https://lairuiqi.cargo.site lairuiqi Fri, 12 Dec 2025 03:10:14 +0000 https://lairuiqi.cargo.site en https://lairuiqi.cargo.site/Capstone-Analysis Fri, 12 Dec 2025 03:10:14 +0000 lairuiqi https://lairuiqi.cargo.site/Capstone-Analysis Capstone Analysis12.11.2025 : Redesigning HPL for Parents For our group’s capstone project, we focused on redesigning How People Learn (HPL) for a parent audience. Our goal was to adapt the existing course so that it better fits the realities, needs, and constraints of parents who want to understand learning but do not have the time or energy to engage with heavy academic content. This required us to analyze not only the content of HPL itself, but also the lived conditions of parents in the U.S., the specific challenges that shape their learning needs, and the kinds of media and structures that could realistically support their participation. The analysis below unpacks the major design decisions we made and the reasoning that guided each stage of the process. From the outset, we grounded the project in user-centered design and aimed to address its potential limitations by strictly adhering to the design justice principle of designing with, rather than just for, our audience. (Costanza-Chock, 2020) We approached the redesign through backward design and the IDEO Design Thinking framework, beginning with empathy and problem definition before generating solutions. (Wagner, 2020) Before creating any materials, we needed to understand who our learners were and how their circumstances should inform the instructional design. To do this, we conducted a short survey and held interviews with several parents. While our survey had only eight responses due to limited time and access, the interviews offered more depth. I spoke with three mothers—a parent of a toddler, a parent of two teenage girls, and a parent raising a tween. Two of the interviewees were Harvard students studying education, which naturally shaped their preferences toward more theory-based materials. This made their perspectives valuable but also introduced bias, since they do not reflect the broader population of U.S. parents. All of our interviewees were also mothers, which further limited the diversity of viewpoints, especially regarding how parenting roles and expectations differ across genders. Their opinions still helped surface important themes: one parent wanted deeper theoretical grounding, another preferred short, low-barrier “crash-course” style modules taught by authoritative experts, and others expressed a strong desire for immediate, practical strategies for everyday parenting challenges. Because this sample was small, non-random, and skewed toward highly educated mothers, we knew it could not be considered representative. To fill this gap, we reviewed research and public discussions on U.S. parenting patterns, common stressors, and structural constraints. This additional evidence helped validate and contextualize the themes we observed in our interviews, especially around time scarcity and the competing demands faced by working parents. Across both our interviews and the literature, one theme appeared consistently: parents have extremely limited time. Many of them juggle full-time jobs, household labor, and childcare responsibilities, leaving very little bandwidth for sustained study. This was reinforced by employment data from the U.S. Bureau of Labor Statistics (2025), which reported that in 2024, 66.5% of married-couple families with children had both parents employed, and in 91.4% of those families, at least one parent was employed. This evidence helped confirm that time scarcity was not just an individual preference but a structural condition affecting most parents. We therefore defined “time constraint” as the primary design parameter shaping all later decisions. After clarifying the audience, we used these findings to generate a parent persona with ChatGPT—both to distill the major themes emerging from our research and to protect privacy. This persona became a touchstone throughout the design process, reminding us to avoid overly dense materials, long lectures, or assignments that would require uninterrupted time. With our audience defined, we moved into the ideation phase, where we sought to challenge assumptions and generate innovative solutions. Here, we drew on Learning Experience Design (LXD) as a framework to 'unify the principles of User Experience Design with learning principles and instructional design principles'. By integrating interaction design, graphic design, and cognitive psychology, we aimed to focus on 'learning enablement'—creating experiential, multi-layered pathways that ensure engagement and retention. (Wagner, 2020) Our group’s diverse background—spanning design, research, and education—was essential to this process, as effective learning design relies on the ability to collaborate with colleagues from a wide variety of disciplines to optimize the learner's journey. Through weekly discussions and collaborative workshops, we generated ideas about how to restructure HPL’s content and how to choose media that felt empathetic and engaging rather than overwhelming. We organized our design decisions into two major strands: 1)How to redesign the content to make it relevant, low-barrier, and connected to real parenting. 2)Which media formats would best support learning while respecting parents’ limited time. In the content redesign, we centered the goals of reducing cognitive load, embedding learning into daily routines, and increasing emotional resonance. We reviewed all existing HPL modules and selected only those that related most directly to parenting. We then rewrote them to make theories feel grounded in familiar scenarios. This approach directly aligns with the framework of connected learning, which is defined as learning that is "socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity". Research indicates that "when a subject is personally interesting and relevant, learners achieve much higher-order learning outcomes". By incorporating specific parenting situations rather than abstract examples, we aimed to meet parents where their interests already were, ensuring the content was not "sequestered from everyday social life" but rather situated "within the flow of everyday social life, work, and other kinds of purposeful activity". (Ito et al., 2013) Media selection required even more intentionality. Initially, we explored multiple options: building a website with community features, creating podcasts that parents could play while multitasking, or producing short, accessible videos with quick parenting tips derived from HPL concepts. However, after revisiting the assignment constraints, we decided to house the project on Canvas. Rather than discarding our early ideas, we adapted them into Canvas-friendly forms. The guest lecture from Michael Oliveri and Sean Snyder was especially influential here. Their demonstration of AI-assisted workflows showed us how AI tools could speed up prototyping, help storyboard ideas, and visualize concepts that would otherwise require more time than we had. Although I am trained as a designer and often skeptical about AI for final production, I found that AI was extremely helpful for rapid visualization during early iterations. It supported the creative process without replacing professional design judgment. For prototyping, we selected a set of tools that helped us translate ideas into concrete materials. We used Google Flow to produce short parenting scenes as video hooks, Speechify to generate audio explanations for lightweight podcast-style learning, and Gemini to turn dense developmental charts into more visual and accessible representations. Because we could not redesign the full HPL curriculum, we focused on Module 1.2.3, which covers developmental stages across childhood. The original Module 1.2.3 presented several challenges for our target audience. It was heavily text-based and theory-driven, offered developmental information without connecting it to parenting practices, and relied on formal quizzes that did not support meaningful application. To address these issues, we redesigned each component with parents’ time constraints and learning needs in mind: Retitled the module to make its relevance to parenting more explicit.Replaced the text-heavy developmental chart with a visual chart generated through Gemini to present children’s growth stages in a clearer, more accessible way.Redesigned the introductory video by adding a realistic parenting scenario as the opening hook. Using Google Flow, we created a scene where a child behaves unreasonably and a parent struggles to respond, followed by a developmentally grounded explanation to bridge theory and lived experience.Converted lengthy theoretical explanations into a podcast-style audio segment, generated with Speechify, allowing parents to learn while multitasking.Removed quiz-based assessments and replaced them with a structured parenting journal, giving parents a tool for reflection, application, and ongoing use beyond the course.Eliminated additional readings and videos that added unnecessary cognitive load, substituting them with a family activity adapted from Project Zero that directly reinforces the module’s core ideas. Throughout the redesign, we kept accessibility and universal design principles in mind, recognizing that 'when learner variability is not addressed in a design, it is inevitable that many learners will experience obstacles to their learning'. (Gronseth et al., 2020) We added subtitles to all videos, made transcripts downloadable, wrote alt-text for images, and designed multiple journal templates across file types to accommodate different preferences. While working with AI-generated media, we also encountered issues such as biased outputs or visually distorted images. These moments reinforced our belief that AI should be used only for prototype demonstrations, not as final production tools. If this course were ever fully developed, images and videos would be produced by trained designers to ensure accuracy, representation, and safety, especially because the content involves children. Our next phase was testing. With limited time, we treated the course gallery walk as an informal pilot test. We presented the original and redesigned Module 1.2.3 side by side so visitors could clearly see the differences. The feedback from guests was encouraging and affirmed many of our design choices. Several visitors commented that the redesigned materials felt more accessible and easier to navigate, especially the integration of visuals and audio in place of dense text. Some participants also offered constructive suggestions that pushed our thinking further. One notable idea involved enhancing the developmental chart by allowing parents to customize it—selecting their child’s age or even aspects of identity to generate a more personalized representation. This level of personalization could increase parents’ sense of relevance and connection to the material. At the same time, we recognized the challenges such customization would introduce. Personalization at the level of identity raises concerns about underrepresentation, especially if the visual outputs do not sufficiently reflect the diversity of family structures, cultural backgrounds, and developmental pathways. It would also significantly increase the editing and maintenance workload for the HPL learning design team, which runs counter to the practical constraints of keeping the content housed on Canvas in a stable, easily navigable format. For these reasons, we chose not to implement the suggestion in this pilot version but flagged it as a direction worth exploring in future iterations, especially if more robust data and resources become available. Looking ahead, we recognize that a fuller redesign would require more robust user research, including both quantitative and qualitative data, to better understand parents’ evolving needs. In addition, based on feedback from interviews and informal testing, we identified Social Presence from the Community of Inquiry (COI) framework as the most relevant element to support parents’ learning experiences. Social Presence emphasizes learner–learner connection and acknowledges that participants bring valuable knowledge from their own lived experiences. (Costa, 2022) For parents in particular, learning is often deeply personal and context-dependent, and many benefit from hearing how others navigate similar challenges. Several parents expressed a desire not only to learn from course materials, but also to feel less isolated in their struggles. Prioritizing Social Presence allows the course to support this need without requiring intensive instructor involvement or synchronous participation. In practice, this could take the form of low-pressure, optional spaces for parent interaction, such as an informal discussion board. These spaces would not require parents to engage in academic discussion or complete additional tasks, but would instead allow them to share experiences, tips, and reflections if and when they choose. This approach respects parents’ time constraints while still creating opportunities for mutual support and peer learning. This project brought together my background in industrial design and my growing practice in learning design in a way I did not initially expect. Working through this capstone reminded me that learning design requires a different kind of responsibility than product design. Designing for learning means attending not only to usability, but also to context, emotion, and sustainability over time. This experience helped me rebuild a more intentional, learner-centered design mindset and reinforced a principle I plan to carry forward: meaningful learning experiences emerge only when designers remain open, humble, and willing to design with learners rather than for them. Reference Costa, K. (2022). Community of inquiry (COI) model online teaching checklist (revised, 2022). 100 Faculty. http://www.100faculty.com Costanza-Chock, S. (2020). Design justice: Community-led practices to build the worlds we need. The MIT Press. https://doi.org/10.7551/mitpress/12255.001.0001 Gronseth, S. L., Michela, E., &amp; Ugwu, L. O. (2020). Designing for diverse learners. In Instructional Design. EdTech Books. https://edtechbooks.org/id/designing_for_diverse_learners Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., Schor, J., Sefton-Green, J., &amp; Watkins, S. C. (2013). Connected learning: An agenda for research and design. Digital Media and Learning Research Hub. U.S. Bureau of Labor Statistics. (2025, April 23). Employment characteristics of families – 2024 (USDL-25-0564). U.S. Department of Labor. https://www.bls.gov/news.release/pdf/famee.pdf Wagner, E. D. (2020). Becoming a learning designer. In Instructional Design. EdTech Books. https://edtechbooks.org/id/learning_designer https://lairuiqi.cargo.site/TLL25 Thu, 16 Oct 2025 07:03:13 +0000 lairuiqi https://lairuiqi.cargo.site/TLL25 <img width="540" height="2071" width_o="540" height_o="2071" data-src="https://freight.cargo.site/t/original/i/b0bbedeea7f9dd83ff36ec4264fc0eece938f19cd80760166d3a1e4bad6725cd/org-me.png" data-mid="239432690" border="0" data-scale="21" src="https://freight.cargo.site/w/540/i/b0bbedeea7f9dd83ff36ec4264fc0eece938f19cd80760166d3a1e4bad6725cd/org-me.png" /> https://lairuiqi.cargo.site/TLL25-Reflection-1 Thu, 04 Sep 2025 18:55:18 +0000 lairuiqi https://lairuiqi.cargo.site/TLL25-Reflection-1 Reflection #1 09.26.2025 : Human-centered Design As an industrial designer, creating human-centered designs has always been my goal. Before I start designing, I try to put myself in the users’ shoes. So I thought I already understood what it meant to be learner-centered. But while reading through learning theories, I realized I wasn’t doing enough. Even though I know how essential it is to understand who I’m designing for, it’s surprisingly easy to deviate from that original intention. I often see users’ struggles through my own lens—how I perceive the world. That means the solutions I come up with are also projected through what I think will work. The design might be good, but I could probably do more if I truly understood the users beyond assumptions. In many of my past projects, that didn’t make much of a difference because I was designing for people who were, more or less, like me. But now, we’ve started working on projects for parents whom I know far less about. And this shift made everything hit different. The first step of our capstone project made me realize the real importance of empathy, compassion, and conversation. Before interviewing any parents, I built personas based on what I assumed I knew through observation. But during the interviews, I started to genuinely connect with them. Through their words and expressions, I saw how deeply they care about parenting. Even though they don’t always know how to do it, their efforts come from love—and they’re trying hard. This experience helped me understand their struggles more clearly, but it also built something stronger: a deeper sense of empathy and a genuine internal drive to help them. From a theoretical perspective, this shift reflects a move toward constructivist and constructionist approaches, where learning and designing happen through authentic interaction and the construction of meaning in context. Interviewing parents helped me construct a more accurate understanding of their world, rather than projecting mine onto theirs. It also connects to the idea of audience analysis, the core principle in both design and pedagogy. By empathizing with the real voices of my users, not imagined ones, I could better adapt my cognitive resources toward solving their actual needs. This matters when we think about Cognitive Load Theory: if I don’t understand my users, my design might unintentionally increase their extraneous load. But when I tailor it with empathy and real understanding, I can reduce unnecessary mental strain and support them more effectively. So yeah, I’m learning that learner-centered—or human-centered—design isn’t just about intentions. It’s about staying close to the people you’re designing for, especially when they’re not like you. And that starts with listening. https://lairuiqi.cargo.site/TLL25-Reflection-2 Thu, 16 Oct 2025 06:38:34 +0000 lairuiqi https://lairuiqi.cargo.site/TLL25-Reflection-2 Reflection #2 10.17.2025 : Spiraling Design Process When you keep doing something for a long time, you slip into patterns—you stop noticing certain things. It’s like going on autopilot. You get numb. I’ve been constantly creating, reflecting, designing for years, because of that, I assumed I was always being insightful. But over time, I forgot: when the problems I tackle are mostly rooted in my own lived experiences, no matter how interesting they seem, I end up trapped in my own little universe. I’m not saying that’s bad. But it means I stopped looking outward. I started looping around the same angles. These past weeks, the readings and videos hit me like a reset button. At first, I thought going through design strategies I’d already learned wouldn’t bring new insights—but I was wrong. As I read, I realized: there are methods I’ve never applied. I’ve just gotten too comfortable with certain strategies I know well and forgot that more options even exist The materials didn’t just give me new ideas—they made me reflect on past projects and see how they could’ve been stronger. For example, I’ve been really focused on human-centered design—but the “human” I’ve designed for has mostly been the majority. The idea of Universal Design is still new to me. I used to think designing for most people was enough. But now I see how Universal Design shifts the center—making sure inclusion isn’t just an add-on, but a starting point. The question that’s been spiraling in my head lately is the idea of designing for equity and access. Not in a condescending way—like designing what I think people need—but really digging into what they actually need. People live in entirely different worlds. You can’t truly understand someone else’s reality without living it. And that’s the tension: how do you get the majority to care about the lived experiences of the minority? I think Universal Design is a big part of the answer. Before taking this class, I’d never consciously noticed that something like a sidewalk ramp is actually a form of Universal Design. It’s so common that I completely overlooked its original purpose. I think that’s where the opportunity lies—not just in designing, but in educating. Getting people to notice what they’ve been overlooking. Using design to spotlight inequality, and help others start thinking differently about what “access” really means. The team project also helped me slow down and reflect. Instead of jumping straight into a quick solution and rushing into design, we actually took the time to understand our users and build real empathy. The more you connect with them, the more those stereotypical images start to break down. That’s where true design begins—building with them, not just for them. Our team discussions also taught me the value of listening and negotiating. And honestly, it was fun seeing different ideas spark, clash, then slowly shape into something we all genuinely liked. https://lairuiqi.cargo.site/TLL25-Reflection-3 Fri, 07 Nov 2025 17:10:45 +0000 lairuiqi https://lairuiqi.cargo.site/TLL25-Reflection-3 Reflection #3 11.07.2025 : “ Always put yourself in others’ shoes.” When I first found out that Week 9 would be online, I was like, “Yeah! No class!” But when I opened the Week 9 module on Canvas and saw the ten-step instructions and the required synchronous group work, I thought, “No way, I’d rather take it in person.” Despite that emotional rollercoaster, the overall learning experience was actually very good. I spent more time on the class than I usually do, and because I had individual work to complete, I struggled more with the content—which I think deepened my understanding of the material. Since everyone in my group agreed that online meetings weren’t efficient, we decided to meet in person to finish our group work together. Spending at least an hour working on campus made us all wish the whole section could be completed in one day like before. After reflecting, I realized the purpose of making Week 9 an online module was to let us experience learning theories through an online class format—to feel what it’s like from the learner’s perspective. This helped me better understand the design decisions Bill made and resonate with them more deeply. If I had only read the online section’s instructions, I would have thought it was well designed and enjoyable for learners. But actually experiencing it showed me how the design doesn’t always translate as smoothly as expected, especially with the challenges of organizing synchronous group sessions. I used to complain about Harmony, thinking it wasn’t effective, and often skipped it because I didn’t feel connected to my peers. Now, I see it’s actually a reasonable technology to support online group discussions. Connecting this experience to the Community of Inquiry (COI) framework, I became more aware of how teaching presence, social presence, and cognitive presence interact to shape online learning. While the instructional design was strong, the lack of real-time connection weakened social presence, which in turn made group collaboration feel less engaging. Experiencing that gap firsthand helped me see how crucial it is to balance all three elements in designing meaningful online environments. Even though I often return to the idea of user-centered design and the importance of building empathy when designing for or with our audience, I feel it’s worth emphasizing again. This time, by actually participating as a learner, I developed a deeper sense of compassion and understanding. The experience gave me valuable insight into how online learning truly feels from a user’s perspective, directly shaping how I approached our group’s How People Learn class design for parents. It reminded me to prioritize accessibility, flexibility, and emotional connection in digital environments—ensuring that even when learning takes place online, parents still feel supported, engaged, and connected to others. https://lairuiqi.cargo.site/TLL25-Reflection-4 Fri, 21 Nov 2025 16:53:35 +0000 lairuiqi https://lairuiqi.cargo.site/TLL25-Reflection-4 Reflection #4 11.21.2025 : “ If you can’t explain it simply, you don’t understand it well enough.” Working on this project for How Children Learn and presenting it at the gallery walk gave me a clearer view of what we actually built and what still needs work. The whole experience felt like a checkpoint, not just for the design, but for my own understanding of it. Preparing for the gallery walk showed me how much sharing an idea helps clarify it. There’s a quote often attributed to Einstein: “If you can’t explain it simply, you don’t understand it well enough.” As my team practiced the pitch and eventually talked with guests, I could see how each conversation pushed me to articulate the project more clearly. I kept noticing points I had forgotten or ideas I hadn’t phrased well. After several rounds of explaining, the structure of our project naturally became more coherent. As we moved into the actual gallery walk, the design choices we made started to show their strengths. The side-by-side laptop setup,&nbsp;How People Learn on one side and How Children Learn on the other, ended up being a simple but effective decision. Our guests mentioned how clear the visual comparison felt, which made our explanation smoother. Their positive reactions were unexpected, and it made me realize how much a straightforward visual contrast can help communicate an idea. Talking with guests also brought in perspectives we hadn’t fully considered. Some of their suggestions were creative and useful, but they also reminded me why we centered accessibility from the start. A design idea can sound great in theory, but if it only works well for certain families, it risks widening the gap we’re trying to reduce. Hearing these different viewpoints helped me reflect on how tricky it can be to balance creativity with equity. By the end of the event, it was also clear where our work still needs more grounding. A few of our decisions could benefit from stronger research support. Right now, the project feels like a pilot—promising, but not fully backed by evidence. Moving forward, I want to talk to more parents about their actual needs and challenges. I also want to learn more from learning designers about the constraints they face. Getting those insights will help us refine the project in a more meaningful and realistic way. https://lairuiqi.cargo.site/TLL25-Reflection-5 Thu, 11 Dec 2025 13:29:35 +0000 lairuiqi https://lairuiqi.cargo.site/TLL25-Reflection-5 Reflection #512.11.2025 : “ I used to think... Now I think...” I enrolled in this course because I wanted practical experience in learning design. As someone transitioning from industrial design into learning design, I was looking for a way to understand how design principles translate when the primary goal is learning rather than a physical product. Early on, I realized that learning design and human-centered industrial design share many foundational values, especially around understanding users, empathy, and iteration. Because of this overlap, I initially assumed the course might not push me very far beyond what I already knew. However, the course challenged me in ways I did not expect. After years of designing, many of my design decisions had become automatic. I relied heavily on intuition and familiar methods, often moving quickly from problem to solution. This course disrupted that pattern. Its focus on learning design forced me to slow down and examine how my assumptions shaped my work, especially when designing for audiences unlike myself. The course structure played an important role in this shift. The scaffolded modules are built intentionally on one another, creating opportunities to revisit earlier decisions with new perspectives. While the differences between product design and learning design may seem subtle, those differences were enough to prompt meaningful reflection. For example, when developing personas for parents, I initially relied on assumptions drawn from observation rather than direct engagement. Later interviews revealed gaps between my expectations and parents’ lived experiences, making it clear that true audience understanding requires sustained listening, not projection. Collaborative work further deepened this learning. Working in groups required negotiation, explanation, and compromise—skills that are essential in learning design but easy to overlook when working independently. Hearing how peers interpreted the same materials or user needs exposed the limits of my own framing and helped me develop a more empathetic approach. These discussions reinforced that learning design is not simply about creating solutions, but about building shared understanding through dialogue. Overall, this course helped me reconnect with a reflective design mindset that I had gradually lost. It reminded me that learner-centered design is not defined by good intentions alone, but by continuous attention to real users and their contexts. By stepping out of familiar design routines and engaging more deeply with learners’ experiences, I gained a clearer sense of how learning design demands both humility and adaptability. This experience has strengthened the foundation of my transition into learning design. More importantly, it has reinforced a practice I want to carry forward: designing with learners, not just for them, and remaining open to questioning my own assumptions throughout the process. https://lairuiqi.cargo.site/TLL25-Processbook-1 Fri, 26 Sep 2025 04:56:05 +0000 lairuiqi https://lairuiqi.cargo.site/TLL25-Processbook-1 Processbook #1 Jisoo, Yuzhi, Heidi, Ruiqi’s&nbsp; HPL Design Implications For ParentsGoals: Know better about children's learning processes, different developmental stages, and how they can support their children accordingly and appropriately. &nbsp; Parents will understand that learning is an active and interactive process, profoundly shaped by cognitive, affective, identity, interpersonal, social, cultural, organizational, and other structural factors.&nbsp; Understanding supports children's need to develop, as well as identifying threats or obstacles. Outcomes: Identify how aspects of the nature of learning and development are implicated in early childhood development. Exercise judgment in practice, programming, and/or policy to provide better support for their developing children.&nbsp; Apply research-based insights on children's developmental and learning processes to better analyze and plan for the child’s learning experiences Shape your identity as parents by connecting theories and examples on children’s learning, development, and the evaluation of educational experiences to your and your child’s goals and aspirations.&nbsp; &nbsp; And the Personas <img width="834" height="798" width_o="834" height_o="798" data-src="https://freight.cargo.site/t/original/i/230752bc002d2cf5e322ab52e9aa14a54541967215204d3cd4ef2d688b287919/Screenshot-2025-09-27-at-16.23.05.png" data-mid="238741621" border="0" src="https://freight.cargo.site/w/834/i/230752bc002d2cf5e322ab52e9aa14a54541967215204d3cd4ef2d688b287919/Screenshot-2025-09-27-at-16.23.05.png" /> <img width="836" height="800" width_o="836" height_o="800" data-src="https://freight.cargo.site/t/original/i/2b46e15d5ce2a172f107518b0324c98cf80ac5f8c6a8ae8c5075eea3e52f457c/Screenshot-2025-09-27-at-16.23.34.png" data-mid="238741623" border="0" src="https://freight.cargo.site/w/836/i/2b46e15d5ce2a172f107518b0324c98cf80ac5f8c6a8ae8c5075eea3e52f457c/Screenshot-2025-09-27-at-16.23.34.png" /> <img width="832" height="796" width_o="832" height_o="796" data-src="https://freight.cargo.site/t/original/i/fb5500e9860a22f60dcb4988f7e5f6726f40d29663b7ade6f24ea2c5734ed027/Screenshot-2025-09-27-at-16.23.19.png" data-mid="238741622" border="0" src="https://freight.cargo.site/w/832/i/fb5500e9860a22f60dcb4988f7e5f6726f40d29663b7ade6f24ea2c5734ed027/Screenshot-2025-09-27-at-16.23.19.png" /><img width="832" height="798" width_o="832" height_o="798" data-src="https://freight.cargo.site/t/original/i/35cd459eb65a25a444dc15c3b33f885de9c75ce6c8193d26fcf361898ae8b6de/Screenshot-2025-09-27-at-16.23.44.png" data-mid="238741624" border="0" src="https://freight.cargo.site/w/832/i/35cd459eb65a25a444dc15c3b33f885de9c75ce6c8193d26fcf361898ae8b6de/Screenshot-2025-09-27-at-16.23.44.png" /> https://lairuiqi.cargo.site/TLL25-Processbook-2 Fri, 17 Oct 2025 00:51:47 +0000 lairuiqi https://lairuiqi.cargo.site/TLL25-Processbook-2 Processbook #2 Jisoo, Yuzhi, Heidi, Ruiqi’s&nbsp; 1/ Project Charter 1.0Project Description:Re-design HPL’s content (Module 1 and 2) for parents through Canvas. Our project aims to provide learning opportunities for parents who are interested in learning about how their children learn and develop through researched based content and designs. This project will ensure that parents get a sense of how they can support their children’s learning and gain more confidence in their parenting skills.&nbsp; Project Scope: ︎ In ScopeCreating new media for existing HPL contentModification/redesign of existing HPL content&nbsp;Editing to find content most relevant to parents in child development&nbsp;Mainly utilize and reference materials from Module 1&amp;2 of HPL (developmental pathway, motivation...) ︎ Out of Scope &nbsp; Exploring new platforms for curriculum access (other than Canvas)Creating new learning content about child developmentIn person community activitiesFacilitation, how assessments will be graded/given feedback ︎Timeline: DeliverableBackground/Research&nbsp;Prototype &amp; Iterate Design &amp; Sequence Import content to Canvas&nbsp; Work on finalizing Canvas Capstone prototype Get feedback on Capstone Present Capstone Date 9/26/25 10/16/25 10/21/25 10/28/25 11/6/25 11/13/25 11/20/25&nbsp; ︎RACI: Project Activity &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;Heidi Yuzhi Jisoo Ruiqi Background Research &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;R R R R Design &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;C I A R Text Editing &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;R A C I Media Development &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;A C I A Info Graphics &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;I R C A ︎Success Criteria:The HPL canvas sandbox will display our re-design content, with accessibility and diversity. RiskLimited access and knowledge of technology (ex. Canvas) Condensing content might lead to important details being left out Mitigation PlanReach out to stakeholders &amp; teaching teams/IT for support Asking for support/feedback from HGSE community 2/ The Rolling Agenda DATE - 10/16 Attendees: Ji Soo, Yuzhi, Ruiqi, Heidi Meeting Objectives: Assessment plan Sketches of design models HPL Content Check in and Assign Roles: Facilitator: Yuzhi Note Taker: Jisoo Next stepper: Ruiqi Timekeeper: Heidi Objective 1: Come up with assessment plan Formative &amp; summative activities Checklist for stressors Checklist for developmental stages Activities to do with kids Reflection Post – documentation, writing, drawing Ojective 2: Ask for HPL Content Finalize our list of content to ask for from Sophia Module 1:&nbsp; 1. Nature &amp; Nurture Unit 1.1.3: Genetics, Environment, and Epigenetics Unit 1.1.4: Brain Development and “Sensitive Periods”? 2. Developmental Pathways (1.5 hrs) - until 1.2.3 3. Routes and Threats to Healthy Development (2 hrs) &nbsp; Module 2:1. Theories of Learning (2.5 hrs) Condense the whole unit to 1 section DATE - 10/09 Attendees: Ji Soo, Yuzhi, Ruiqi, Heidi Meeting Objectives: Design empathy map based on learner personasSketches of design models&nbsp; Check in and Assign Roles: Facilitator: Yuzhi Note Taker: Jisoo Next stepper: Ruiqi Timekeeper: Heidi Review objectives for this meeting Starting on the Project Charter Objective 1: Coming up with a tile, description, in scope and out scope, time line of the project, and differentiate the role Brainstorming what we put in “in scope” Coming up with great ideas, but might be in “out scope” at the moment Ojective 2: Sketches of design models We will identify the timeline of our project&nbsp; DATE - 10/02Attendees: Ji Soo, Yuzhi, Ruiqi, Heidi Meeting Objectives: Design empathy map based on learner personas. Sketches of design models Check in and Assign Roles: Facilitator: Yuzhi Note Taker: Jisoo Next stepper: Ruiqi Timekeeper: Heidi Review objectives for this meeting Finish the empathy map Objective 1: Design empathy map based on learner personas Everyone brainstormed the idea Jisoo created slides for empathy map and uploaded it to the project folder Ojective 2: Sketches of design models We will identify the design model and connect it into parents' context DATE - 9/25Attendees: Ji Soo, Yuzhi, Ruiqi, Heidi Meeting Objectives: Creating Design Implications Building Learner Persona Check in and Assign Roles: Facilitator: Yuzhi Note Taker: Jisoo Next stepper: Ruiqi Timekeeper: Heidi Review objectives for this meeting Finalize learning persona Come up with design implications, goals and outcomes Objective 1: Finalize learning persona that summarize the characteristics of our parent learner Jisoo refines and summarizes the learner personas and changes the format to make it prettyCreate one additional persona to strengthen our knowledge toward the parent group&nbsp; Find similarities between the response we get from the survey and interviewee and create the learner persona Ojective 2: Design the learner persona Heidi, Ruiqi, and Yuzhi come up with an overall idea for the goals and outcomes we want our learners to take with themThe goal can be what our parents want to learn from HPL We will keep the goals and outcomes for three each right now, and will add on as we progress 3/ Empathy Map&nbsp;<img width="1712" height="964" width_o="1712" height_o="964" data-src="https://freight.cargo.site/t/original/i/ab6044c048d3ef8cfe1d00ed29a2040c5ce9dadff530b71e1c1e2a99ea6ea884/Screenshot-2025-10-16-at-23.48.41.png" data-mid="239462279" border="0" src="https://freight.cargo.site/w/1000/i/ab6044c048d3ef8cfe1d00ed29a2040c5ce9dadff530b71e1c1e2a99ea6ea884/Screenshot-2025-10-16-at-23.48.41.png" /> https://lairuiqi.cargo.site/TLL25-Processbook-4 Fri, 21 Nov 2025 16:53:46 +0000 lairuiqi https://lairuiqi.cargo.site/TLL25-Processbook-4 Processbook #4 Jisoo, Yuzhi, Heidi, Ruiqi’s&nbsp; Gallery Walk Changes we made, compared with HPL: How Children Learn&nbsp;1. Changed the name of each Module <img width="1996" height="836" width_o="1996" height_o="836" data-src="https://freight.cargo.site/t/original/i/3940238cd89694d3e47d13c22578d898cc10caeece8f3efbb0db1ffef1f51ce7/Rectangle-1.jpg" data-mid="240944639" border="0" src="https://freight.cargo.site/w/1000/i/3940238cd89694d3e47d13c22578d898cc10caeece8f3efbb0db1ffef1f51ce7/Rectangle-1.jpg" /> 2. Visualized text-based material and connected parenting <img width="1996" height="1648" width_o="1996" height_o="1648" data-src="https://freight.cargo.site/t/original/i/b2cb72e50038bd7dd65f0cf8c669b6bd37e69ef07bef847b639dd30bdf13f55f/Rectangle-4.jpg" data-mid="240944642" border="0" src="https://freight.cargo.site/w/1000/i/b2cb72e50038bd7dd65f0cf8c669b6bd37e69ef07bef847b639dd30bdf13f55f/Rectangle-4.jpg" /> 3. Remade the learning video with parenting scenarios <img width="1996" height="1374" width_o="1996" height_o="1374" data-src="https://freight.cargo.site/t/original/i/e8d4c35e470f096b9793c91807a775d198d48a9c65b9769dbe7e238b8ac2807b/Rectangle-6.jpg" data-mid="240944644" border="0" src="https://freight.cargo.site/w/1000/i/e8d4c35e470f096b9793c91807a775d198d48a9c65b9769dbe7e238b8ac2807b/Rectangle-6.jpg" /> 4. Made Podcast an option <img width="1996" height="1430" width_o="1996" height_o="1430" data-src="https://freight.cargo.site/t/original/i/dccd68798527349d01ac3ec92dcb2b630293d2820bdc47b42725917fc85bc864/Rectangle-7.jpg" data-mid="240944645" border="0" src="https://freight.cargo.site/w/1000/i/dccd68798527349d01ac3ec92dcb2b630293d2820bdc47b42725917fc85bc864/Rectangle-7.jpg" /> 5. Replaced formative quizzes with journals <img width="1996" height="1336" width_o="1996" height_o="1336" data-src="https://freight.cargo.site/t/original/i/bf4933aaad9dabf870ffbf383265e954904c49d6d82713c5813bc46a7988d318/Rectangle-10.jpg" data-mid="240944649" border="0" src="https://freight.cargo.site/w/1000/i/bf4933aaad9dabf870ffbf383265e954904c49d6d82713c5813bc46a7988d318/Rectangle-10.jpg" /> 6. Replaced optional readings with family activities <img width="1996" height="1313" width_o="1996" height_o="1313" data-src="https://freight.cargo.site/t/original/i/363cc367415db6f0a58500ee8026e5b6792b850f32cb11c255018b9f0fc0ede0/Rectangle-12.jpg" data-mid="240944651" border="0" src="https://freight.cargo.site/w/1000/i/363cc367415db6f0a58500ee8026e5b6792b850f32cb11c255018b9f0fc0ede0/Rectangle-12.jpg" /> How People Learn - making parents feel more related to the topic. <img width="1996" height="836" width_o="1996" height_o="836" data-src="https://freight.cargo.site/t/original/i/708193dfcf308720409dc7de6f0543b9941d314841199b7720a3ae48b8f90dce/Rectangle-2.jpg" data-mid="240944640" border="0" src="https://freight.cargo.site/w/1000/i/708193dfcf308720409dc7de6f0543b9941d314841199b7720a3ae48b8f90dce/Rectangle-2.jpg" /> - less information overloaded. <img width="1996" height="1648" width_o="1996" height_o="1648" data-src="https://freight.cargo.site/t/original/i/58f88fa6648ff15401ac3249fcdc2a7e87058dbff1c6929357b9a0dc5a45e472/Rectangle-3.jpg" data-mid="240944641" border="0" src="https://freight.cargo.site/w/1000/i/58f88fa6648ff15401ac3249fcdc2a7e87058dbff1c6929357b9a0dc5a45e472/Rectangle-3.jpg" /> - more connection. <img width="1996" height="1374" width_o="1996" height_o="1374" data-src="https://freight.cargo.site/t/original/i/0476bd9563446a6b462fdf45c504f046b39767d499a0d7c3b89f607ceba3cc2a/Rectangle-5.jpg" data-mid="240944643" border="0" src="https://freight.cargo.site/w/1000/i/0476bd9563446a6b462fdf45c504f046b39767d499a0d7c3b89f607ceba3cc2a/Rectangle-5.jpg" /> - more accessible, and still kept the transcript.&nbsp; <img width="1996" height="1430" width_o="1996" height_o="1430" data-src="https://freight.cargo.site/t/original/i/102638dd2175c5a790dd52c418783e94c01528eb61223f73c58a7e02d3b247a8/Rectangle-8.jpg" data-mid="240944646" border="0" src="https://freight.cargo.site/w/1000/i/102638dd2175c5a790dd52c418783e94c01528eb61223f73c58a7e02d3b247a8/Rectangle-8.jpg" /> - tracking and reflecting. <img width="1996" height="1336" width_o="1996" height_o="1336" data-src="https://freight.cargo.site/t/original/i/588f3e5c21a38425d5bfd1c3ebc2f99b9dd698eaccc9d7dd06e4e60809e7160e/Rectangle-9.jpg" data-mid="240944648" border="0" src="https://freight.cargo.site/w/1000/i/588f3e5c21a38425d5bfd1c3ebc2f99b9dd698eaccc9d7dd06e4e60809e7160e/Rectangle-9.jpg" /> - more engagement with kids. <img width="1996" height="1312" width_o="1996" height_o="1312" data-src="https://freight.cargo.site/t/original/i/cffa9ede2135e6b1be1b6d9119e5defd424774c8da38d9dfc9270563b671d8a5/Rectangle-11.jpg" data-mid="240944650" border="0" src="https://freight.cargo.site/w/1000/i/cffa9ede2135e6b1be1b6d9119e5defd424774c8da38d9dfc9270563b671d8a5/Rectangle-11.jpg" />