As the characteristics and needs of learners evolve over time and new learning science and technologies emerge, we must continuously adapt. At DeXL, we help you keep pace with the latest evidence-based learning sciences, instructional best practices, and proven engagement strategies using our Experience Engineering (learning design) process.
Whether we work with you to engineer the learning experience of a new course, an existing course, or an entire undergraduate or graduate degree program, we start with the same set of proprietary learning principles. Known by the acronym RADAR, these principles were distilled from evidence-based research and operationalized into a proven learning engineering framework:
With an adult and postsecondary learner population that is more diverse than ever before1, the DeXL learning experience engineering process ensures that each course is personalized to the individual needs and characteristics of each learner, and provides a learning experience that is unique and highly satisfactory. Our learning experience engineering model:
We are results-oriented and driven by outcomes, which is why we work with you to identify measurable indicators that define success for your courses and programs. Our learning model is designed to boost learner effort and motivation, which translates into greater learner satisfaction and retention. Key indicators generally include:
In a 2017 survey of online learners, the majority of respondents indicated they preferred some level of interaction, even though most courses and programs continue to perpetuate an asynchronous course learning philosophy.2
We believe that online or distance should not be synonymous with asynchronous. We intentionally engineer personalized interaction with mentors, educators, and peers to reinforce learning activities and increase persistence. In a DeXL environment, learners receive the right tools and capabilities that nurture collaboration, cooperation, and interaction. Learners feel closely connected with a greater sense of belonging and desire to succeed.
Using proven, pedagogically-sound techniques, we provide learners a vibrant and rich learning experience that improves knowledge acquisition, integration, and retention. The DeXL learning engineering process encompasses both cognitive and non-cognitive competencies that employers demand in the workforce. Learners develop a greater sense of purpose and value, while enabling them to become successful lifelong learners and valuable employees3. Examples of non-cognitive competencies include:
Learning should be – and can be – rewarding, engaging, and fun! Our learning engineering process incorporates reward mechanisms, gamification, and cooperative competition. Along the way, your learners will inevitably encounter bumps and obstacles, which is why our learning engineering process maps out potential obstacles and provides proactive strategies to infuse delight and recognize effort.
When partnering with you, we start by defining the key moments of a learner’s experience based upon learner personas that are unique to your organization. We can anticipate what learners will feel and engineer proactive strategies to add delight to the learning experience. Using a proprietary DeXL learner experience journey mapping process – adapted from best practices in customer experience design – we help learners find sources of inspiration, purpose, and value.
There was a lot more student engagement and I saw a lot of success. I was really grateful for the training I received in DeXL.
1 For information related to postsecondary learner demographics, please visit https://nces.ed.gov/fastfacts/display.asp?id=80 as well as https://postsecondary.gatesfoundation.org/demographics/.
2 Clinefelter, D. L., & Aslanian, C. B. (2017). Online college students 2017: Comprehensive data on demands and preferences. Louisville, KY: The Learning House, Inc.
3 Farrington, C.A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T.S., Johnson, D.W., & Beechum, N.O. (2012). Teaching adolescents to become learners. The role of noncognitive factors in shaping school performance: A critical literature review. Chicago: University of Chicago Consortium on Chicago School Research.