Persona Journey Mapping to Drive Equity during an LMS Transition
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| Title: | Persona Journey Mapping to Drive Equity during an LMS Transition |
|---|---|
| Language: | English |
| Authors: | Kam Moi Lee, Megan Mcfarland, Kari Goin Kono |
| Source: | Issues and Trends in Learning Technologies. 2023 11(2):26-44. |
| Availability: | rizona Board of Regents for the University of Arizona College of Applied Science & Technology and University of Arizona Libraries. 1510 East University Boulevard, Tucson, AZ 85721. e-mail:lbry-journals@arizona.edu; Web site: https://journals.librarypublishing.arizona.edu/itlt/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Design, Electronic Learning, Teacher Characteristics, Faculty Development, Equal Education, Learning Management Systems, Educational Technology, Data, Models, Faculty, Change Strategies, Attitude Change, Teamwork |
| ISSN: | 2693-0900 |
| Abstract: | One way to achieve equitable design is to directly include users who will be impacted the most in the planning and facilitation of a project. Common financial, logistical, and/or temporal constraints reveal that direct inclusion of the people most impacted is not always possible. If this barrier arises, one promising alternative is the creation and use of personas. Using a vignette and case study qualitative methodological approach, three researchers at a large urban university in the Pacific Northwest detail personas and journey mapping as an equitable design practice during a LMS migration on a rapid development timeline. This paper details how personas were created using empirical data, how journey mapping impacted various teams, and how centering equity better prepared staff to support instructors throughout the migration while addressing the student learning impact. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1428213 |
| Database: | ERIC |
| Abstract: | One way to achieve equitable design is to directly include users who will be impacted the most in the planning and facilitation of a project. Common financial, logistical, and/or temporal constraints reveal that direct inclusion of the people most impacted is not always possible. If this barrier arises, one promising alternative is the creation and use of personas. Using a vignette and case study qualitative methodological approach, three researchers at a large urban university in the Pacific Northwest detail personas and journey mapping as an equitable design practice during a LMS migration on a rapid development timeline. This paper details how personas were created using empirical data, how journey mapping impacted various teams, and how centering equity better prepared staff to support instructors throughout the migration while addressing the student learning impact. |
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| ISSN: | 2693-0900 |
