These changes in terminology historically have been predicated by broader shifts in the philosophical underpinnings of the field. Gagné’s concept of instructional systems design gave way to the now-common moniker of instructional design, which in turn has been supplanted by the term learning design. The field of instructional design has experienced a number of shifts that have influenced its focus, methods, and identity, ultimately reshaping and redirecting the field. The current article discusses the interplay of activity theory, personas, and scenarios, and illustrates how this can be potentially useful in learning experience design practice in two separate case examples. The development of personas and scenarios can be informed by activity theory, which provides a lens for holistically considering the technology usage context and the learner’s role therein. Two methods that we argue are particularly well-suited for this are personas and scenarios. LXD equips designers with a range of useful methods for explicitly considering the learner within the learning context. As the field of LIDT shifts towards more human-centered design practice, the phenomenon of learning experience design (LXD) has emerged as a novel, multidisciplinary focus area. Designing digital environments for learning on the basis of theory can lead to theoretically pure and potentially effective learning interventions, yet theory alone is insufficient to consider the myriad of issues that emerge while a learner is engaged in digitally mediated learning. Theoretically-informed design is a hallmark of the field of learning and instructional design and technology (LIDT).
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