UXDL Honeycomb

Findable

Useable

User Experience Design for Learning

Useful

Credible

Accessible

Desireable

Valuable

UXDL

Why

Who

How

What

USEFUL

What

How

Why

WHO: RICHARD E. MAYER

How

Why

Who

WHAT: COGNITIVE OVERLOAD

What

• Enhanced Learning Outcomes

• Effective Instructional Design


• Tailored Learning


• Reduced Cognitive Load


• Transferability of Knowledge


• Accessibility and Inclusivity


• Evidence-Based Practice

How

Who

WHY

Cognitive Theory

Minimise Irrelevant

Support Learners

Managing Processing

HOW

Signalling

Spatial & Temporal Contiguity

Coherence

Redundancy

MINIMISE THE IRRELEVANT

Checklist

• Can you cut down on words (spoke and written)?

Spatial Contiguity

• Are there any images that do not add to the learning experience?

• Have you avoided long, over complicated sentences?

Signalling

Redundancy

COHERENCE

Spatial Contiguity

Checklist

• When using screencasts, have you used visual cues to showcase a concept or a tool?

• Have you signposted your learning platform to make sure that learners know what to access and when?

• Have you pointed to the relevant materials?

Coherence

Redundancy

SIGNALLING

Spatial Contiguity

Checklist

• Have you used images/visuals to support narration?

• Have you used narration only, without anything on-screen?

• Can you reduce on-screen text?

• Does your narration read what appears on-screen?

Signalling

Coherence

REDUNDANCY

Checklist

• Have you used images or graphs not in a close proximity so that these become useless?

• Are all images/graphs labelled? Or keep the text under the image?

Signalling

Coherence

Cognitive Overload

Redundancy

SPATIAL CONTIGUITY

Integrating

Senses

Long-Term Memory

Prior Knowledge

Verbal Model

Pictorial Model

Sounds

Images

Organizing Images

Organizing Words

Selecting Images

Eyes

Ears

Words

Pictures

Selecting Words

Working Memory

Multimedia Presentation

COGNITIVE THEORY OF MULTIMEDIA LEARNING

Pre Training

Segmenting

Cognitive Overload

Modality

MANAGING PROCESSING

Checklist

• Have you used your white/negative space effectively? Could you improve it?

• Are concepts organised nicely in your materials?

• Have you used the C.R.A.P. contrast (colour of hierarchy of text) to break down text?

• Could you break your content into smaller chunks?

Pre Training

Cognitive Overload

Modality

SEGMENTING

Checklist

• Have you considered a flipped approach?

• Have you provided learners with any pre-training information and activities?

• Have you included a glossary of term?

Segmenting

Modality

PRE-TRAINING

Checklist

• Can you reduce the on-screen text and use images as opposed to text?

• Reflect on your narration - Is to too much? Can you cut it down?

• Do you have the same text and narration on-screen?

• Have you used the two channels, visual and verbal, effectively?

Segmenting

Pre Training

Cognitive Overload

MODALITY

Image

Multimedia

Cognitive Overload

Renkl's Principle

Personal- isation

SUPPORT LEARNERS

Image

Checklist

• Have you used any representational images?

• Have you used any graphs? Do they add to the learning experience?

ultiedia

• Have you used decorative images?

• Have you explored both verbal messages and visuals for instructions?

Cognitive Overload

Renkl's Principle

Personal- isation

MULTIMEDIA

Checklist

• Have you added your gestures to the video? Showed your hands writing something?

ultiedia

• Have you included your face when recording a screencast?

• Is a “talking head” been used too much in videos?

Cognitive Overload

Multimedia

Renkl's Principle

Personal- isation

IMAGE

Image

Checklist

• Have you used language that is natural? Not too complex and formal?

ultiedia

• Have you used a conversational style the narrating?

• Have you used a real narrator as opposed to a computer-generated voice-over?

Cognitive Overload

Multimedia

Renkl's Principle

PERSONALISATION

Image

Checklist

• Have you used a scaffolded approach to show examples?

Multimedia

Personal-isation

RENKL'S PRINCIPLE

Behavioural

Human

Visceral

Reflective

DESIREABLE

Images

Human

Text

Elements

Behavioural

Reflective

VISCERAL

Human

Visceral

• Did you design and develop a learning experience that is easy to navigate?

• Is it easy to access all materials?

Checklist:

Reflective

BEHAVIORAL

Behavioural

Human

Visceral

• give students the opportunity to interact with each other
• provide group discussions
• provide short tutorials
• create opportunities for learners to interact with instructors.
• foster a sense of community
• help students feel supported and encourage engagement with content.

Checklist:

Reflective

HUMAN

Behavioural

Human

Visceral

• Have you checked all the Learning Outcomes (LOs) are addressed in the design?

• Have you designed Marco- (holistic) and micro-learning outcomes for your students?

• Are the students aware of LOs?

Checklist:

REFLECTIVE

Represent-ation

Action & Expression

Engagement

ACCESSIBLE

Recruit Interest

Sustain Effort

Self Regulation

ENGAGEMENT

Physical Action

Expression & Comm's

Executive Functions

ACTION & EXPRESSION

Comprehen -sion

Perception

Language & Symbols

REPRESENTATION

Increase Feedback

Recruit Interest

Self Regulation

Learning Outcomes

Foster Community

SUSTAIN EFFORT & PERSISTENCE

Recruit Interest

Self-Assessment

Sustain Effort

Self Regulation

Promote Expectations

Coping Skills

SELF REGULATION

Sustain Effort

Self Regulation

Optimise Autonomy

Optimise Relevance

Minimise Distractions

RECRUIT INTEREST

Optimise Assistive Tech

Physical Action

Expression & Comm's

Executive Function

Vary Navigation

PHYSICAL ACTION

Physical Action

Executive Function

Multiple Media

Multiple Tools

Scaffolded Support

EXPRESSION & COMMUNICATION

Physical Action

Expression & Comm's

Goal Setting

Supporting Planning

Enhancing Monitoring

EXECUTIVE FUNCTION

Customised Interfaces

Comprehen-sion

Language & Symbols

Visual & Auditory

PERCEPTION

Structures & Languages

Perception

Comprehen-sion

Vocab & Symbols

Decoding symbols

LANGUAGE & SYMBOLS

Perception

Language & Symbols

Prior Knowledge

Organise Dashboards

COMPREHENSION

Maximise Transfer

Quality of Expertise

Quality of ID

Quality Control

CREDIBLE

Checklist

• Is your content validated academically and from within the industry?
• Are you using sources that are credible and well established?
• Have you developed a proofing standard for your courses/programmes?

Quality of ID

Quality Control

QUALITY OF EXPERTISE

Checklist

• Are your LOs clearly defined and articulated?
• Are your learning materials set out to meet the LOs?
• Is your assessment set out to meet the LOs?
• Did you include social learning in your design?

Quality of Expertise

Quality Control

QUALITY OF INSTRUCTIONAL DESIGN

Checklist

• Do you provide the sources of your images or text?
• Do you have processes for designing, developing and implementing your learning?
• Have you established grammar and spell-checking processes?
• Do you use minimum standards or consistency in your design?

Quality of Expertise

Quality of ID

QUALITY CONTROL

Assessment Feedback

Learning Materials

USEABLE & FINDABLE

Tips

Assessment Feedback

Learning Materials

• Make things self-explanatory and predictable
• Make what’s clickable obvious
• Provide clear visual hierarchy
• Design for scanning (people don’t read online)
• Use headings to ask questions; then answer them
• Make instructions concise and easy to read

LEARNING MATERIALS

Checklist

Assessment Feedback

Learning Materials

• Is it easy to find assessment information and submission boxes?
• Have assessments been fully tested?
• Are instructions clear to learners?

ASSESSMENT & FEEDBACK

Enhanced Learning Outcomes

Personal-ization & Adaptability

Engagement & Motivation

VALUABLE

Benefits

Personal-ization & Adaptability

Engagement & Motivation

• Provides clear, intuitive navigation and interface design to reduce distractions.
• Ensures content is accessible and easily digestible for all learners.
• Focuses on delivering content in a way that enhances comprehension and application.

ENHANCED LEARNING OUTCOMES

Enhanced Learning Outcomes

Benefits

Engagement & Motivation

• Supports varied learning paths to accommodate different paces and preferences.
• Adapts to individual learner feedback to provide a customized experience.
• Integrates features that cater to diverse learning modalities, such as visual, auditory, and kinesthetic learning.

PERSONALIZATION & ADAPTABILITY

Enhanced Learning Outcomes

Benefits

Personal-ization & Adaptability

• Utilizes interactive components and gamification to make learning more engaging.
• Incorporates progress tracking and rewards to motivate continued learning.
• Designs content that is not only educational but also enjoyable to maintain sustained interest.

ENGAGEMENT & MOTIVATION

1. Have you used settings in your platform allowing you to vary the time and speed of the assessments? For example, adding specific conditions to quizzes/surveys which provide learners with extra time. 2. Have you used free navigation in your platform? Learners should be able to access materials at their own pace and freely navigate. 3. Have you made sure that learners can access materials in different ways, for example, by hand and by voice?

Vary Navigation and Response

1. Have you used all possible feedback functionalities in the learning platform, such as rubrics, individual feedback, group feedback and audio feedback. 2. Have you provided timely feedback to your learners? 3. Has your learning platform retained a copy of your feedback for future reference?

Increase Feedback Opportunities

1. Is there a text-to-speech functionality built in the platform? 2. Are all maths symbols recounted by the system (if needed)?

Decoding of text, maths and symbols

1. Does the platform recognise other writing systems and non English symbols? 2. Do you need to enable other languages within the platform?

Sentence structures & other languages

1. Have you used different ways to submit assessments - not only written submissions? 2. Have you allowed for embedding external tools within your platform?

Multiple Media & Communications

1. Are there descriptions for images used in the platform? 2. Are there captions for audio and video accessible to learners? 3. Does the platform meet accessible standards?

Visual and Auditory Options

1. Have you used a checklist to help your learners when studying? 2. Have you provided your learners with templates and exemplars for your assessment? 3. Can learners go back to what they have done? 4. How do the enrolments work for your learners and their access to your platform?

Maximise Transfer

1. Does the system have glossary functionality? 2. What language terms are used (company lingo, abbreviations, etc)

Vocabulary & Symbols

1. Have you created online spaces that support and facilitate the building of an online community? 2. Have you provided clear instructions of what is expected of your group work? 3. Have you encouraged learners to take part in online discussions? 4. Have you moderated your online spaces? 5. Have you considered grading online interactions?

Foster Colloboration & Community

1. Provide a voice of format for learning materials, e.g. if you are using videos then create written materials on the same subject 2. Give learners the autonomy to adjust their profile settings in the platform 3. Give learners the option to choose their own way to produce assignments, cater for these choices in the learning platform

Optimise Autonomy

1. Have you provided your learners with Learning Outcomes within your programme in a way that is easily accessible to all? 2. Have you included checklists for self-reflection?

Goal Setting

1. Have you provided your learners with checklists for not-taking? 2. Have you explored and used functionalities around bookmarking and curation with the platform? 3. Have you used any knowledge checks within the platform?

Supporting Planning and Managing Info

The UDL Guidelines

The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework developed by CAST to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. The goal of UDL is learner agency that is purposeful & reflective, resourceful & authentic, strategic & action-oriented.

1. Have you used all functionalities within the platform to focus on areas that learners need support? 2. Have you provided support to your learners with troubleshooting technical issues?

Facilitate Coping Skills

1. Have you used multiple options for feedback? e.g audio feedback? 2. Have you implemented functionalities allowing learners to explore different learning pathways suitable to their needs and varying level of skills?

Scaffolded Support

Elements

- Are the icons meaningful and add to the learning? - Are the elements consistent in their use? - Are the elements in alignment? - Is there consistency on the design? - Have you used brand guidelines effectively?

1. Does the platform allow you to use different course outlines for your offerings? 2. How do you distinguish between your offerings? 3. Can you use visual banners to represent your offerings? 4. Can you organise your platform courses offerings in a navigable way? 5. Are there inbuilt features that allow for easier navigation?

Organise Dashboards

1. Has the learning platform got a space for displaying LO’s? 2. Have you tried to use a checklist for displaying LO’s and allowing learners to tick the LO’s they have achieved?

Learning Outcomes

1. Have you enabled learner reporting dashboards showcasing progress within programmes and courses? 2. Have you used surveys within the learning platform to ask about feedback preferences and forms? 3. Have you used assessment checklists and rubrics, including exemplars?

Enhancing Monitoring

1. Utilise the functionalities of the platform with regards to calendars and schedules for your programmes. 2. Clarify communication channels with learners and have a routine around how you use announcements / notifications, instant chats and teleconferencing. 3. Provide just the necessary in your platform, avoid vague and ambiguous design of modules.

Minimise Distractions

1. Does your platform include features that allow learners to adjust size of text, images, tables, etc? 2. Can you change the contrast between your platform and the text on it? 3. Are there settings within the platform to manage the video and audio? 4. How do you print pages from your platform?

Customised Interfaces

1. Have you enabled all features for your platform allowing different tools and technologies to be integrated?

Optimise Assistive Technology

1. Have you linked back to previous modules/steps/sections? 2. Does the platform allow learners to access previous training? 3. Does the platform contain integrated learning pathways to allow learners to move across learning paths?

Activate prior knowledge

Certain types of decorative images are considered conducive images, which can positively influence learning outcomes.

Images

- Are the images used to support learning? - Are there any redundant images? - Are images offensive? - Do the images help in learning? - Are you cropping any images?

1. Vary your sources of information so that they are appropriate for people of different age, culture, and gender. 2. Activities in the learning platform are designed to meet the learning outcomes in a natural and clear manner. 3. E-tivities are designed in a way to support active participation, exploration and experimentation 4. Allow or more complex and create activities within your platform and programmes.

Optimise Relevance

1. Have you integrated a spell and grammar check tool within your platform? 2. Do you utilise functionalities allowing math calculations? 3. Does your platform allow for the integration of web applications? 4. Does the platform allow text-to-speech?

Multiple Tools for construction and composition

1. Set up self-assessment surveys within your platform 2. Use rubrics for self-assessment and reflection

Promote Expectations

Text

- is the text in an accessible font with enough colour contract between itself and the background elements? - Is the text used effectively? - Are the headings and subheadings used for visual hierarchy?

1. Have you explored learner curation tools for your platform? 2. Have you used a bookmarking functionality with your learning platform, if you have access to it?

Develop Self-Assessment