Empathic Instructional Design

This week, I conducted some research on the empathic instructional design model. An instructional design model is the systematic process of creating and organizing the instructional experiences for specific learning outcomes. An instructional design model will have roots in a guided learning theory, which provides a foundation for HOW the learner will engage with the course curriculum and the process of learning. Since my project is centered upon the topic of self-care and self-regulation for metacognitive development, I wanted to determine if this approach might be a better suited design model for my project to be built upon. Empathy is a part of our everyday lives, and it’s more complex than sympathy, it is the ability to comprehend and articulate the experiences, world views, wants, needs, ideas, and emotions of other people. As a designer, we must consider the vast array of circumstances that learners are facing in their pursuit of online education. There are numerous benefits of adding empathic value within the context of training and education. Research on human behavior has shown that empathy precedes understanding and learning, and our ability to understand, relate, and communicate our thoughts, feelings, and emotions, is vital to the learning process.

Research by Napoli & Bonifas (2011) supports the development of empathic self-care for creating a mindful classroom for social work students. “Teaching social work students to become mindful can improve self-care and is also the first step towards developing empathy”(Napoli & Bonifas, 2011). Using mindful practice enhances skills associated with tuning into a clients needs, acting with awareness, observation, accepting without judgement and the ability to be descriptive. A separate research study, conducted by Hartman et. al (2017) utilized this design model by viewing school through the eyes of the students, in order for school leadership to gain deeper insight into the experience. An empathic design approach to school reform establishes a stronger foundation for change, versus an atmosphere focused solely upon evaluation and accountability. In this scenario, leaders ask the following types of questions to seek methods of reform: “how might we better implement cross-disciplinary concepts to avoid teaching and learning in isolation?” This shifting paradigm views students as the catalyst for transformation in learning environments.

The foundation of empathic design relies upon observations and interpretations of learners unarticulated needs, which can lead to breakthrough designs. The five essential steps of this model include: Observation, Data Collection, Reflection and Analysis, Brainstorming, and Prototyping. At the center of empathic design is the ability to establish and facilitate traction in a learning environment, in order to establish a healthy relationship with the audience. It’s imperative to determine what the client values and how the design can satisfy that need. This design model encourages complete transparency between the client, designer, SME, and learner, in order to cultivate an atmosphere of vulnerability.

In terms of content design, empathic learning models should seek out opportunities for interactions and application which occur in real world settings. The design should capture learners goals, needs, circumstances, influences, and consider limitations and even distractions which may impact learning outcomes through emotional response. Empathic design should cultivate connection, while evaluating a learners day to day circumstances, and take that into consideration within the context of a learning environment. It’s been said that “design is about realizing problems and providing insightful solutions” (Gustafson, 2013). Adaptive learning and the notion of adaptive design can be applied to the empathic instructional model through contemporary technology driven training. Research has shown that learners conveyed higher levels of interest in tasks when computer technology simulated realistically empathetic reactions which accurately expressed care about the learners affective state, rather than reactionary responses which were lacking interest in the well being of the learner.

In my prior designs, I have focused primarily on the ADDIE model as well as Gagne’s 9 Events. My research into the empathic instructional design model differed from these models in that the students provide the insight into the learning needs, versus a SME providing insight into the content that students should learn. The empathic design is a reflective and internalized learning process, which will differ by each learner. Empathy demands time, attentiveness, and perspective to fully comprehend and act upon the learner’s true environment. The empathic model is a bit more challenging to fully implement in an e-learning environment, I do believe that this could be a valuable model for my project to be built from. There may be restrictions due to technology, which requires a hybrid approach. But in context with self-care and metacognitive development, I believe that it’s imperative to develop empathic skills for others, and for better understanding ourselves.

Hartman, R. J., Johnston, E., & Hill, M. (2017). Empathetic Design: A Sustainable Approach to School Change. Discourse and Communication for Sustainable Education, 8(2), 38-56. https://doi.org/10.1515/dcse-2017-0014

Napoli, M., & Bonifas, R. (2011) From Theory Toward Empathic Self-Care: Creating a Mindful Classroom for Social Work Students. Social Work Education, 30(6), 635-649. https://doi.org/10.1080/02615479.2011.586560