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When we build [[Learning experience|learning experiences]] and [[Educational product|products]], we want to make sure that the things we make work well and go according to plan. We also want to make sure that we achieve our [[Learning objectives and outcomes|primary goal]] in any learning design, which is to '''ensure that [[Learning effectiveness evaluation|people actually learn]] from the experience.''' These are the main criteria for what makes a '''"good" educational design'''.
== Definition ==
We can define what makes a design ''good'' by simply whether it meets its [[Intentional design|intended goals]]. More specifically, we can also define ''good'' educational design as to whether it helps [[Participant, student, or learner|participants]] achieve and show [[evidence]] of [[Learning objectives and outcomes|learning objectives]]. Additionally, ''good'' design can be defined as whether people used the [[Educational technology|technologies]], designed [[Interaction|interactions]], or other [[Design feature|design features]] as [[Intention of designer|intended by the designer]].

== Additional Information ==
When someone asks whether an educational experience was ''good,'' we should consider what ''good'' means from multiple perspectives.

From a [[Participant, student, or learner|learner's]] perspective, ''good'' can mean "good for the learner," or that they felt like they got [[Participant satisfaction and value evaluation|value]] out of the experience, felt like they [[Learning effectiveness evaluation|learned something useful]] or [[Authenticity of learning|relevant]], or had high levels of satisfaction.

From the perspective of a teacher, ''good'' can mean that the students who used the educational design actually learned from it, rather than it being a waste of time or an expensive exercise.

From the perspective of a designer, ''good'' can mean both that (1) the [[Educational technology|technologies]], [[Interface|interfaces]], and [[Interactions and activities|designed interactions]] were all used as they intended '''and''' (2) that people actually learned from using it.

From the perspective of an organization's decision-maker, administrator, or other person in charge (e.g., school or business), ''good'' can mean that the thing produced [[Participant Satisfaction and Value Evaluation|value for the learner]], as well as the organization. ''Good'' can also mean that the design performed better at achieving goals than [[Cost worthiness evaluation|alternative approaches]], giving the organization a good return on its investment in implementing the ''good'' educational design.

== Tips and Tricks ==

* When considering what is ''good'' in a [[learning experience]] or [[educational product]], think about the ''perspective'' you are taking to define "good" (e.g., the student, the teacher, the designer, or the organization)
* Anything that we define as ''good'' in design is usually tied to the [[Learning objectives and outcomes|learning objectives]] that are determined at the beginning of the [[The design process|design process]]. If your experience or product that you are designing meets your learning objectives, your design was good!
* Good design is also tied to whether the experience or product was used in the first place. You may want to consider whether people are [[Participation|participating]] with the design, including looking at how people participate with each specific [[design feature]] that you include.

== Related Concepts ==

* [[Learning objectives and outcomes|Learning objective]]<nowiki/>[[Learning objectives and outcomes|s]]
* [[Evaluation]]

== Examples ==

* None yet, check back soon!

== External Resources ==

* None yet, check back soon!

"Good" educational design - Revision history

Drriel: 1 revision imported

Drriel at 13:57, 11 June 2023