• Monica Cook

Increasing Usability & Visibility of the Key Productivity and Performance Metrics



Life Skills GO a digital platform designed for teaching social and emotional learning to primary school students K – 6. The problem which arises is the unfamiliarity of the platform and the task of a first time user having to setup an account and organise lessons efficiently and effectively, while also monitoring the individual student success of each completed lesson.


A LSG user journey


Discovery

Our team used the waterfall methodology to complete a distinct stage of the user journey which was a users requirements at the sign up stage. Competitor analysis, qualitative and quantitative research was conducted to gather insights.


the distinct stage of the user journey our UX is focusing on


Competitor Analysis

Class Dojo, a current direct competitor who offer a similar service. Class Dojo looks to create a relationship with parents, track behaviour in real time whilst being simple.


However, evidently there is behavioural shame and the wrong motivation impacting students due to the high volume of importance regarding rewards; a key feature in the program. Class Dojo allows users to easily identify who they are, high engagement though light text and videos demonstrating the platforms principles.



The website page is ordered in how they want the user to receive the information, in a particular hierarchy clearly desirable for all individuals who may use the website. In addition, another feature that stood out was the different methods available to log in; whether it was a QR code, text code or Gmail account.


Load times were fast and efficient, and the website has a high 4.5/5-star review. This analysis with Class Dojo shows there are future opportunities to further research and engage with Life Skills Go users to gauge a better understanding around their thoughts and needs in regard to rewards and pointing systems and direct messages with parents.


Quantitative Research

Quantitative research would have been a great asset for insights with over 600+ teachers currently using the platform, however we were denied access to their database due to the client sending out an unsuccessful online survey prior to our commencement, thus a hesitation to push out another. On review of their previous questionnaire there was a lack in structure and substance which was the likely reason for the poor response.


A new survey was created with a new approach in order to encourage engagement and insightful feedback. While they decided not to send out during our time on the project, it was distributed at a later date with a great response rate.


Qualitative Research

One on one interviews were conducted using one of the following scripts depending on their background.


No prior experience with the platform:

  1. Could you describe a typical day in your classroom, from start to finish?

  2. How often do you bring programs into your classroom?

  3. How engaged are your students throughout the day? When do their energy levels peak and are low?

  4. To what extent do you use devices in the classrooms

  5. Would you say that devices assist you in achieving learning objectives with your class?

  6. What are your greatest challenges in the classroom when it comes to teaching with devices?

  7. In regard to staff, who do report to? Describe that relationship.

  8. What level of guidance do you receive when it comes to unit and lesson building? How much autonomy do you have in this field?

  9. What do you know about Social Emotional Learning and Human Intelligence? - Do you currently consider these elements in your teaching, and if so, how? - If yes, did you initiate this inclusion, or was this passed on from direct report? - If yes, how do you deliver this content?

  10. Thinking back to the most recent time when you implemented a new software/platform/program, can you walk me through the entire process, from receiving initial briefing, to implementation, to executing in the classroom? - What were you thinking and feeling? - Who was involved? - Is there anything that stands out as a good experience? - Is there anything that stands out as a bad experience? - Suggested improvements in the process? - How did your students respond to the new material? - Why do you think they responded in this way?

Teachers who’ve used the platform:

  1. What grade do you teach?

  2. Average number of students per class

  3. How do you schedule your classes in general?

  4. Are you currently using the LSGO program? - If not, why? - If yes, what is your motivation behind this?

  5. Who introduced the program to you?

  6. How was the program introduced, from start to finish?

  7. Were you satisfied with the level of explanation given? - What were you thinking and feeling throughout this process? - How could this process of explanation be improved?

  8. Do you understand what Social Emotional Learning is?

  9. Do you typically use the suggested units or build your own? Why?

  10. What is the experience like in building these units?

  11. Could you see a real difference in your students as a result of the program?

  12. Did you feel like the difference was measurable?

  13. To what extent did you use the reporting and weather check functions? How helpful were they?

  14. What were the biggest challenges with them?

  15. How could they be improved?

  16. How do you feel about measuring something like Social Emotional Learning?

  17. What did you think of the experience when assigning lessons to your class?

  18. How did you go about creating your class list and assigning user names and passwords?

  19. How did you feel in this process? Was it easy or difficult?

  20. What would make this process easier?

Questions about communication with LSG employers and teachers:

  1. What would your typical work week look like?

  2. How much time do you spend interacting with other teachers, whether you be training them, coordinating with them or collaborating with them in the classroom?

  3. What is your most effective method of communicating with teachers? Why?

  4. What is the typical time frame of response?

  5. What time of day on average is most convenient?

  6. What time of day on average is most inconvenient?

  7. How far in advance do teachers need to be contacted?

  8. For teacher training, do you usually set up 1 on 1 or schedule groups?

  9. What are the main reasons teachers need to reschedule?

  10. What sort of background do you have in general primary school teaching?

  11. If a primary school teacher, to what extent did you/do you use devices in a classroom context?

Learning Designer Interview:

  1. Can you explain your role?

  2. Day to day duties

  3. How do you choose the content you want to deliver?

  4. Do you face challenges choosing content?

  5. Is it easy to structure content?

  6. Is there a specific guideline you look at when structuring the classes?

  7. Are you in contact with the teachers whilst creating the content they will be teaching?

  8. How do you gather teacher feedback and how often?

  9. When handing over the content, what does the onboarding process look like for teachers?

  10. How are they made aware of content and how to use it?

Affinity Mapping & Insights



User Persona



The Solution

A customised dashboard that will help teachers cut through data clutter and focus on what really matters. The dashboard can be arranged to suit the users preferences with an easy drag and drop cells such as upcoming lessons, student lesson progress, teacher network activity, calendar, reporting reveals insights and metrics that lead to better lesson planning, improved productivity and enhanced student performance.



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© 2019 by Monica Cook