Empathy Maps and Personas for Effective Learner-Centered Instruction

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Choose one case study (pertaining to higher education, K–12, or workforce development) from the Web Links section that best relates to your instructional setting or future goals and do the following:
Note: You will also be using information from the case study that you choose in this task to complete Task 2.
Part I: Empathy Maps and Personas
A. Complete the attached “Empathy Map #1” and “Persona #1” templates by doing the following:
1. Choose one group of learners (e.g., learner group A) from one of the case studies. Provide a name for a learner type that reflects the shared characteristics of how that group of learners learn. Label the case study and group of learners in the top right of the empathy map template and provide the learner type in the center of the template.
Note: When identifying a learner type, do not include information about demographics or exceptionalities and accommodations that a learner may have.
2. List two characteristics of the learner type identified in part A1 in each category of the empathy map template that align with the learner type’s experiences, thoughts, actions, or attitudes toward learning.
Note: The characteristics you provide for each category may come directly from the case study, or the characteristics can also come from insights you are able to draw from your own experiences with learners of this learner type.
3. Create an original persona that represents a single fictional learner who aligns with the learner type from empathy map #1 by providing the following information in the “Persona #1” template:
• a fictional first name for the persona
• two or more relevant details for each of the five categories that relate to the learner type in “Empathy Map #1.”
Note: The details you provide in the persona template can come from insights you are able to draw from your own experiences with learners of this type or be informed by the information in the empathy map, but they should not be directly copied from the empathy map.
B. Complete the attached “Empathy Map #2” and “Persona #2” templates by doing the following:
1. Choose one group of learners (e.g., learner group B) from one of the case studies. Provide a name for a learner type that reflects the shared characteristics of how that group of learners learn. Label the case study and group of learners in the top right of the empathy map template and provide the learner type in the center of the template.
Note: The learner group and learner type that you identify for part B1 must be different than the learner type used in part A1.
Note: When identifying a learner type, do not include information about demographics or exceptionalities and accommodations that a learner may have.
2. List two characteristics of the learner type identified in Part B1 in each category of the empathy map template that align with the learner type’s experiences, thoughts, actions, or attitudes toward learning.
Note: The characteristics you provide for each category may come directly from the case study, or the characteristics can also come from insights you are able to draw from your own experiences with learners of this learner type.
3. Create an original persona that represents a single fictional learner who aligns to the learner type from empathy map #2 by providing the following information in the persona #2 template:
• a fictional first name for the persona
• two or more relevant details for each of the five categories that relate to the learner type in Empathy Map #2
Note: The details you provide in the persona template can come from insights you are able to draw from your own experiences with learners of this type or be informed by the information in the empathy map, but they should not be directly copied from the empathy map.
Part II: Reflection and Discussion
Note: Part II should be submitted as a separate document from Part I.
C. Explain why you identified the learner type in part A1, using two relevant details from the case study as support.
D. Explain why you identified the learner type in part B1, using two relevant details from the case study as support.
E. Discuss your prior knowledge or experiences with learners similar to one of the learner types you identified in one of your empathy maps.
1. Discuss any assumptions, biases, or stereotypes that you may have about the learner type discussed in part E.
a. Explain how you could address the assumptions, biases, or stereotypes you discussed in part E1 to ensure that the learning experiences you design will be inclusive and equitable for all learners. Note: Do not include any names of people or institutions or other identifying information in the discussions.
F. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.
G. Demonstrate professional communication in the content and presentation of your submission.

This assignment involves several key steps, and I’ll guide you on how to approach it:

Part I: Empathy Maps and Personas

A. Empathy Map #1 and Persona #1:

Choose a learner group and name the learner type:
- Pick a learner group from a case study that you find most relevant to your instructional setting or future goals (e.g., learners in higher education or workforce development).
- Based on the characteristics you observe in this learner group, create a learner type label (e.g., “Motivated College Learners,” “Struggling Adult Learners”).
- Place this learner type in the center of the empathy map template and identify the case study and learner group in the top right corner.
List two characteristics for each category:
- Think about the learner’s experiences, thoughts, actions, and attitudes toward learning. For example:
  - Says: What do they say about their learning? (“I enjoy hands-on projects.”)
  - Thinks: What are their thoughts on learning? (“I think I learn best with visual aids.”)
  - Does: What actions do they take in learning? (“I often review my notes after class.”)
  - Feels: How do they feel about their learning? (“I feel anxious when faced with complex assignments.”)
Create Persona #1:
- Now that you’ve filled out the empathy map, create an original persona that represents a single fictional learner within the identified learner type.
- Include the following information:
  - First name of the persona (fictional)
  - Relevant details for each of the five empathy map categories (Says, Thinks, Does, Feels, Needs). These should be based on the insights you’ve gathered from your case study or own experiences.

B. Empathy Map #2 and Persona #2:

Choose another learner group:
- For this part, select a different learner group from the case study to ensure variety.
- Identify a learner type for this group, avoiding the one you used in part A. Label this learner type and provide it in the center of the empathy map template.
List two characteristics for each category:
- Similar to part A, list two characteristics for each category in the empathy map that align with this learner group’s experiences, thoughts, actions, or attitudes.
Create Persona #2:
- Based on the second empathy map, create another persona with the same process:
  - Fictional first name
  - Relevant details from each empathy map category.

Part II: Reflection and Discussion

C. Explain your learner type choice in Part A:

Reflect on why you identified the learner type you used in part A.
Support your explanation with two details from the case study that highlight the characteristics of the learner group.

D. Explain your learner type choice in Part B:

Similarly, explain why you chose the learner type in part B.
Support your reasoning with two details from the case study.

E. Discuss prior experiences with similar learners:

Reflect on your experiences or prior knowledge of learners similar to one of the learner types you identified.
Discuss any assumptions, biases, or stereotypes you might have about this learner type.

Address assumptions or biases:
- Consider how you can avoid these assumptions and ensure inclusive and equitable learning experiences for all learners. Discuss strategies for making your instructional designs welcoming to diverse groups of learners.

F. Acknowledge sources:

For any content you’ve quoted, paraphrased, or summarized, make sure to use proper APA citation both in-text and in the reference list.

G. Demonstrate professional communication:

Throughout your reflection, ensure that your tone and presentation are clear, concise, and professional.

By following these steps, you will be able to complete the assignment systematically. Remember to focus on the learner’s experience and ensure that your design and reflections are inclusive and thoughtful. Let me know if you need help with a specific section or case study!

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