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Cloud created by:

Jonathan Vernon
24 January 2013

THIS IS THE LINK to Google Docs


Image Name Age Job Education
* Andy 24 Work-based distance learning support. NVQ Computer Support, College. IT.
* Bimala 27 Learning Support Officer Taking a part-time distance degree.
* Charlotte 34 Senior Administrator BSc in Communications
Delmar 41 Reader in History and Politics PhD in History and Political Science
* Emma 49 Centre Head, Business School Engineer, Post Doctoral Research, from Senior Management in Electronic Engineering.
* Feliks 31 Lecturer in Journalism and Media MA Kracow in film
PhD Berlin in Journalism

I’ll take it in small bite size chunks. If I get on with part one of this eight part module I’ll probably continue with part two. So one step at a time with only a short term commitment.
I’ll see if through to the end, though if these are a series of steps I might skip one or fall off another. A pass is my aim - I’ll do that, I just don’t aim for or expect to become an expert. I
I know exactly what I want from this. The time has been put in my diary all the way through to the end. I will take each step as seriously as the one before and get a full set of badges.
I only have a vague idea of why I am here, but sense this is potentially important and could be of valuable. I’m not too bothered either way if I stick it out.
I have a reasonable idea of what value this will be - just knowing this stuff and having it on my CV. I can give it an hour a day out of my diary for sure - if I can or want to do more I probably will.
This is my thing for now. I’ll throw everything at it and hopefully not get distracted by other things. All or nothing. I’m easy about not getting what I want from it so long as I put in the time and effort.
Pace of study Pace of study Intense

Then define these personas by problems they might raise or have, and likely behaviours when faced with parts of the course.


Extra content

These were both created as tables, so see them as the orginal Goolge Doc. I then did a cut and paste into Cloudworks.

The first set of Personas does a number of things:

It brings fictional participants to life. I've attempted to come up with six folk who might be interested into a DIY Multimedia module from a University. I delved around in the job descriptions for vacancies at Lincoln University to get some feel for real people who do real things. I then offered some ages. Gender and background comes from their name and photo - perhaps. It doesn't take too much to imagine these people at home, or at the desk at work, or on an iPad over lunch having a go at your learning. You can start to imagine what might trip them up or that might work well. Once you are 'wearing their shoes' or 'wearing their hat' then you can start to relate to your design - typically you think 'am I over doing it?' 'Is this straight forward?' 'Is it boring?' 'Does he or she get it?' And so on.

The next chart is supposed to be a XY chart with responses from this group to e-learning - so a Flexible to Fixed Academic aim to the X axis and a Relaxed or Intense attitude to the module along the Y axis. Again, this just makes you realise how hard it is to accommodate everyone where the 'cohort' can be so mixed in skills, expectations, commitment, time pressures and so on. 

Once again, you come down on the side of excellent planning, simplicity in all things too. This isn't the place to spring them with something that has never been done before. So go with stuff that is known to work.

A third development would be to learn that one of them is dyselxic, another is only working part time as they are looking after sick partner ... and so on. Perhaps this makes you think of building in some flexibility to the thing. 


Jonathan Vernon
10:02 on 24 January 2013

I use a Creative Brief at the start of any project to help me get my head around what is required. This may serve a purpose earlier on in the specification process but I put it here as I used it simply to start me off before thinking about who these personas might be.

Personas for a DIY Mutlimedia e–learning design in Tertiary Education

What is the problem?

Educators in Tertiary Education can struggle to design e–learning due to    various instutional and personal factors: budget, technical and other support, cost, choice or lack of choice over tools, time pressures ...

What is the opportunity

Like the consumer guide 'Which?' offer a clear and objective overview of what works, what it costs and where the problems lie.

Who are we talking to ?

Educators in Higher Education :  tutors, moderators and lecturers who work direclty with students who may be expected to design and create e–learning of some kind or another, as support for a module, to complement  the course ... or an e–learning module in its own right. (See Personas)

What do we want to say?

Thousands are on the same path – some are there are can advise you, some are finding their way and can offer support and advice, while yet more are starting out on this journey. Everyone starts with a different set of experiences and skills, so establish where you stand, set some goals and get stuck in. Here are, step by step, the sequences that are reqired  in order to deliver learning that works.

How do we want them to respond to this message?

I wouldn't have missed that for anything!
Like all things, it is a learning journey – I'm in good company and can see that if I hang into the end I'll have a far better idea of what is required, could design my own e–learning, commission others or play a valuable role in a learning design team.

What else do we need to know?
The learning journey is taking place inside a MOOC.

Jonathan Vernon
11:31 on 24 January 2013

Embedded Content


Morris Pamplin
9:19pm 27 January 2013

Like Esther's drafted scenario (and similar to what I was aiming for with mine), Jonathan, I like how your personas help to give body and "life" to our design problem. This kind of exercise (as you pointed out in an earlier email/google group post) really helps to create the groundwork for the project. I initially shared the scepticism the authors of this resource (, shared by Sue), namely that creation of this kind of scenario would just allow designers to illustrate how they'd already solved existing problems; yet now I think there's more to it than that (although presumably the technique could be misused) - creating a range of personas in advance and then creating scenaris around them allows us to define the bounds of what we're aiming to achieve, not to validate what we've already done. The key is in when these personas and scenarios are employed, I suppose: early in the design process, and returned to continually thereafter. Is that how you use this technique in your work? One question: I'd been thinking about this project in terms of multimedia resource creation as part of blended learning, rather than specifically as e-learning materials. Perhaps just a difference of perspective due to different job roles?

Alice (Xin) Huang
11:44pm 27 January 2013

I love these personas you created, they reflect to my workplace as well. We encourage lectures ,insturctional designers and other staff members to DIY their own media elements. But it's time to put together all elements created by different people into an online course design, all sorts of issues coming up, e.g., size of file, format of file is not compatible with LMS, etc, then leads to a whole lot of re-work. So we are thinking if we do go for this approach, then a professional development curriculum should be set up for the staff. I am not sure if this is what this project is about? 



Xin (Alice)

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