Learner-Centered Design of Online Courses: A Transdisciplinary Systems Engineering Case Design

Abstract

Societal shifts associated with the COVID-19 pandemic have exposed challenges associated with online engineering education. These challenges encompass both those inherent to the digital learning environment and those associated with the scalable presentation of content to learners with a range of different backgrounds, learning goals, and user attributes. Universal design principles can be applied to benefit all learners in some cases (e.g., modularized content, captioning of audiovisual material). However, some interface configurations for content presentation and contextualization may benefit one type of learner at the expense of others (e.g., the expertise-reversal effect). Such examples of conflicting user needs indicate a demand for adaptable interfaces that inform the information architecture and user experience interface design. A case design approach applied to a transdisciplinary systems engineering course identifies three primary interface components to target for adaptation: (1) the initial topical “entry point” into the course content, (2) the preferred presentation medium (e.g., text notes, presentation slides, or video), and (3) the navigation mechanisms supporting exploration of the learning environment and highlighting interconnections amongst the material. These adaptations address diversity in backgrounds, learning priorities, presentation preferences, and levels of expertise to appropriately scaffold the learning process for the diversity of learners experiencing transdisciplinary courses.