Learning Experience Design as Collective Praxis: Two Design Cases from Higher Education

Abstract

This paper explores the pivotal role of learning experience designers in fostering collective praxis through two design cases, embracing critical pedagogy. In the “Centering Justice” program, they facilitate collaboration among faculty, students, and instructional technologists, for an inclusive and socially just teaching framework. Navigating power dynamics, they promote awareness of privilege and oppression, and encourage dialogue and reflexivity. In the online course on intimate partner violence, they orchestrate interdisciplinary collaboration, ensuring authentic and empathetic content through participatory design. These case studies highlight the central role of learning experience designer in managing stakeholders, power dynamics, and fostering transformative education.