UXDL Honeycomb

UXDL

User Experience Design for Learning

Useful

Desireable

Useable

Findable

Valuable

Accessible

Credible

USEFUL

What

Who

Why

How

WHO: RICHARD E. MAYER

Why

How

What

WHAT: COGNITIVE OVERLOAD

Why

How

Who

WHY

• Enhanced Learning Outcomes




• Effective Instructional Design


• Tailored Learning


• Reduced Cognitive Load


• Transferability of Knowledge


• Accessibility and Inclusivity


• Evidence-Based Practice

What

How

Who

HOW

Cognitive Theory

Minimise Irrelevant

Support Learners

Managing Processing

MINIMISE THE IRRELEVANT

Coherence

Redundancy

Signalling

Spatial & Temporal Contiguity

COHERENCE

Checklist

• Have you avoided long, over complicated sentences?

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

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

Redundancy

Signalling

Spatial Contiguity

SIGNALLING

Checklist

• Have you pointed to the relevant materials?

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

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

Redundancy

Coherence

Spatial Contiguity

REDUNDANCY

Checklist

• Does your narration read what appears on-screen?

• Can you reduce on-screen text?

• Have you used images/visuals to support narration?

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

Coherence

Signalling

Spatial Contiguity

SPATIAL CONTIGUITY

Checklist

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

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

Cognitive Overload

Redundancy

Signalling

Coherence

COGNITIVE THEORY OF MULTIMEDIA LEARNING

Multimedia Presentation

Words

Pictures

Senses

Ears

Eyes

Selecting Words

Selecting Images

Working Memory

Sounds

Images

Organizing Words

Organizing Images

Verbal Model

Pictorial Model

Integrating

Long-Term Memory

Prior Knowledge

MANAGING PROCESSING

Cognitive Overload

Modality

Segmenting

Pre Training

SEGMENTING

Checklist

• Could you break your content into smaller chunks?

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

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

• Are concepts organised nicely in your materials?

Cognitive Overload

Modality

Pre Training

PRE-TRAINING

Checklist

• Have you included a glossary of term?

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

• Have you considered a flipped approach?

Modality

Segmenting

MODALITY

Checklist

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

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

• 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?

Cognitive Overload

Segmenting

Pre Training

SUPPORT LEARNERS

Multimedia

Cognitive Overload

Image

Personal- isation

Renkl's Principle

MULTIMEDIA

Checklist

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

• Have you used decorative images?

• Have you used any representational images?

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

Cognitive Overload

ultiedia

Image

Personal- isation

Renkl's Principle

IMAGE

Checklist

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

• Have you included your face when recording a screencast?

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

Cognitive Overload

ultiedia

Multimedia

Personal- isation

Renkl's Principle

PERSONALISATION

Checklist

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

• Have you used a conversational style the narrating?

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

Cognitive Overload

ultiedia

Multimedia

Image

Renkl's Principle

RENKL'S PRINCIPLE

Checklist

• Have you used a scaffolded approach to show examples?

Multimedia

Image

Personal-isation

DESIREABLE

Behavioural

Visceral

Reflective

Human

VISCERAL

Text

Images

Elements

Human

Reflective

Behavioural

BEHAVIORAL

Checklist:

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

• Is it easy to access all materials?

Human

Reflective

Visceral

HUMAN

Checklist:

• 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.

Visceral

Reflective

Human

Behavioural

REFLECTIVE

Checklist:

• 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?

Human

Behavioural

Visceral

ACCESSIBLE

Engagement

Represent-ation

Action & Expression

ENGAGEMENT

Recruit Interest

Self Regulation

Sustain Effort

ACTION & EXPRESSION

Physical Action

Executive Functions

Expression & Comm's

REPRESENTATION

Perception

Comprehen -sion

Language & Symbols

SUSTAIN EFFORT & PERSISTENCE

Learning Outcomes

Foster Community

Increase Feedback

Recruit Interest

Self Regulation

SELF REGULATION

Promote Expectations

Coping Skills

Self-Assessment

Recruit Interest

Sustain Effort

Self Regulation

RECRUIT INTEREST

Optimise Autonomy

Optimise Relevance

Minimise Distractions

Self Regulation

Sustain Effort

PHYSICAL ACTION

Vary Navigation

Optimise Assistive Tech

Executive Function

Expression & Comm's

Physical Action

EXPRESSION & COMMUNICATION

Multiple Media

Multiple Tools

Scaffolded Support

Physical Action

Executive Function

EXECUTIVE FUNCTION

Goal Setting

Supporting Planning

Enhancing Monitoring

Physical Action

Expression & Comm's

PERCEPTION

Customised Interfaces

Visual & Auditory

Language & Symbols

Comprehen-sion

LANGUAGE & SYMBOLS

Vocab & Symbols

Structures & Languages

Decoding symbols

Comprehen-sion

Perception

COMPREHENSION

Prior Knowledge

Organise Dashboards

Maximise Transfer

Perception

Language & Symbols

CREDIBLE

Quality of Expertise

Quality Control

Quality of ID

QUALITY OF EXPERTISE

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 Control

Quality of ID

QUALITY OF INSTRUCTIONAL DESIGN

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 Control

Quality of Expertise

QUALITY CONTROL

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 ID

Quality of Expertise

USEABLE & FINDABLE

Learning Materials

Assessment Feedback

LEARNING MATERIALS

Tips

• 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

Assessment Feedback

Learning Materials

ASSESSMENT & FEEDBACK

Checklist

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

Assessment Feedback

Learning Materials

VALUABLE

Enhanced Learning Outcomes

Personal-ization & Adaptability

Engagement & Motivation

ENHANCED LEARNING OUTCOMES

Benefits

• 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.

Personal-ization & Adaptability

Engagement & Motivation

PERSONALIZATION & ADAPTABILITY

Benefits

• 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.

Enhanced Learning Outcomes

Engagement & Motivation

ENGAGEMENT & MOTIVATION

Benefits

• 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.

Enhanced Learning Outcomes

Personal-ization & Adaptability

Vary Navigation and Response

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?

Increase Feedback Opportunities

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?

Decoding of text, maths and symbols

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

Sentence structures & other languages

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

Multiple Media & Communications

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

Visual and Auditory Options

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?

Maximise Transfer

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?

Vocabulary & Symbols

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

Foster Colloboration & Community

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?

Optimise Autonomy

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

Goal Setting

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?

Supporting Planning and Managing Info

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?

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.

Facilitate Coping Skills

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?

Scaffolded Support

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?

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?

Organise Dashboards

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?

Learning Outcomes

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?

Enhancing Monitoring

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?

Minimise Distractions

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.

Customised Interfaces

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?

Optimise Assistive Technology

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

Activate prior knowledge

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?

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?

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

Optimise Relevance

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.

Multiple Tools for construction and composition

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?

Promote Expectations

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

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?

Develop Self-Assessment

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?