want answers and openness and will take responsibility. | Expect this group to be sceptical and at times challenging, but hungry for knowledge and willing to seek plenty of feedback. They prefer on-the-job learning. |
| Gen Y (Millennials) 1981-1999 They value development and expect to be quickly given opportunities at work as well as the flexibility to act. Always connected and online. This means that they are sociable and community aware. | Prefer collaborative styles of working and solving problems | Millennials want to work collaboratively across communities with ready access to technologies, which they will see as embedded in everything they do. They favor learning whilst doing, with regular coaching and feedback. Internet dependent Upbeat and receptive Atheists or agnostics Mix business with pleasure Believe that money cannot really buy happiness |
| Gen Z 2000-2019 They are highly networked and tech-aware. | Look for mentors but independent and entrepreneurial | Pragmatic Risk-takers Highly value authenticity Prefer person-to-person contact Involved with the community frugal |
Learning & development: Across the generations | Training Journal
The Real Truth About Generational Differences | Psychology Today
Difference Between Gen Z and Millennials | Difference Between