Keeping the Learner at the Focal Point: The Use of Needs Assessment and Persona Construction to Develop an Instructional Resource Center For Instructional Designers

Article Sidebar

PDF
Published: May 24, 2020
DOI: https://doi.org/10.14434/ijdl.v11i2.25632
Keywords:
personas, instructional design, needs assessment, careers, user design

Main Article Content

Jill Stefaniak
University of Georgia
Smruti Shah
Old Dominion University
Erin Mills
Old Dominion University
Tian Luo
Old Dominion University

Abstract

This design case shares how personas were utilized to create an online career resource center intended to help instructional design students in making informed career decisions. The outcome of this project has helped identify instructional opportunities to improve services currently provided to instructional design students and graduate student members of the Association for Education Communications and Technology (AECT ). By evaluating the mechanisms and supports already in place and contrasting those with the needs of the students who are seeking career guidance, the intent of the project was to bridge the gap between graduate student members’ career needs and the resources available to them within a professional association. We discuss how
we gathered information through a needs assessment for the creation of a Career Resource Center to further educate and inform instructional design students of resources for career decision-making.

Downloads

Download data is not yet available.

Article Details

How to Cite
Stefaniak, J., Shah, S., Mills, E., & Luo, T. (2020). Keeping the Learner at the Focal Point: The Use of Needs Assessment and Persona Construction to Develop an Instructional Resource Center For Instructional Designers. International Journal of Designs for Learning, 11(2), 142–155. https://doi.org/10.14434/ijdl.v11i2.25632
Issue
Vol. 11 No. 2 (2020)
Section
Articles

Copyright © 2023 by the International Journal of Designs for Learning, a publication of the Association of Educational Communications and Technology (AECT) and Indiana University. Permission to make digital or hard copies of portions of this work for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page in print or the first screen in digital media. Except as otherwise noted, the content published by IJDL is licensed under CC BY-NC-SA. A simpler version of this statement is available here.

Author Biographies

Jill Stefaniak, University of Georgia

Jill Stefaniak is an Assistant Professor in the Learning, Design, and Technology program at the University of Georgia. Her research focuses on the professional development of instructional designers, designer decision-making processes, and contextual factors influencing design in real-world environments.

Smruti Shah, Old Dominion University

Smruti Shah is a recent graduate of the Instructional Design and Technology program at Old Dominion University. Her research interests include human performance, multimedia instruction, and gamification.

Erin Mills, Old Dominion University

Erin Mills is an instructional designer at Lord Fairfax Community College. Her research interests include instructional collaboration for faculty development, and the educational needs of international students.

Tian Luo, Old Dominion University

Tian Luo is an Assistant Professor in the Department of STEM Education and Professional Studies at Old Dominion University. Her research interests center on using social media to facilitate student learning in both formal and informal contexts and designing collaborative and authentic learning environments supported and enhanced by emerging technologies.