Course

Unit I

Unit I: Analysis of Case Study(s) to Identify User Needs for Learning Technology

• For example: Tablet-Based Training for Low-Literacy population in Rural India
• Examination of case study on the Plumbob training (2016/2017).
• Analysis of impact of social and psychological factors on user needs and design
• Discussion on Luria’s tea room experiments.
• Comparison of design states before and after intervention.

Unit II

Unit II: Frameworks for Defining User Need

• Development and application of Personas, Goals, and Tasks.
• Exploration of the Jobs-to-Be-Done framework.
• Integration of user requirements within the Software Development Life Cycle.

Unit III

Unit III: Psychology and Social Factors

• Contrast between oral and textbook learning and teaching methodologies.
• Examination of the role of the implicit teacher-student relationship.
• Study of impact of prior learning experiences, socio-economic backgrounds and other factors such as age on the interaction with learning technologies

Unit IV

Unit IV: Research Methods for Defining User Needs

• Application of participatory design principles and methods including data collection and analysis
• Consideration of ethical implications in design research.
• Execution of a sample research study program.

Prerequisite: none

Summary:
This course delves into understanding the users of learning technology, emphasizing the importance of designing technology that caters to the end users’ needs for it to be effective. Misunderstandings or ignorance of these needs can lead to poor user interfaces and diminished learning experiences, a concern particularly acute for vulnerable communities dependent on skill training. Through a detailed exploration of learner needs, with a focus on neurodiversity and educational backgrounds, the course uses a case study of low-literacy populations in rural India to navigate the full spectrum of user needs analysis and specification.

Course Objectives:

Students will learn to:

1. To understand the diversity of user needs in learning technology.
2. To emphasize the importance of empathetic, user-centered design in technology development.
3. To equip students with the ability to conduct comprehensive user needs analyses.
4. To provide insights into the design challenges and requirements of vulnerable communities.

Course Outcomes:

• CO1: User-Centered Design Proficiency: Gain understanding in designing educational technologies that prioritize user experience and learning outcomes.
• CO2: Conduct user needs analysis with proficiency.
• CO3: Develop detailed user personas and specify design requirements based on user needs.
• CO4: Apply frameworks like Jobs to Be Done effectively in the context of learning technologies.
• CO5: Utilize ethical research methods and participatory design to engage users in the design process.

Skills:

• Proficiency in user needs analysis and specification.
• Development of user personas and design requirements.
• Application of design and analysis frameworks to learning technologies.
• Competency in ethical research and participatory design methodologies.

Program outcome PO – Course Outcomes CO Mapping

Evaluation Pattern:

*CA – Can be Quizzes, Assignment, Projects, and Reports, and Seminar

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