D291 opens Western Governors University's M.S. Learning Experience Design and Educational Technology by defining what a learning experience designer does.
WGU's program guide describes learning experience design (LxD) as combining instructional design with user experience design to create human-centered, goal-oriented learning.
This first of two foundational courses introduces Design Thinking and instructional design models, shows how learning theories and frameworks support deep learning, motivation and engagement, and teaches how to analyze learners, their needs and the instructional problem. There are no prerequisites.
It sits in term 1 of the standard path. Students find it challenging because the analyses must show genuine empathy for real learners, not generic descriptions.
Course at a Glance
| Item | Details |
|---|---|
| University | Western Governors University (WGU) |
| Course code | D291 (codes can change between catalog versions) |
| Level | Graduate, competency-based |
| Competency units | 3 |
| Program | M.S. Learning Experience Design and Educational Technology, term 1 |
| Prerequisites | None |
What D291 Covers
| Competency (summarized) | What it means in practice |
|---|---|
| Explain ID process models and how Design Thinking makes them more human-centered | Comparing models such as ADDIE with Design Thinking activities |
| Examine approaches to learning, the theories behind them and supporting frameworks | Linking behaviorist, cognitivist and constructivist ideas to design choices |
| Conduct a learner analysis showing empathy | Understanding learners' backgrounds, experiences and levels |
| Conduct a needs analysis | Defining the problem, the goal, the gaps and the learning objectives |
Key Concepts Explained
ID Models and Design Thinking
ADDIE (analyze, design, develop, implement, evaluate) is the best-known instructional design model. Design Thinking adds empathy, problem definition, ideation, prototyping and testing, which keeps the learner at the center.
Example: Before designing onboarding training, a designer interviews new hires and maps their first week. The empathy work reveals that the real struggle is finding information, not a lack of knowledge, which reshapes the whole design.
Learner Analysis
A learner analysis describes who the learners are: prior knowledge, motivation, context, access to technology and barriers. Empathy means writing from their perspective.
Needs Analysis and Objectives
A needs analysis compares current and desired performance, names the gap and decides whether instruction can close it. Objectives then state what learners will be able to do.
Example: Gap: customer service staff resolve 60% of billing queries on first contact; the target is 80%. Cause: unfamiliarity with the new billing system. Objective: "Given a customer billing query, the agent will locate the account and explain each charge using the billing system without escalation."
Typical Assignments and How to Approach Them
| Task element | What it tests | How to approach it |
|---|---|---|
| Model comparison | Understanding ID models | Show where Design Thinking activities fit in the model |
| Theory application | Learning theories | Link each theory to a concrete design decision |
| Learner analysis | Empathy and detail | Use evidence such as surveys or interviews where allowed |
| Needs analysis | Problem and objectives | Gap, cause, goal, then measurable objectives |
Learning Theories and Design Choices
The second competency asks you to examine approaches to learning, the theories behind them and the frameworks that apply them. The key is linking each theory to a concrete design decision.
| Theory | Design implication |
|---|---|
| Behaviorism | Practice with immediate feedback and reinforcement |
| Cognitivism | Chunking, worked examples, managing cognitive load |
| Constructivism | Authentic problems, exploration, reflection |
| Social learning | Discussion, modeling, collaboration |
Example: For adult learners mastering a new database tool, a cognitivist approach suggests short demonstrations with worked examples, followed by constructivist practice on real workplace tasks. The design choice is justified by both the theory and the learner analysis showing limited time and high relevance needs.
Frameworks such as Gagné's nine events of instruction or Merrill's first principles turn these theories into practical lesson structures. Choose one that fits your learners and explain why.
Where Students Get Stuck
- Generic learners. "Adults who want to learn" says nothing. Describe a specific group.
- Theory as summary. Explaining constructivism is not enough; show how it changes the design.
- Training as the answer to everything. Some gaps come from tools or processes, not knowledge.
- Vague objectives. "Understand" cannot be measured. Use observable verbs.
Study Tips for D291
- Pick one real learning problem early and use it throughout the course.
- Write objectives with a condition, a behavior and a standard.
- Keep a table of learning theories with one design implication each.
- Start an empathy map for your learners before writing the analysis.
How We Help with D291
Send the task instructions, your learning problem and context, and any feedback. An instructional design tutor explains models and theories, prepares custom analyses for a similar scenario, or reviews your draft for empathy, clarity and alignment.
GradeEssays is independent of Western Governors University. Our help is tutoring and model material; you complete and submit your own work under WGU's academic integrity rules. We never invent learner data, interviews or survey results for you.
Ground Your D291 Work in Sound Design Practice
Share the instructions and feedback. We prepare custom analyses and explanations of models and theories you can learn from.
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Frequently Asked Questions
WGU describes it as combining instructional design and user experience design to create human-centered, goal-oriented learning experiences.
The program guide says there are none.
D291 covers models, theories, and learner and needs analysis; D292 moves on to ideation, storyboards, mockups and usability test planning.
No. ADDIE is common, but other models exist; the course looks at how Design Thinking can enrich them.
Describe learners' backgrounds, constraints and motivations specifically, ideally drawing on what they told you.
Yes. Send it with the task, and a tutor checks the gap, cause, goal and objectives for alignment.