Designing for Real Classrooms: A Reflection on Human-Centered Learning
February 7, 2026
When brainstorming the design of this project, the abstract idea was intentionally grounded in human-centered design principles to challenge traditional models of professional learning that position teachers as passive recipients of information and students as static data points. This course prototype honors the complexity of classroom instruction and the experiences of educators and students with dyslexia. By centering empathy, inquiry, and iteration, effective instructional design begins with understanding human needs rather than predetermined solutions (Norman, 2013).
A key influence on this design was the emphasis on cultivating creative confidence as described by Kelley and Kelley (2013). The authors argue that creativity is not an innate talent but a position that must be deliberately practiced and sustained. This idea directly guided the idea of the structure of the course, which encourages educators to repeatedly engage in problem-solving cycles rather than seek one-time “best practices.” By asking educators to reflect, test, and revise instruction using classroom data, the course positions creativity as an ongoing professional habit rather than a discrete skill. The deliberate use of iterative reflection aligns with the notion that innovative solutions emerge when individuals commit to creativity over time (Kelley & Kelley, 2013).
Empathy also served as a foundational design element. Kelley and Kelley (2013) emphasize that more innovative ideas emerge when designers deeply understand the needs and contexts of the people for whom they are designing. In this project, educators will begin by examining authentic instructional challenges and the characteristics of dyslexia as they manifest in real classrooms. Through observation and data analysis, participants are encouraged to ask layered “why” questions that move beyond surface-level symptoms to uncover root causes of reading difficulty. This empathetic approach ensures that instructional decisions are grounded in student experience rather than assumptions.
Applying the Double-Diamond Design Model to Instruction
Norman’s (2013) discussion of the double-diamond model of design further shaped the structure of the course. The model’s emphasis on divergence before convergence reinforced the importance of first identifying the correct instructional problem before selecting or implementing solutions. Educators are guided to explore multiple interpretations of student data, generate a range of instructional possibilities, and resist premature closure. This aligns with Norman’s assertion that a well-designed solution to the wrong problem can be more damaging than no solution at all. The course’s progression will start with empathy and problem definition to ideation, implementation, and progress monitoring. This process mirrors the iterative nature of human-centered design and reinforces the value of continuous refinement.
Designing for Inclusion Through Digital Storytelling
The integration of instructional technology, particularly digital storytelling, reflects the project’s commitment to inclusive and equitable design. Research indicates that digital storytelling can enhance engagement, language development, and social presence for students with learning disabilities, offering alternative pathways for learning and expression (Obim & Onuorah, 2021). Incorporating digital storytelling into instructional design supports the human-centered goal of creating learning experiences that are accessible, meaningful, and responsive to diverse learners. This aligns with Norman’s (2013) assertion that effective design must prioritize usability and positive user experience.
Teachers as Designers of Learning
Ultimately, this project reflects a belief that teachers are designers of learning, capable of using data not merely for accountability but as a creative tool for instructional decision-making. By embedding human-centered design principles into professional learning, the course supports responsive, equitable, and sustainable teaching practices. The impact extends beyond individual classrooms by strengthening educators’ capacity to design, test, and refine instruction in ways that meaningfully improve literacy outcomes for students with dyslexia.
References
Kelley, T., & Kelley, D. (2013). Creative confidence: Unleashing the creative potential within us all. Currency.
Norman, D. A. (2013). The design of everyday things. Revised and expanded edition. Basic Books.
Obim, I. E., & Onuorah, A. R. (2021). Librarians’ use of digital storytelling for students with learning disabilities: Results from two countries. Selected Papers from the Annual Conference of the International Association of School Librarianship, 1–20.
U of G Library. (2019, November 29). What is Digital Storytelling? YouTube. https://youtu.be/JIix-yVzheM?si=jspkKqb-in896D0m
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