Empathy Mapping: Putting Learners at the Heart of All You Do

Published by Carrie O'Donnell
on Jun 29, 2021

Throughout 2020, we heard a call for empathy and connection. Learners wanted to know faculty understood the impact COVID-19 was having on their lives – and their learning. Not just what they were experiencing, but how they were feeling and why the rapid move to remote instruction was such a challenge.  At the same time, isolation forced an urgent need for connection and community among their peers, especially in the online classroom.

The good news: empathy in the classroom is directly related to creating connection and community. In fact, the most successful learning experiences are always designed with the learner in mind. The best course design process seeks to understand “Who are my learners?” And looks for answers beyond general demographics to include insight into students’ lives beyond the course. For example:

  • Past learning experiences
  • Potential barriers to learning
  • Expectations for learning success
  • Technology access, logistical issues and comfort level
  • Identity and cultural upbringing
  • Relationship with symbols, images, words and analogies used in course
  • Food and financial insecurities
  • Family or caregiver role 
  • Future desires and aspirations

These are just some factors that can be considered as part of understanding each of the students who are your course. Additionally, the more faculty can understand who is in their course, the more they can ensure they are not unintentionally inflicting their own bias into it.

We believe learner empathy is such an important part of learning design that it’s built right into our Purposeful Learning Framework .  And one of our favorite tools to help faculty develop learner empathy is empathy mapping, a process that originated with design thinking, out of Stanford University.  We’ve modeled our learner empathy mapping process from Alison Yang’s Teacher Empathy Map

For our purposes, the first step to creating a learner empathy map is examining the course itself with the student experience as critical. Broadly: what will students do, see, think, hear, and say in the course? We’re looking at this from a “Maslow Before Bloom’s” perspective, with the understanding that a student’s basic needs must be considered before we expect them to successfully advance through levels of knowledge and skill.” The next step is to examine the students’ physical, emotional, social and intellectual needs.

With this information at hand, decisions can be made for how to create the best learning experience for the learners actually in the class, not according to general demographic data. That’s the real beauty of empathy mapping. How it helps faculty keep the learner at the center of the learning experience: guiding how to best connect learners with the course content – and each other – in ways designed to increase student engagement and success.


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“See each other for the humanity that holds us” Lessons in Trauma Informed Pedagogy from Mays Imad

Published By Cathryn Mattimore
on Oct 20, 2021

O’Donnell Learn recently hosted a webinar led by Mays Imad, Ph.D. as a part of its recent Purposeful Learning Festival focused on mental health and wellness. Dr. Imad is a thought leader in trauma-informed pedagogy and a professor at Pima Community College based in Tucson, Arizona where she is also the coordinator of the Teaching & Learning Center. As a current Master’s of Education student at Northeastern University who also lives with mental illness, I was excited to learn more about using the classroom, virtual or traditional, as a safe place for learners to heal and grow. I met virtually with Dr. Imad to hear more about her teaching philosophy, beliefs surrounding mental health, and ways to ensure student success in uncertain times.

Higher Ed Has the Toolset, But Do They Have the Mindset to Future-fit?

Published By Joana Jebsen
on Aug 12, 2021

Imagine a fresh-faced eighteen year old, naive to the great big world ahead, hoping for an acceptance into an accredited two or four year college. They’re navigating the long hall towards their college counselor’s office, reviewing the list of schools in their mind, while envisioning a future of friends, inspiring courses and eventually a career, a life. College, whether community or four year, will be their first steps towards adulthood, towards maturity, or so they think.  What they don't know, what they aren’t told, is that most higher education is unequipped to prepare them for life. The real responsibilities they’ll meet when they exit campus are not delineated, explored or taught in school.  To make matters more complicated, the notion of the “traditional student” no longer exists. Students are opting out of four year residential colleges for two year schools and online programs. They’re also delaying the start of college in pursuit of a career. Additionally, there’s been an enormous uptick in adult learners, with families, who start school later, or attend school in tandem with a job. It’s clear: there’s a broken talent pipeline. And an enormous question: is higher education fit for the future?

Looking Back/Learning Forward: Lessons For the Now Normal

Published By Brett Christie, PhD
on Jul 20, 2021

Looking Back, Learning Forward, a motto and mindset to utilize as we envision the future of distance education and fuse historic learning practices with modern lifestyles. I recently co-hosted a webinar with Dr. Jim Julius, Faculty Director of Online Learning at Mira Costa College, where we walked a group of educators through insights gathered over the last fourteen months of online learning. If one thing is clear, it is that it’s been a journey for everyone: faculty, students, education consultants, learning designers, institutional leadership, and families alike.