Building personas from phenomenography: a method for user-centered design in education

Huỳnh, Trà; Madsen, Adrian; McKagan, Sarah B.; Sayre, Eleanor C.

doi:10.1108/ils-12-2020-0256

Cited by 13 publications

(18 citation statements)

References 19 publications

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“…Persona Development is an approach that utilizes the primary information collected during interviews to identify key features and compiles the data in the form of fictional characters that are composites of multiple interviews [ 35 , 36 ]. These rich, memorable descriptions incorporate users’ operational needs and individual preferences and can be useful to others developing similar professional development programs [ 37 ].…”

Section: Methodsmentioning

confidence: 99%

Using personas and the ADKAR framework to evaluate a network designed to facilitate sustained change toward active learning in the undergraduate classroom

et al. 2022

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One promising practice for increasing active learning in undergraduate science education is the use of a mentoring network. The Promoting Active Learning and Mentoring (PALM) Network was launched with practitioners from several professional societies and disciplines to make changes in their teaching based on evidence-based practices and to encourage the members to reflect deeply on their teaching experiences. Members of the Network interviewed seven previous Fellows, 1 to 6 years after completing their fellowship, to better understand the value of the Network and how these interactions impacted their ability to sustain change toward more active teaching practices. The interviews resulted in the creation of three personas that reflect the kinds of educators who engaged with the Network: Neil the Novice, Issa the Isolated, and Etta the Expert. Key themes emerged from the interviews about how interactions with the PALM Network sustained change toward evidence-based teaching practices allowing the members to readily adapt to the online learning environment during the COVID-19 pandemic. Understanding how the personas intersect with the ADKAR model contributes to a better understanding of how mentoring networks facilitate transformative change toward active learning and can inform additional professional development programs.

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Section: Methodsmentioning

confidence: 99%

Using personas and the ADKAR framework to evaluate a network designed to facilitate sustained change toward active learning in the undergraduate classroom

et al. 2022

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“…Persona Development is an ethnographic approach that utilizes the primary information collected during interviews to identify key features and compiles the data in the form of ctional characters that are composites of multiple interviews (Huynh et al, 2021;Pruitt & Adlin, 2010). These rich, memorable descriptions incorporate users' operational needs and individual preferences and can be useful to others developing similar professional development programs (Zagallo et al, 2019).…”

Section: Persona Developmentmentioning

confidence: 99%

Using a Community of Transformation to create a sustained change toward increased active learning in the undergraduate classroom

Prunuske

Evans-Anderson²,

Furniss

et al. 2022

Preprint

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Background: Many individuals and groups have responded to the call to action to reform undergraduate biology teaching through increased utilization of evidence-based teaching strategies. One promising practice for creating sustained change is the use of a Community of Transformation or a deliberate network designed to reinforce active learning through mentorship. The Promoting Active Learning and Mentoring (PALM) Network, which encourage its members to reflect deeply on their teaching and to make changes based on evidence-based practices, supports the implementation of active learning through a network of practitioners from across multiple professional societies and disciplines. Members of the Network interviewed seven previous PALM Fellows, one to four years after completing their fellowship, to better understand the users of the network and why they engaged with the network. Results: Key themes emerged from interviews about how engagement and experiences of each of the interviewees aligned with the ADKAR model of change management: Awareness, Desire, Knowledge, Ability, and Reinforcement. The interviews supported the creation of three personas: Bob the Sponge, Lupe the Lone Wolf, and Malik the Master. The interviews also highlighted examples of how the Fellows continue to utilize evidence-based teaching practices and how they successfully implemented adaptation to online course interactions during the COVID-19 pandemic. Conclusions, summary, and implications: Understanding how the personas intersect with the ADKAR model has led to a better understanding of how the PALM network functions as a community of transformation to facilitate transformative change toward active learning. This approach can serve as a model for others who wish to enable similar transformative change in various Science, Technology, Engineering, and Math (STEM) disciplines.

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“…Personas, otherwise known as student models in education research, are important in education because they can anonymously represent a diverse group of students (Huynh 2021). This allows for instructors to aid individual students in their motivations and attitudes toward specific topics in classrooms while also meeting the collective needs of the classroom.…”

Section: Solutionmentioning

confidence: 99%

Personas of stem students completing online instructions during the COVID-19 pandemic

Romick

Weliweriya

Cotten

2022

J Sci.Univ.Kelaniya

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During the COVID-19 pandemic, instructors quickly transitioned to online teaching to protect themselves and their students. Due to this abrupt transition and lack of communication between instructor and student, instructors had little time to create online teaching methods that successfully adapt and teach the material to best meet the student's needs. Some students did well with online teaching methods, while others seemed to struggle to engage with the material in classes. Without immediate face-to-face feedback from students, we believe that background information such as learning styles, goals, motivations, and expectations of the potential students-will help teachers improve and increase classroom engagement and comprehension. We surveyed and interviewed STEM introductory-level courses online to collect data to create personas in STEM students. Personas are "life-like models whose characteristics are driven by the various goals and motivations of real or potential users." We used persona methodology to survey the diverse learning group in a STEM classroom to create four personas found in STEM classrooms. These personas represent real-life students enrolling in introductory STEM classrooms, allowing instructors to use these personas as a novel tool to design online courses that better engage undergraduate students across STEM disciplines.

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Building personas from phenomenography: a method for user-centered design in education

Cited by 13 publications

References 19 publications

Using personas and the ADKAR framework to evaluate a network designed to facilitate sustained change toward active learning in the undergraduate classroom

Using personas and the ADKAR framework to evaluate a network designed to facilitate sustained change toward active learning in the undergraduate classroom

Using a Community of Transformation to create a sustained change toward increased active learning in the undergraduate classroom

Personas of stem students completing online instructions during the COVID-19 pandemic

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