EV LXD Plan

Everything vibrations

program LX redesign plan

Will Evans Co-Founder & Digital Learning Lead

overview

This Learning Experience (LX) plan outlines the digital learning program redesign for EVERYTHING VIBRATIONS (EV) – an education & social impact nonprofit – aimed at supporting adults seeking alternatives or supplements to existing meditation & mindfulness (M&M) offerings. This plan provides a comprehensive roadmap for developing meaningful, flexible, & impactful learning experiences that meet the diverse needs, motivations, & goals of the target audience, that is grounded in recent research, stakeholder insights, & best practices in learner-centered design.

glossary

For the purpose of this plan, the following abbreviations/acronyms and terms are used: DL: Digital Learning EV: Everything Vibrations Inc. Facilitator: The program instructor & online platform/Spokes facilitator The Field: the field of meditation, mindfulness HOTS: Higher-Order Thinking Skills ID: Instructional Design LO: Learning Outcome LOTS: Lower-Order Thinking Skills LX: Learning Experience M&M: Meditation & Mindfulness SME: Subject Matter Expert

Navigation

Select (top-right corner) to reveal what elements can be selected to interact with & reveal/hide additional content

To navigate to a different section, select the button (top-left corner), then select the chosen section heading

Select the Eye buttons to reveal/hide the instructions for the corresponding viewing/navigation tools

Reveal Interactivity button

Menu button

To move forwards & backwards between Screens, you can Select the Previous (<) and Next (>) buttons (center/middle side edges), Swipe left/right on touchscreen, or use left/right cursors on keyboard

Previous/Next Screen navigation

Close (X) button

Animated icons/buttons

Select to open windows or reveal/hide content

Select (top-right) to close an open window & return to the main screen

contents

who

target audience &learner personas

how

mode, modalities, & LX mapping

why

the reason for the program & its redesign

if

constraints & other conditionals

What

framework & content

Who

The focus of this section of the LX plan is on determining those who EV seeks to serve with the redesigned program & determining design factors. First, the target audience was defined, then the learner personas were designed, developed, & analyzed for program & learning experience design considerations.

target audience

learner personas

personas analysis

persona design

target audience

EV seeks to serve the following learners with the redesigned program:

Adults seeking online or digital meditation and mindfulness (M&M) alternatives or supplements to better connect with the concepts, integrate practices, & realize deeper purposes & potential.

The emphasis is on underrepresented/underserved populations in the Field. (those whose needs, interests, & preferences are not being met)

learner persona design

This process & these efforts are intended to draw on insights, minimize designer biases, & ensure the program is tailored with the target audience learners at the core. This was done to determine what potential users bring to the learning experience, process, & what they aim to achieve (Nielsen et al., 2014). It also helps focus on key user clusters, challenge assumptions, & keep design decisions user-centered (Miaskiewicz & Kozar, 2011).

approach

Process

factors

By seeking to understand & accommodate learners' perspectives & contexts, it becomes more possible to shape the design towards what truly matters to users & what the learning must accomplish.

learner personas

The following fictional learner personas were developed to guide design decisions & ensure the needs, preferences, & motivations of potential learners remain central & sufficiently addressed

ian

Senior writer / global connector enthusiast

Antón

Neurodiverseexplorer

jayden

Identity-seeking activist & creator

'Kristen'

Jase

Free-spirited reorienting radical

New purpose seeking mother

Learner persona 1/5: Ian

"Help me stay rooted in my faith & deepen my meditative/contemplative practice while navigating, connecting & collaborating online."

"I want an experience that feels human, warm, and meaningful, not rushed or commercial."

Senior writer / Global connector enthusiast

goals & Aspirations

learning barriers

bio

orientations

learning Preferences

technology considerations

digital learning perception

Learner persona 2/5: 'kristen'

"Help me bring mindfulness into my everyday life so I can stay grounded, find my purpose, and not get overwhelmed by parenting & work"

"I want a simple, private, warm, guided experience that feels relational, supportive, & easy to integrate into small moments of daily life."

New purpose seeking mother

goals & Aspirations

learning barriers

bio

orientations

learning Preferences

technology considerations

digital learning perception

Learner persona 3/5: jase

"Help me find my way in life again. I want to deepen my practice in a way that blends creativity, spirituality, & purpose—where meditation fuels authentic action, growth, and meaningful connection."

"I want a flexible, experiential, dialogue-rich space with real depth—something that challenges me, sparks transformation, & avoids shallow, mass-produced content."

Free-spirited reorienting radical

goals & Aspirations

learning barriers

bio

orientations

learning Preferences

technology considerations

digital learning perception

Learner persona 4/5: Jayden

"I want an inclusive, interactive, visually engaging space with real instructor presence—something flexible, affirming, creative, & community-centered that I can return to in small meaningful moments"

"Help me ground myself, manage anxiety, & explore who I am spiritually—while aligning mindfulness with creativity, purpose, & the causes I care about"

Identity-seeking activist & creator

goals & Aspirations

learning barriers

bio

orientations

learning Preferences

technology considerations

digital learning perception

Learner persona 5/5: Antón

" I want clear, structured, science-based, self-paced, independent learning with small, gamified steps & visible progress—simple, low-clutter, & supportive without overwhelming or unnecessary social interaction"

" Help me build healthier habits & relations, focus, & social confidence while discovering personal meaning in mindfulness & personal competence with meditation without confusing language or pressure"

Neurodiverse explorer

goals & Aspirations

learning barriers

bio

orientations

learning Preferences

technology considerations

digital learning perception

learner personas analysis

Through analyzing the learner personas the following conclusions are made for design considerations:

integration & relevance

framing & inclusivity

Simplicity & depth

Connection & Support

scaffolding & challenge

technology use

Digital learning

A M&M program that meets you where you are at, takes you where you want to go, that both supports & challenges you, when & where needed, along the way.

Why

This section outlines the reasons for the program redesign, the learning gaps, & developing the learning outcomes.

learning outcomes

redesign drivers

learning gaps

Program redesign drivers

EV sought to redesign the prior program for the following reasons:

Learning materials solely original & curated textual content & links - too wordy/text heavy & hard to integrate or put into practice

Attempts made to develop scaffolded, semi-linear microlearning resource as core learning but without sufficient LX & ID processes/tools or expertise

Network model too open/loosely - hard for learners to know where to start, what to move onto, or how utilize

Social features of platform underutilized & not scaffolded with prompts, guidances, or suggestions

To better reach learners & help them realize the deeper purposes & transformative potential of M&M in their everyday lives

learning gaps

EV seeks to address the following learning gaps through the program redesign:

Difficulties grasping concepts, processes, & learning trajectory Rudimentary & ambiguous digital learning in the Field selling it short

Modern demands & challenges Difficulties translaing, applying & integrating to modern personal contexts

Learning goal

Lack of community & collaboration Desire to learn with & from others & the learning gains

Lack of instructor involvement Transferance & feedback from a human instructor

Deeper needs unmet beyond coping & relief; not knowing, understanding or reaching the deeper meanings/purposes & transformative potential of mindfulness & meditation

Learning outcomes

The following 6 LOs have been developed to address M&M learning gaps, learner needs, motivations, & contexts

1:Attune

6:renew

2:explore

5:contribute

rationale

taxonomies

4:transform

3:integrate

What

This section outlines the module framework & content map for the program redesign.

EV's existing Enlivenment framework consists of 4 topics: Calling, Source, Spirit, & Relations, each with supporting concepts & resources. This framework & its topics have been realigned with the program's LOs and modular framework, which consists of 6 progressive modules & the following content (supported by microlearning aids from the existing Enlivenment framework).

IF

This section outlines the considerations for what would be needed for the design & delivery phase if the program redesign were developed & rolled out.

EV is a small startup currently solely funded by 1 donor & operated by the one remaining co-founder, who develops the curriculum, content, and facilitates the platform. There are 2 board members, one of whom fulfills administrative responsibilities, & both who provide feedback & approval of the design, development, & delivery of the program, based on its alignment with EV's mission. These current conditions impose limitations on what is possible; however, the prospects of the redesigned program being successful open up opportunities for future development or expansion.

technology

resources

timeline

budget

time considerations, checkpoints/milestones

people, skills, & tools

financial requirements

software & hardware requirements

HOW

Learner Engagement: Independent, Cohort- & Online Platform Community- based options

Mode: Fully digital

Modalities: Synchronous/Asynchronous mix & options

Program duration: 12 weeks (iterative)

Module Timing: every 2 weeks

Workshop duration: 40/60 min (a/sync)

Independent practice (inc. learning aids): 2 weeks per module (flexible time investment)

Scheduled components

learning, Assessment, & Feedback flow map

Core & Spokes

aSSESSMENT & fEEDBACK STRATEGY

References (1/3)

American Psychological Association. (2019). Stress in America™ 2019: Stress and current events. https://www.apa.org/news/press/releases/stress/2019/stress-america-2019.pdf Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman. Biggs, J. B., & Collis, K. F. (1982). Evaluating the quality of learning: The SOLO taxonomy (Structure of the Observed Learning Outcome). Academic Press. CAST (2020). The UDL Guidelines. Retrieved December 22, 2025, from Cast.org website: https://udlguidelines.cast.org/ Digital Learning Institute (2025). Learning Experience (LX) Design eBook Doran, G. T. (1981). There’s a S.M.A.R.T. way to write management’s goals and objectives. Management Review, 70(11), 35–36 Heron, J. (2001). Helping the Client (5th ed.). SAGE Publications. Retrieved from https://www.perlego.com/book/862094/helping-the-client-a-creative-practical-guide-pdf Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES). (2019). Global assessment report on biodiversity and ecosystem services of the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (pp. 1–1082). Brondízio, E. S., Settele, J., Díaz, S., & Ngo, H. T. (Eds.). IPBES Secretariat. https://doi.org/10.5281/zenodo.3831673 Jiménez, M. P., García, J. M., & González, M. A. (2021). Associations between nature exposure and health: A systematic review and meta-analysis. Environmental Research, 193, 110510. https://doi.org/10.1016/j.envres.2020.110510

References (2/3)

Kirkpartrick Partners (2025) The Kirkpatrick Model. Retrieved December 24, 2025, from Kirkpatrick Partners, LLC. website: https://www.kirkpatrickpartners.com/the-kirkpatrick-model/ Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall Kouprie, M., & Visser, F. S. (2009) A framework for empathy in design: stepping into and out of the user’s life. (2018). Journal of Engineering Design. https://doi.org/10.1080//09544820902875033 ‌ Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of educational objectives: The classification of educational goals. Handbook II: Affective domain. David McKay Company, Inc. Leeman, D. G., & Altman, J. (2020). Soul, Authenticity, & Compassion: Essential Ingredients in Designing Meaningful Learning Experiences. In Kilgore, W., & Weaver, D. (Eds.). Connecting the Dots: Improving Student Outcomes & Experiences with Exceptional Instructional Design: https://www.saskoer.ca/instructionaldesign2improvelearning/chapter/chapter-9-soul-authenticity-and-compassion-essential-ingredients-in-designing-meaningful-learning-experiences/ Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass Miaskiewicz, T., & Kozar, K. A. (2011). Personas & user-centered design: How can personas benefit product design processes. Design Studies, 32(5), 417-430. https://doi.org/10.1016/j.destud.2001.03.003 Mrazek, A. J., Mrazek, M. D., Cherolini, C. M., Cloughesy, J. N., Cynman, D. J., Gougis, L. J., ... & Schooler J. W. (2019). The future of mindfulness training is digital, & the future is now. Current opinion in psychology, 28, 81-86.

References (3/3)

Naslund, J. A., Aschbrenner, K. A., Marsch, L. A., & Bartels, S. J. (2020). The future of mental health care: Peer-to-peer support and social media. Epidemiology and Psychiatric Sciences, 29, e1. https://doi.org/10.1017/S2045796019000407 Nielsen, L., Hansen, & Storgaard, K. (2014). Personas Is Applicable A Study on the Use of Personas in Denmark Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 1665-1674). Toronto, Ontario ACM. - References - Scientific Research Publishing. (2018). Retrieved December 14, 2025, from Scirp.org website: https://www.scirp.org/reference/referencespapers?referenceid=2419041 Nurhas, I., Geisler, S., & Pawlowski, J. (2019). Positive Personas: Integrating Well-being Determinants into Personas. ArXiv.org. https://doi.org/10.18420/muc2017-mci-0356 Osborne, E. L., Ainsworth, B., Hooper, N., & Atkinson, M. J. (2023). Experiences of Using Digital Mindfulness-Based Interventions: Rapid Scoping Review & Thematic Synthesis. Journal of Medical Internet Research, 25, e44220–e44220. https://doi.org/10.2196/44220 Structural Learning. (2022, January 20). A Teacher’s Guide To SOLO Taxonomy. Retrieved October 25, 2025, from Structural-learning.com website: https://www.structural-learning.com/post/what-is-solo-taxonomy Teach Thought (2025, May 28). A Bloom’s Digital Taxonomy For Evaluating Digital Tasks. Retrieved October 30, 2025, from TeachThought website: https://www.teachthought.com/critical-thinking-posts/blooms-digital-taxonomy/#digital-verbs WCAG (2025, January 28). WCAG 2.2: New Success Criteria, More Inclusive Content. Retrieved December 22, 2025, from WCAG website: https://www.wcag.com/blog/wcag-2-2-aa-summary-and-checklist-for-website-owners/#Your_WCAG_22_checklist Winter, N., Russell, L., Ugalde, A., White, V., & Livingston, P. (2022). Engagement Strategies to Improve Adherence & Retention in Web-Based Mindfulness Programs: Systematic Review. Journal of Medical Internet Research, 24(1), e30026–e30026. https://doi.org/10.2196/30026

Goals & Aspirations

• Seeks to reconcile Christian contemplative roots with global spirituality & modern challenges• Remain grounded in Christ, meditation & mindfulness when navigating the online world• Strengthen purpose, community, & spiritual growth.• Connect & collaborate online with diverse, younger generations• Integrate teachings from multiple spiritual traditions or realize what is at the heart of all of them• Use writing as a bridge to reach & inspire younger generations around the world

digital laerning perceptions

• Finds apps basic & “flat”• Skeptical of mainstream media/wellness trends; needs substance & authenticity• Distrusts “mass-produced” digital content; wants human-centered, purpose-driven design• Thinks it either fits into content heavy or flashy media

Orientations

• Strong religious upbringing & community, but then moved & married out of it (into another religion)• Previous religion is still important for her, though she feels she has grown out of it & is open to expanding spiritually & communally• Wants this process/journey to remain private - no disclosure of her name or indicate religious background• Uses online videos & in-person group yoga, pilates & meditation classes which she enjoys & gets some relief out of, but feels separate & doesn't integrate with her day-to-day life • Has explored taking deeper dives into meditation/mindfulness but either feels it still doesn’t integrate well or doesn’t find it accessible because of masculine focus/associations

Rationale

Only one learning outcome was assigned to each learning module to reinforce the simplicity & focus of the learning experience. Understanding & practicing M&M requires HOTS & can be challenging, so simplifying expectations & centering the focus on what learners will get out of the learning experience through a single LO is key to reinforcing/strengthening the likelihood of attainment. Although each LO is comprehensive (to be inclusive & accommodating for diverse learners) & dense (with wide coverage), these will be simplified & broken down for the learners at the various stages for each module (i.e., learning outcome in relation to the instructional component, then independent practice, then assessment and feedback for the LO/module as a whole).

organization note

Openly inclusiveEV does not ascribe to any specific religion, spirituality, M&M teaching, or other orientations.It is with the intention of resonating with a broad range of individuals, regardless of orientation. Business focus shift EV previously provided in-person offerings; however, it is developing & shifting towards online-only/digital offerings to broaden its reach, access, & flexibility for a global audience. Therefore, learners will need access to a smart device/computer & internet connection.

Supporting POints & references

Sustaining engagement is essential for such programs, & 'can be achieved through personalization, chunking content into short segments, enhancing motivation by designing content that is truly interesting, & embedding frequent constructive learning exercises that help users engage with content' (Mrazek et al., 2019, p.83).Also, reviewing content regularly & ‘including graphics & visuals significantly improves learning’ & is enhanced ‘when extraneous words, graphics, & sounds are omitted’ to minimize processing challenges from presentational clutter. Learners want to discuss challenges, thoughts & feelings with instructors or peers as they come up – & if this is not addressed it can decrease their engagement. ‘Anticipating common challenges early on, identifying challenges as they arise, & offering support in an efficient & accessible manner can mitigate many issues that occur’ (p.84). Also, it is recommended that ‘person-based coparticipatory methods’ be used to ‘improve acceptability & engagement’ of the digital mindfulness programs to ‘increase their effectiveness, & support their translation to real-world use’ (Osborne et al., 2023). Incorporating reminders, & facilitator-led components can lead to greater adherence & higher retention (Winters et al., 2022). To provide & facilitate a safe, & sacrosanct space to learn & share’ where learners can 'feel each other’s presence, & feel comfort & warmth’ (Leeman & Altman, 2020) "Success for us means that a culture of connection & learning is palpable & accessible & that every student feels visible, cared for, & like they belong"

Goals & Aspirations

• Wants simple practices to bring mindfulness/meditation into everyday life – switching off, resting, staying on top of to-dos, ge with kids• Build capacities to flourish in life without getting bogged down with parenting & work pursuits• Healthier relationship with technology, less social media distractions• Determine deeper purpose & meaning in work & personal life & model this for her children• Rekindle or broaden spiritual connections - hopes to finds something that aligns with her loosened beliefs & values• Wants more community outside of family & friends which she feels holds her back

learning barriers

• Doesn't like conforming to most things • Has some strong views and can be abbraisive with contrasting/conflicting personalities. Or people think he is an expert/natural, when he always consider himself an amateur always learning from others• Has attention & visual processing challenges (refuses labels & diagnostic framing)• Drops out if feel too “heady” or directionless, also if he feels that people don’t get or accept him for who he is• Can disengage when content feels repetitive or shallow – finds mainstream platforms & networks stifling• A perfectionist

Learning preferences

• Process-focus over content/media - enjoys reflective, creative, or action-based modules he can revisit• Flexible, bite-sized content with depth• Likes to be challenged, always seeking something new/different• Values experiential, practice-based learning, real/deep dialogue & creative inner & outer transformation that is grounded in lived experience• Finds yantras & mantras helpful & powerful• Seeks mindful, purposeful use of technology where it doesn't feel like the focus or only way of engaging

Orientations

• Has explored mindfulness & spirituality online for coping strategies but hasn’t made a personal connection yet - feels it is beyond reach• Secular upbringing & adulthood• Recently exposed to peers who practice mindfulness, meditation & Buddhism, & is open to what they offer if it could become reachable for him• Finds it all confusing & frustrating, but views as potentially meaningful but resists dogma; • Believes there is something more to life, but doesn’t know what that is yet

Rationale

Given the contemplative, exploratory, experiential, & transformational nature of M&M learning, the frameworks & taxonomies used/drawn on to develop the LOs were less cognitive focused & more focused on higher order constructivism with experiential, affective, imaginal, conceptually embodied, & expressional/creative learning & assessment– while still emphasizing the importance of practical knowledge & application. This requires developing HOTS—deep understanding, application, & creation (Teach Thought, 2025)—along with deeper knowledge, skills, & expertise to integrate concepts at relational & extended-abstract levels (Structural Learning, 2022). In the context of M&M & related concepts, this means coming to deeply know the concepts, draw personal meaning from them, & apply or integrate them into real-life situations. This reflects a progression in understanding: moving from little or fragmented knowledge toward relating and then extending it beyond its original context. It is not about how much someone knows, but how well they can connect & apply what they know. Effective learning takes place beyond remembering factual information, & more so with ‘conceptual understanding that allows for the flexible use, transfer, & application of knowledge across contexts’ (Mrazek et al., 2019, p.83). Cyclical & Spiraling process The learning process for M&M is ongoing, cyclical & spiraling in the sense that learners return to & deepen understanding, insights, & processes over time. The cyclical & spiraling nature of this process can occur at the micro (module) and macro (program) levels, as illustrated; hence, specific reference to the topics covered is not included.

short bio

• 19, Nonbinary (Pronoun: "They")• Online university student, freelance artist, & global traveler. • Managing anxiety, overwhelm, & digital fatigue in her busy, hyper-active life.

learning barriers

• Frequent travel/time zone shifts hinder consistency in availability & schedule • Overextended in multiple projects/social causes (limited capacity)• Fear of exclusion in non-LGBTQ+ affirming or privacy-unsafe spaces• Difficulty maintaining balance between self-care & advocacy• Sensitive to gendered or binary language

learning goal

When assessing these learning gaps in relation to Bloom's levels of learning, it is clear that the target audience is mostly struggling at levels 2 & 3: understanding M&M concepts & apply them to real-life contexts.Additionally, through the lens of the SOLO taxonomy, the target audience is primarily at the prestructural level, where they have a lack of understanding & generally miss the point - trying to identify, memorize & recall key points, but misinterpreting &/or misapplying. A further challenge, common across the target audience, is adapting & applying M&M concepts & practices across different & changing contexts. This requires building capacities for upper-tier HOTS through analysis, evaluation, & creation (Bloom's levels 4-6) - as well as moving from unistructural to multistructural to relational, & even to the extended abstract level (SOLO levels 2-5). The general goal here is to address these gaps by building foundational understanding & application knowledge & skills, & provide a progression of opportunities & scaffolds for learners to move up through the various HOT levels. By the end of the program, all learners should be comfortable with applying the concepts & practices (Bloom's level 3) & forming relational connections between concepts & real-life context (SOLO level 4) - & received scaffolded support, practice opportunities, & experiences at the highest levels (Bloom's level 6 & SOLO level 6).

LO5: contribute

Learners will post at least one individual or collaborative contribution to the online platform that synthesizes insights from their experiences and practices—highlighting successes, challenges, or both—evaluates their significance in relation to their personal program focus, and presents them through an original reflection, application, or creative expression that serves as a resource for learning and appreciation within the platform community. BLOOM'S TAXONOMY LEVELS 4-6 (ANALYZE→EVALUATE→CREATE) Here, learners reflect on their journey & progress through the program & are given an opportunity to express & collaborate on what they have gotten out of it towards collective insight & future program development.

Additional supporting points

Modern challenges, diverse contexts Modern life increasingly strains our basic ability to relate to ourselves, others, & the natural world. Rapid social change, consumerism, and constant exposure to technology & media foster distraction, shallow interaction, & social comparison, weakening attention & meaningful connection (APA, 2019; Naslund et al., 2020). As a result, many people experience growing stress, anxiety, loneliness, and loss of direction, reflecting a broader breakdown in relational life that diminishes our humanity, devalues authentic relationships, and contributes to harm toward people and the planet (IPBES, 2019; Jiménez et al., 2021). Digital Mindfulness-based intervention shortcomings The growing widespread use of mindfulness apps & digital/online courses, digital mindfulness-based intervention is ‘rapidly becoming the predominant way that people around the world are introduced to mindfulness’ – taking the shift away from the traditional instructor-student face-to-face transition of mindfulness training & practices (Mrazek et al., 2019, p. 84). This leads to lower engagement, lower adherence, higher dropout, & misusing exercises. There is a need to overcome ‘low engagement, shallow learning, & unaddressed obstacles or frustrations in the Field (Mrazek et al., 2019, p.81). To meet the priorities & needs of the individuals who will use the interventions (Osborne et al 2023).

digital learning

• Need to create varied digital learning experiences to accommodate a variety of digital learning perceptions, & preferences by following Universal Design for Learning (UDL) Principles & Guidelines towards multiple means of engagement, action/expression, & representation for diverse learners (CAST, 2020)• Something that feels fresh/different to other offerings, human, & creative—not generic or overused• Visual clarity/minimalism (uncluttered screens/interfaces, & mindful use of space), visual/aesthetic calm, simple appealing style, easy-to-read fonts, color contrasting, short-chunked/bite-sized content, simple interactivity, visual cues - consistently maintained throughout - to help sustain engagement, build familiarity, & minimize sensory/cognitive overload• Balance or options between self-paced/independence & opportunities for instructor/peer involvement• Flexible formats & Options for different means/modes of enagmeent (content & activity), representation, & action/expression to accommodate different interests & preferences & learner pathways• Should meet WCAG 2.2 Level AA accessibility standards as a benchmark to ensure equitable access for diverse learners (WCAG, 2025)

short bio

• 23-year-old, male• Café assistant• On the autism spectrum (Asperger’s). • Highly curious, analytical, & tech-savvy. • Loves videogames, movies, learning facts & mastering systems • Struggles with sensory overload & social aspects of in-person & online interaction

Business background

Past iterations & offerings EV has been through various iterations & offerings, including facilitating in-person spaces for experiencing & collaborating on realizing “space to be”, offering in-person & online outreach, & an online virtual space & platform for sharing personal realizations, insights, findings, & journeys. Post-COVID-19, the online platform has remained the focal offering, providing space, resources, & support for learners to practice M&M independently and/or collaboratively. However, the necessity to develop this into a full, working package has delayed its relaunch. Feedback pending implementation Based on user, peer, & advisor feedback, it has been noted that the content is too text-heavy & can be difficult for users to know where to start, what to do, or how to apply & integrate concepts. Feedback also highlighted the need for more practical exercises, scaffolds, & interactive practices to balance the density of the textual material. Underutilized platform & social features The online platform EV uses NING, which combines social networking features with learning-oriented features that enable community-driven educational interactions & social collaboration; however, these have not been utilized or integrated. These features had been scarcely used by previous learners & have not yet been scaffolded/incorporated into the curriculum/Deck.

technology considerations

• MacBook, iPhone, iPad; uses iPad for creative projects • High-speed internet but often traveling with variable connection• Savvy with social platforms but cautious about data/personal privacy• Prefers visual, mobile-friendly, & social tools

LO6: renew

Learners will be able to apply a concept, practice, or tool for rest, reflect on its effectiveness in relation to their well-being & personal program focus, & create renewed intentions or plans to further refine or expand their goal, or explore new directions BLOOM'S TAXONOMY LEVELS 3-6 (APPLY→ANALYZE→EVALUATE→CREATE) Here, learners learn the importance of applying restfulness towards their well-being & any renewal or change of intentions - honoring the cyclical nature of growth & realignment with changing life contexts, outlooks by returning/re-entering with fresh perspectives, humility, & open curiosity – potenitally beginning the next cycle at a deeper level or with something altogether new.

Integration & relevance

• M&M teachings & practices should apply to their lives & integrate into day-to-day lives—not feel different or separate from it• Learners’ contexts, beliefs, passions, & values influence how they connect with M&M so these need to be factored in/accommodated• Simple transferable or translatable practices & relatable examples that are relatable across contexts (e.g. open theme/non-specific or variety)need to be consistently incorporated throughout the program with opportunities to explore & experiment for contextual integration (application in different spaces/contexts)• Need to demonstrate personal alignments & invitations for them to make connections with their own interests & values, & towards personal meaning-making

digital laerning perceptions

• Much prefers digital learning over non-digital & person-to-person • Sees the internet as a vast learning space (“Wikipedia mindset”).• Enjoys factual content focused learning resources• Thinks AI is great for making learning more accessible & personalized

Scaffolding & challenge

• A broad spectrum of Knowledge, skills & experience/confidence in the Field requiring a broad range of support & challenge• Some are unsure if “doing it right,” leading to confusion, frustration, inadequacy, drop-off, & drop-out• Some users need clear reminders, checkpoints, modeling, instructor guidance/cues/reassurance, & reflection feedback to progress/improve• Current offerings are often too basic or too advanced—learners want a visual or guided progression• Challenge needs to be rightly balanced & placed on learner• Need to design in the right balance of support & challenge for all, with prompts & opportunities for high fliers to be challenged & led further - to make program & learning experiences beneficial/worthwhile

Orientations

• 10 years of meditation experience (via apps/online)• No singular religious affiliation• Embraces nature-based spirituality & non-dual philosophies• Experienced in Eastern practices, recently exploring progressive Western contemplatives. • Believes in a higher order & sacred interconnectedness of life• Polyamorist

simplicity & depth

• Learners are seeking more—personal growth & transformation - yet needing greater simplicity, clarity & flexibility in M&M offerings• Desire deeper connection, meaning, purpose with self, others, & nature• Want to explore “what more there is” to M&M, beyond surface-level practices or experiences, & how they can help transform their habits & relations• Need to keep core content simple & clear, within reach - depth without density - meaningful but not mystical - yet accommodate various motivations & provide opportunities/resources to go deeper wherever they desire - assuring learners towards transformation in simplicity, through curiosity not complexity• This can be supported/achieved through inquiry-based exploration over content & instruction - tailoring the right questions instead of being told or shown everything

Learning preferences

• Likes journaling to anchor to give focus & something to return to.• Likes guided communal practices• Prefers simple, intuitive platforms that feel personal & relational• Values media & online space/community, which gives a sense of connection & relatability• Seeks warmth, empathy, & shared purpose in digital spaces.• Prefers audio-visual with slowed pace & captions; low distraction; simple navigation; very short practices; community challenge

learning barriers

• “Old school” traditional education (classically taught)• Low digital literacy; limited experience with modern platforms• Tends to “cling” to familiar patterns/views; struggles to unlearn• Overwhelmed by modern digital complexities & pace• Dependence on language & concepts that align with faith

Orientations

• Deeply cares about community, nature, & Indigenous well-being• Appreciates Indigenous storytelling & interfaith dialogue & collaboration• Raised Catholic; now “spiritual but Christ-centered” • Active in United Church of Christ. • Frames & practices meditation & mindfulness through prayer, “compassion”, gratitude, "grace" in Christ• Long-time meditator (20 years) through church-based contemplative practices

short bio

• 48-year-old male, • Musician & volunteer• Used to travel globally with his music & volunteering but a recent health condition limits his mobility & now largely stays local• Finding it hard to adjust to the change in lifestyle & not being able to make the same connections• Restless with conformity

LO2: Explore

Learners will be able to reflect on exploring the lived experience of at least one concept related to their personal program focus & experiment with a principle, practice, or tool to deepen awareness & appreciation of new dimensions—perceptual, embodied, relational, etc.— connected to that focus. BLOOM'S TAXONOMY LEVEL 3-4 APPLY (LEVEL 3): Use existing knowledge in new contexts ANALYZE (LEVEL 4): Explore relationships, causes, & connections Here, the learners are exploring and experimenting with what the program has covered so far & reflecting on the process to better understand & appreciate what is at play, what is being revealed, & what is possible.

Assessment & Feedback Strategy

Assessment within this program will be primarily formative, reflective, & developmental to remain aligned with the experiential nature of meditation & mindfulness learning. Rather than testing formatively, learner progress is evidenced through engagement, reflection, application, & contribution, which the Facilitator interprets across multiple sources.

Feedback

Assessment

Select the button below to view assessment & feedback mapped against the LOs, & both Bloom's (Anderson & Krathwohl, 2001) & Kirkpatrick's (Kirkpatrick Partners, 2025) Levels:

Matrix mapping

Goals & Aspirations

• Build healthy information-consumption & technology-use habits• Self-regulation around social interaction• Improve focus & social confidence• Find personal meaning in mindfulness & spirituality• Feel included & capable within a field that often feels inaccessible

Process

The following inputs were woven together to develop the learner personas:

2: AI search analysis

1: Feedback

3: refinement

Reviewed & incorporated generalized data on users & usage, as well as learning & engagement gaps, for the target audience in the Field, which was gathered & synthesized using ChatGPT & Perplexity. Information was sourced from academic research, institutional reports, public online community posts (including field & practitioner experiences), & government or public health reports. These sources ensured representation of real-life populations & data relevant to persona factors in the field.

Incorporated Non-identifiable & non-private feedback & data from previous users & advisors

Incorporated a mix of non-identifiable real-life examples and creative input to refine personas to be more believable, relatable, and memorable. More so, bringing them to life for the design process.

digital laerning perceptions

• Is dubious of apps being able to carry/transmit the warmth & beauty of mind/med/spirituality• Sees digital tools as useful for access but lacking depth & humanity• Distrusts mainstream media, social media, & wellness platforms as shallow or commercialized• Believes digital learning must foster genuine human warmth, belonging, & dialogue.

Elaboration

A mix of modalities— synchronous live cohort workshops, & asynchronous independent interactive modules along with independent/collaborative learning aids—will help accommodate diverse preferences & flexible engagement for the program, whether for independent participants, program cohorts, or online platform community-based learners. The first modality to be addressed in the design phase will be the Multimedia Interactive eLearning component. This will be the primary core instructional component for each module. Genially allows asynchronous independent engagement & live synchronous engagement as a cohort via the "Present Live" interactive conference hosting. Independent practice follows each instructional component, & while considered a secondary core learning element, is intentionally open-ended to support learner autonomy. The Facilitator will post regular (weekly) guidance, prompts, suggestions, & reminders on the platform, with a particular focus on supporting the use of the Spoke learning aids. Network & Communities-of-practice elements will be more intentionally scaffolded on the platform to encourage learners to explore learning pathways of their choosing, share & collaborate, & 'take ownership of their learning' (Digital Learning Institute, 2025). These improvements will be implemented later in the platform design process. The program runs for 12 weeks, aligning with seasonal cycles & the seasonality of life, with each module spanning 2 weeks to provide sufficient time for learners to process content & guidance, practice independently, explore & apply spoke learning aids, reflect, adjust practices, & begin shifting mindsets & habits - minimizing time restraints & risks to losing momentum.

digital laerning perceptions

• Sees the practical benefits but not sure about quality – hasn’t much experience besides online videos, but hasn't been able to put into practice or integrate • Values media & online space/community, which gives a sense of connection & relatability

TECHNOLOGY

EV currently utilizes web services for the following:

online platform

graphics design & Microlearning dev.

COmmunications, admin, storage

business marketing materials

Contemplative deck hosting app

immersive deck hosting apps

video conferencing

The redesigned program calls for the following:

prospective core instructional tool

anticipated spec requirements

Approach

An empathic design approach was adopted to gain a deeper understanding of potential user circumstances & experiences. Doing so gives greater significance to ‘relating to’ rather than just ‘knowing about’ users (Kouprie & Visser, 2009, p. 441). In order to design relatable & meaningful learning experiences, 'empathic attunement to the holistic needs' of learners & 'mutually respectful relationship' is needed to create 'emotionally resonant' learning experiences (Leeman & Altman, 2020).

Learning preferences

• Prefers self-paced exploration of digital resource materials without unnecessary social features unless facilitated with accommodations/supports• Values clear/direct, factual, structured information over opinion, & humor to enhance engagement• Values respectful exploration without expectations or “conversion.”• Needs sensory-friendly, low-clutter interfaces• Likes gamified micro-modules & visual progress cues• Space & supports to share frustrations, be heard & guided

learning barriers

• Finds it hard to shift/shake off parenting mode & find time/energy for herself or anything else• Finds mindfulness/meditation language & practices inaccessible - doesn’t know begin & doesn't stick - finds it hard to know what is important or how to apply• Limited capacity (time & energy constraints) & cognitive overload• Easily distracted by technology & to-dos• Lacks confidence in self (self esteem) to move beyond current circumstances

Taxonomies drawn on

ThedThe LOs drew inspiration from:• Affective Domain Taxonomy (Krathwohl, Bloom, & Masia, 1964), • John Heron's (2001) Six Ways of Learning & Assessing (experiantial, imaginal, affective, practical, propositional, & presentational), • Mezirow's (1991) Transformative Learning Theory (perspective transformation through reflection, inquiry & integration) • Kolb's (1984) Learning Cycle (concrete experience, reflective observation, abstract conceptualization, active experimentation)Additionally:• Revised Bloom's Taxonomy (Cognitive & Knowledge Dimensions) Levels of Learning (Anderson & Krathwohl, 2001) guided the design with its power verb & for determining the leveled progression of the HOTS LOs• Biggs & Collins (1982) SOLO (Structure of Observed Learning Outcomes) Taxonomy was used to determine & scaffold a progression towards relational & extended-abstract comprehension that is observable & assessable • Doran's (1981) SMART Goals was used to make sure LOs were Specific, Measurable, Achievable, Relevant & Time-bound

short bio

• Female in her 40's• Transitioning out of being a stay-at-home mother after her kids have each moved on to full-time public school education • Still a highly involved caregiver outside of school• Exploring employment opportunities but seeking a career change from what she did previous

short bio

• 62-year-old • Male • Lives in rural, semi-remote area• Contemplative writer & poet living in rural USA• Seeks connection, meaning, & intergenerational dialogue, learning, & online global community & collaboration despite low digital fluency & limited mobility

connection & support

• Looking for something more human & relational - a sense of instructor & peer presence & involvement• Human connection & relational warmth over automation - to feel welcomed & appreciated/understood, engaging the senses• Some need to feel personally supported & safe - need to uphold privacy & other personal sensitivity requests to build trust• Desire for instructor or peer involvement & dialogue to share insights, challenges, get support & collaborate• Opportunities to connect with the instructor & peers need to be woven into the program & learning experiences with clear guidance & suggestions• Need for compassionate facilitation supports for learners’ sensitivities, triggers, & barriers

technology considerations

• Low confidence with devices; prefers old desktop (uses Microsoft Edge)• Has webcam & microphone• Low bandwidth in rural area (no hi-res uploads/downloads); dislikes small screens• No social media; unfamiliar with online collaboration tools• Needs clear, minimalist design & simple navigation

timeline

Design, Development, & Marketing/OutreachThree months are allocated to developing, marketing, and outreach. Each stage takes about one month. Pilot & launch The first run/iteration of the program will be a pilot to test it with initial learners. Experiences & insights from Facilitator - including observations, feedback from learners, & platform-/community-wide data collected will be used to feed into the refinement & development of the next program iteration. Post-launch The program will have multiple iterations. Support options for each iteration will depend on pilot success, participant interest, and completion of any required program developments.

note on content

Each specific learner persona is composed to represent potential learners, designed to build empathy, develop towards personal engagement, & guide inclusive learning design decisions These are hypothetical personas, not real people They are not meant to represent entire populations or define individuals by their traits Instead, they highlight diverse contexts that may influence how learners engage with digital learning content & environments It is not possible to capture or build in the full diversity or complexity of real individuals or groups The personas are a starting/early reference point that will be refined over time with future findings & real user experiences/feedback to better align learning design & development towards authentic users/learners

technology considerations

• Linux Raspberry Pi (Linux OS) at home & Android smartphone away from home• High digital literacy; uses Chromium browser, stable Wi-Fi and mobile network• Prone to tech overuse; would benefit from mindfulness around screen time

Goals & Aspirations

• Wants to find a new quality to life, overcome barriers to spirituality & connecting with locals & others online since since new health restrictions• Find diverse, poly-affirming, authentic community• Seeking depth, diversity, & connection beyond homogenous circles• Engage in challenging, growth- & process- centered experiences

digital laerning perceptions

• Disappointed at lack of instructor involvement/feedback on apps • Lack of instructor involvement is furstrating• Sees digital learning as a gateway to global connection if inclusive, creative, & adaptable• Dislikes platforms that feel repetitive, shallow, or impersonal• Needs flexibility, interactivity, & opportunities for genuine expression

budget

Financial considerationsAll individuals currently supporting EV do so voluntarily and without compensation. If funding grows, we may pursue compensation that is appropriate and proportionate. Future program iterations may require hiring external or specialized support. This should be reflected in longer-term planning. Design & development budget The main donor will provide limited funding for an authoring tool that can integrate with the online platform and other program learning aids. The budget does not support high-end LMS, analytics tools, or specialized staff, as these are not needed. If extra costs arise, EV may seek more donations, crowdfunding, or pause development until funds are secured. Delivery/roll-out budget The delivery budget is expected to mirror the design and development budget and is intended to support ongoing program delivery beyond the initial launch. With increased funding, EV may expand to additional platforms, tools, or specialized expertise to enhance digital learning.

learning barriers

• Information overload; difficulty setting limits• Overstimulated by visuals/social features• Social differences & not feeling seen, heard or accepted• Frustrated by vague or mystical language• Takes things literally & highly rationality-focused• Struggles to synthesize & apply insights

Goals & Aspirations

• Find grounding, reduce anxiety, & integrate activism with mindfulness• Integrates mindfulness & meditation into her daily life• Explore identity & purpose beyond secular life• Connect with inclusive, nonbinary-affirming communities• Collaborate with others on creative, spiritual, & social causes

Resource

Required skillsets LX & ID, program & platform development, program instruction, online platform facilitation, engagement & learning assessment & feedback.Current SaffingThe Facilitator (Co-founder) will design, develop, & deliver the program. They have experience in M&M education, mentoring, coaching, & web development. Recently, they gained skills & training in digital learning design & development, including LX & ID. The Facilitator also has access to support resources & a professional network in the field of digital learning. This background should be sufficient, but needs will be assessed during each phase in case additional personnel are required. The content has already been created & curated in-house, & there is no need to identify or hire an external subject matter expert (SME) as the Facilitator is knowledgeable & skilled in the Field & framework, & several advisors can be drawn upon. However, when piloting & delivering the redesigned program, if it is determined that there are any gaps in expertise in content or practices in other areas requiring greater specialism, it may be necessary to pursue & make arrangements for SME(s). Expansion prospects If the program's demands or popularity (cohort size) exceed the instructor's capacity to lead live sessions and/or facilitate the online platform, it may be necessary to seek assistance. Given that this is a nonprofit, it is possible to attract volunteers interested in taking on such responsibilities; however, it may be necessary to pay a stipend or compensation for assistants who can specialize in specific tasks or responsibilities.

framing & inclusivity

• How M&M is framed & presented shapes engagement & matters to learners• It should be framed neutrally yet human - for everyone• Learners want simple, relatable, inclusive language, graphics & examples—not overly spiritual, clinical, or commercial/marketed—to appeal to diverse demographics• Offerings should feel universal & welcoming, yet personal & relatable, not exclusive of various orientations & circumsntances, & not tied to one belief system or group & the language they are associated with as they can carry connotations that can be triggers or barriers for some learners based on past experiences or negative associations

factors

The following factors were sought after to determine the learner personas:

Goals & Aspirations

learning preferences

learning barriers

technology preferences

Orientations

bio

For this Field & target audience, specific consideration is given to:• Personal needs, skills, & attitudes (Nielsen et al., 2014)• Accommodating different orientations based on their experience, sensitivities, & preferences• A variety of fundamental well-being factors for flourishing in the program (Nurhas, et al., 2019).

technology considerations

• Budget Android smartphone & Chromebook both with clear device processing & storage constraints• Privacy important as doesn’t want to reveal identity

Learning preferences

• Prefers brief, contemplative materials that spark reflection & conversation• Values story, metaphor, & characters/figures for meaning-making• Enjoys short talks, readings, & haikus as catalysts for transformation• Needs low-distraction, human-centered content.• Connection with people around the world

technology use

• Technology access, skills & preferences vary greatly between learners• Need to be compatible across devices (e.g., computer, micro-computer, mobile, tablet), operating systems (Windows, Mac, iOS, Android, ChromeOS, Linux OS), high/low spec (processing & memory), browsers to accommodate a variety of technology used• Appropriate & adaptive across different screen sizes (from monitor to handheld)• Possibility to download for offline usage for times when not connected• Accomodate low bandwidth for some learners (no need for high resolution downloads or uploads)• Address privacy and anonymity concerns for learner safety, security, confidence, and preference

LO1: Attune

Learners will be able to identify or refine a personal focus for the program & practice mindful & meditative awareness to deepen their attunement to this focus & related concepts.BLOOM'S TAXONOMY LEVEL 1-3 (REMEMBER, UNDERSTAND, APPLY) • Retain & recall information provided• Grasp the meaning of concepts• Use existing knowledge in new contextsHere, learners are drawing on the teachings & practices covered to determine what they want from the program, deepening their understanding & appreciation of it through practice to cultivate M&M awareness, & making personal connections through the module's concepts.

technology considerations

• MacBook & iPhone; Safari• Uses tech fluidly but resists dependence on it

Orientations

• Active in liberal activism & online creative communities• Agnostic; spiritually curious yet wary of dogma; believes in a sacred interconnectedness & divine experiences rather than a single creator or enabler.; draws interest form multiple spiritualities but aligns with existentialism & wonder for the universe• Enthusiastic about mindfulness but hasn't resolved anxiety & overwhelm challenges; a beginner meditator exploring spirituality, identity, & belonging• Gets frustrated at misalignment of instructors/communities; lack of instructor involvement of apps makes her not know/even doubt whether she is doing it right

LO4: transform

Learners will be able to identify & describe at least one shift in behavior, perspective, relationship, experience, or process related to their personal program focus, & assess how effectively it is—or could be—sustained or adapted across real-life contexts. BLOOM'S TAXONOMY LEVEL 5-6 (EVALUATE→CREATE) Here, learners reflect on the impact of the program on their focus/goals so far - analyzing to understand & appreciate any shifts or barriers to shifts, then evaluating the effectiveness of application (whether sustained or adapted) across different contexts towards creating new adaptive/sustained practices.

Learning preferences

• Microlearning, interactive journaling, social workshops, & forums• Strong visuals, symbolic design, & one-liners that resonate• Needs both depth & creative flexibility• Opportunities for instructor feedback & modelling• Values inclusive, justice-driven, inter-spiritual communities

LO3: integrate

Learners will be able to synthesize a concept or practices from each curriculum category in relation to their personal program focus & apply this integrated understanding within real-life contexts & relationships. BLOOM'S TAXONOMY LEVELS 3 & 4 (ANALYZE → APPLY) Here, learners are weaving together knowledge, experiences & insights from different domains to identify connections & unifying factors, then incorporating these insights into practical personal applications in real-life contexts.