The Laws of Simplicity by John Maeda is mainly geared toward product design. The book, broken down into ten laws and three keys, provides a succinct glimpse into how to attain simplicity and sanity in an increasingly complex world. I am close to graduating with a master’s degree in Learning Design and Technology and will soon enter the world of adult learning and training. Rather than being responsible for designing products, I will be tasked with crafting learning opportunities and professional development (PD). The principles described in the book are easily transferable from product design to learning design. Maeda states that the laws are generally independent and while I found connections to my own practice in most of the laws, it was the first four laws of reduce, organize, time and learn that I connected with the most. While I do not know specifically what types of training or modules I will craft in the future, I can apply these principles to ensure that I consistently design powerful, straightforward learning opportunities.
People are busy. I’ve never met a teacher or professional who takes kindly to overly complex and exhausting PD. A day spent in required training is often met with staunch resistance, complaining behind closed doors and eye rolling (at least in my experience). As such, the process of making these experiences more palatable is almost akin to an artform. Beginning with the second law, organize, will allow me to determine which content is essential and directly correlated to the learning outcomes for the training. Trainers and teachers generally mean well but sometimes incorporate activities that are fun but irrelevant to the learning essentials at hand. Employing a system, as Maeda suggests, to determine which content is absolutely necessary is the first step I can use to ensure a smoother and more painless experience for my learners.
This leads me to the first law, reduce. By determining the necessity of each piece of content and how it aligns to the objectives through “thoughtful reduction” I can create relevant experiences for learners (Maeda, 2006, p. 1). Maeda also introduces the concept of SHE (shink, hide, embody). Once I have organized and determined which content must be presented I can use SHE to chunk or “shrink” the learning into manageable pieces and “hide” the complexity by thoughtfully combining content that is related. For instance, I once was tasked with showing new teachers how to use Schoology (a common Learning Management System or LMS used in K-12 settings) I created a series of small, chunked visual modules on different topics they could access when convenient, rather than trying to demonstrate every feature in an all-day PD. The smaller lessons forced me to consider what was essential so I could “shrink” learning into easily digestible chunks and avoid overwhelming the teachers by “hiding” the complexity across smaller chunks. Providing this freedom instilled my learners with a sense of freedom and power over their learning, which they valued. In this way I ensured the content “embodied” ease and quality.
The process described above directly relates to Maeda’s third law, time. As discussed, professionals are busy people and if it is apparent that you are squandering away their time, they might eat you alive. Through organization and reduction I was able to make it apparent that I valued and honored the time of my learners. Another idea related to time is the concept that people like to know how much time they will need to spend or wait during an activity. Madea suggests giving people agency by providing a way for them to see how much time a software will take to load or providing a crosswalk countdown. Utilizing a percentage or a completion bar for online learning is a great way to achieve this and give people a sense of control.
The fourth law, learn, forces me to remember that knowledge cannot be assumed. Maeda uses the analogy of a child using a screwdriver. It may seem intuitive to someone who has used a screwdriver before but knowing which way to tighten or loosen isn’t inherently obvious. Key background knowledge and experience are often overlooked or assumed when creating learning opportunities. As technology leader I will utilize tools the tools of analysis such as audits, walkthroughs, observations and surveys to determine where my learners are and develop content appropriately. The time spent through this process will help me get to know who my learners are and what motivates them, which is another essential component to success.
Maeda’s other six laws are not irrelevant but I either did not find that they directly related to my practice or I found that they could work in tandem with another law. For instance, building trust, as discussed in law eight, will easily occur after my learners can see that I have taken time to consider and uphold their needs. I also know that failure, as discussed in law nine, is sometimes inevitable because some things will always be complex and necessary. It is learning from experience and mistakes that inspires growth and improvement over time and sometimes failure is unavoidable.
Maeda claims that openness simplifies complexity in his final pages. While he is referring to being open in a business sense I can apply this to my personal practice. I am open to criticism and I know that I have room for improvement. I also know that even if I am considered an “expert”, I might not always have all of the answers. Maeda’s work reminds me to approach my work with humility, resilience, patience and, of course, simplicity.