From planning to doing; How to design learner-centric training programs for adults? Case Timeout training.

Abstract

The purpose of this master’s thesis is to develop a model of program planning for adult training utilizing service design methodology and user-centric design approach. As a result of the thesis a model called “Learner-centric design path for adult training” (LDP) is presented. The model is developed for further use in training program design processes ranging from informal to formal training settings and from face-to-face to virtual environments. The context of the development cases presented in the thesis is a project called Timeout carried out by the Finnish Innovation Fund Sitra fostering the competence of constructive dialogue in the society. The more specific scope of the project in this thesis is a process conducted in 2018 of developing the Timeout operating model into an open source scalable training concept utilizing service design approach and co-creation.

The theoretical framework of this thesis is positioned in the intersection of adult education and service design. Theories explaining adult learning approaches and orientations are covered and various classical and modern models of program planning are presented. The main theories from the service design tradition covered are Service and Customer-dominant logic and theories of co-creation. Theories and concepts aiming at combining these two fields are presented such as learning experience design, iterative development, training and learning design and development of open source training programs.

Design criteria for the training program planning model developed are created as a result of the theory review. Development cases presented include various service design driven methods in combination with program planning tools and methods used in training design. The data gathering methods of the cases are interviews, observation, dialogues and workshops. The development cases are analyzed in abductive manner placing the empirical findings in dialogue with the theoretical framework to create the LDP model. The main result of the thesis is the LDP model consisting of a visualization and a table of each design phase including tools and frameworks developed for further use. The thesis suggests that emphasis should be given more to the ways learning processes are designed to foster meaningful learning experiences in adulthood and to promote a high level of knowhow in our societies in the future.