Upcoming · In development
A technical guide for experience designers
Building a
World Worth
Entering
The Enter the Possible Experience Design Framework
Turn a worthwhile learning intention into an experience another person can enter, facilitate, and improve.
The guide and its publication details are in development.
From an idea to a working design
Make the choices
visible.
A compelling situation is a beginning. A usable experience also needs clear responsibilities, available evidence, and a response people can make sense of.
This upcoming guide develops a practical specification for those relationships. It is intended for educators, facilitators, and developers who need to build, document, and revise learning experiences together.
The developing materials include a reusable design template, a fictional learning-center prototype, facilitation and assessment guidance, and optional technical specifications for a digital implementation. The same design can begin with paper and conversation.
This is a working framework being developed and reviewed. It is not a validated instructional standard. The examples are authored design proposals to try and evaluate in their intended settings.
The core model
A decision people
can enter.
A decision contract connects the learner's responsibility to what the world makes possible. Six questions keep that contract inspectable.
- Responsibility
- Who can decide, and what is within their authority?
- Evidence
- What can they know now, and what remains uncertain?
- Commitment
- What recommendation or other work will they submit?
- Response
- What happens after they act, and why?
- Revision
- What can they reconsider without losing the earlier record?
- Learning
- What could this work reveal, and what would require more evidence?
Keep the designed world, the record of a particular run, and the evidence of learning distinct. A successful scenario outcome alone does not establish learning.
Planned guide contents
From a first brief
to a usable design.
The guide moves from the intended judgment to the experience specification, the facilitator's work, and the evidence needed to improve the next version.
The structure is developing alongside the framework.
01Begin with the judgment
Define what someone should be able to notice, decide, explain, or reconsider. Identify the work that could provide evidence of that capability.
02Make the world coherent
Specify the human concern, roles, responsibilities, facts, constraints, and materials that make a meaningful decision possible.
03Write the decision contract
Connect authority, available evidence, a committed recommendation, a world response, and an opportunity to revise.
04Let the world respond
Prepare consequences that reveal a tradeoff or new information. Preserve the earlier choice so learners can examine what changed and why.
05Facilitate the experience
Plan the briefing, participation options, support, pause points, and debrief. Leave a clear route for proposals the designer did not anticipate.
06Examine the learning
Separate what happened in the scenario from what a learner demonstrated. Use individual artifacts, explicit criteria, and a later task when the claim requires it.
07Make the design reusable
Bring the materials, response cards, facilitator notes, and revision history together so another educator can understand and try the experience.
08Specify a digital version
Use optional structured definitions and run records to describe the same experience in software. Keep educators responsible for assessment and artificial characters within their assigned role.
A small worked example
The center wants
to stay open later.
A fictional neighborhood learning center has limited staff hours. Evening access could help some residents, while moving existing hours could make access harder for others.
The proposed prototype gives a small group a responsibility, a short evidence packet, and a recommendation to make. An authored response introduces something to reconsider; learners retain and explain their revision.
That example makes the specification concrete: who can decide, which constraints matter, how a response is selected, and what the resulting work can tell an educator.