What Should We Be Asking About The Relationship Between Moodle And UX?

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What Should We Be Asking About The Relationship Between Moodle And UX?

If you innocently perform a search for “UX” in Google, you’re likely to receive hundreds of millions of results. But what does UX entail for EdTech (educational technologies)? A recent interview with Alberto Corado, Moodle HQ lead UX designer, at the Moodle.com blog, provides insights.

WIRIS

EdTech has been a promising area in recent years. Unfortunately, part of the new services brought to the field, for years and still on a daily basis, are the ill-fitting result of companies trying to pivot their business-focused product to learning. One of the first to observe the pattern was Moodle HQ’s Liz Dalton in her research about analytics, stressing the importance of having the “right assumptions” at the time of translating technology into education.

This prospect leaves one question: Does tech understand learning?

To be fair, there are some basic parts of the UX process that are valid in the design of EdTech, including LMS. As Corado argues, “conducting ongoing user research and usability testing” is a necessary activity, as is to “solve pain points in [users’] lives”.

What would a UX research and development process looks like in learning, compared to other fields?

Corado insists on the value of a solid UX research and development process. As long as the team has clarity on the problem, and makes sure it is actually listening to users and responding in satisfying ways, Moodle can show improvements and be more appealing. The support of tools and methods (the UX team likes “journey maps”) is not taken for granted by Corado’s team.

But on the specific things that make the difference in a UX process for EdTech, the question still looms large. Corado “highly recommends that educators and learners become involved in Moodle’s UX work”.

Which they can do by joining the UX conversation on the moodle.org forums.

Read the interview with Corado at moodle.com.


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