Exploring healing through learning design

By Samantha Calamari in conversation with Jane Hourigan

During a recent design team meeting, members shared our feelings around the shooting at Robb Elementary and gun control in general. Since some of us have taught in K-12 classrooms, the impact feels direct and very tangible. A common sentiment we found is that whether working with a community like that of Robb Elementary (students, teachers, parents) or of corporate professionals, as designers, we have a collective responsibility to mold a human experience by considering all that a learner might be moving through in their moment of learning.

Human-centered design presents an opportunity to put your learners at the center of the design. But what does this mean in difficult times, when learners are directly or indirectly deeply affected by the worlds they live in? Is it possible to go beyond designing for general learner needs and design for what a learner needs in a specific moment? And furthermore, is there any way to not only acknowledge but help them heal through learning experiences? What if we start to consider healing as a layer of learning design?

Healing is important to all people and communities. If we were to consider a hierarchy of learning needs similar to that of Maslow’s general hierarchy of needs, healing and a sense of safety would be at the foundational level. Only once it is achieved can you move on to the next levels of learning that include belonging, confidence, and growth. This would make healing central to design work. 

So, how might you create space for healing in your learning experiences? Drawing on human-centered design approaches, here are some thoughts:

First, ask questions, learn about your learners’ preference, motivation, needs. This not only gathers information to direct your design decisions, but it also opens a dialogue with your learners. Make sure to offer different types of response options so people can share the way they feel most comfortable. 

One note here is that some learners, especially younger ones, might not have the understanding of how they learn best or want to share. If this is the case, keep your design open and not dependent on the information you receive from learners. Also, those coping with a traumatic experience may have difficulty articulating their feelings or defining their needs. Reassure learners that you are aiming to provide support for their learning success.

To further engagement, respond to what you learn by directly connecting with a learner and/or a group. This exchange can create a learning experience for both the designer/instructor and the learner. Yet, even if you make this effort, every learner might not engage or know how to engage. Therefore, consider offering additional guidance and modeling how to engage so learners can follow your lead. 

Once you have connected with your learners, offer time for reflection during a learning experience. Prompts could be general so there is an opportunity for self-check-in and awareness of what one is feeling and experiencing. 

Sharing can be an option but should never be required. Learners may be processing trauma and therefore, not in a place to openly express themselves. Be sure to make the expectations clear and the importance placed on personal reflection. 

Extend flexibility in moving through a learning experience. For example, if one determines they are not in a place to learn after their reflection or to reflect at all, offer the option to return when they are ready.

Finally, provide ongoing space for expression and sharing in a learning experience to not only continue the dialogue with learners but also hold a space to process and communicate feelings that might contribute to their learning experience. Again, while you may provide the space to do so, learners should be able to choose how they use the space and share. If they opt out, let them know that’s ok too. 

As we continue to explore and expand the impact of learning design, holistically connecting to ourselves and our learners is central. By consistently checking in with ourselves and with our learners, learning can become an integrated restorative tool to support one’s healing process. 

However, it is also imperative to honor how learners show up given what or how they process. Make sure to adapt to where a learner is and how they are moving through the moment that you are interacting with them. Doing so not only acknowledges the unique experience of the individual learner but also potentially builds lasting support for entire learning communities.