In instructional design, I am fascinated by the time dedicated to learn about the learners. During my studies in IDOL, virtual vocational school for instructional design, I learned the 5 phases of learning design. The first one is conducting need's analysis to understand the learners who will be taking the training. I was even surprised to see the word "empathy" to describe the mindset and feelings of an instructional designer embarking on designing a training, imagining--while collecting data on--what the learners' preferences, thinking, needs, and interests might be.

For many years, I have always asked myself "how does a learner in my class feel? what is thier experience like? are they learning well?" The empathy aspect has always been part of my approach. However, in higher education, unless you are discussing inclusive pedagogies, "empathy" most likely is not part of designing a course. May be students' voice, May be students' success, but not empathy.

It is actually common to hear some students complain about courses that are required but no relevant to their major; courses and instruction that have taken the joy out of learning and causing them too much stress. Then, they drop the course. 

I think that higher education can borrow from Instructional design the practice of focusing on building needs analysis during the early phase of curriculum, while simultaneously employing empathetic approach in understanding the learner and collecting data beyond evaluations. The goal is to shape a meaningful learning experience. To take the step in higher Education to adjust the urge to start with content development, with less time empathizing with the learner (and researching their needs), will need both: receiving training and being humble to learn from instructional design foundations.