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Momentum
Momentum
Momentum
Partnering with City of Bridges High School, our team is dedicated to crafting a solution that embraces contemporary learning ideals, striving to design a student dashboard that embodies the casualty of journaling, all within an intuitive and stress-free user interface.
My role included the end-to-end design process, creating high-fidelity prototypes, and synthesizing all UX research insights.
Partnering with City of Bridges High School, our team is dedicated to crafting a solution that embraces contemporary learning ideals, striving to design a student dashboard that embodies the casualty of journaling, all within an intuitive and stress-free user interface.
My role included the end-to-end design process, creating high-fidelity prototypes, and synthesizing all UX research insights.
Momentum
Information
Information
Details
Client
Client
City of Bridges High School
City of Bridges High School
Duration
Year
Fall 2023 | 8 weeks
Fall 2023 | 8 weeks
Role
Role
Interaction Designer
Product Designer
User Researcher
Interaction Designer.
Team
Year
Spring 2024
Ankitha Vasudev, Andrea Chisholm, Christy Zo
Information
Details
Client
City of Bridges High School
Duration
Fall 2023 | 8 weeks
Role
Product Designer
User Researcher
Team
Ankitha Vasudev, Andrea Chisholm, Christy Zo
Mission of Momentum
Mission of Momentum
Getting Started
Getting Started
Momentum is an app that helps students self-regulate PLP progress, and facilitating one-on-one advising with teachers. It addresses PLP challenges for instructors by simplifying documentation and management, enhancing awareness, and streamlining personalized support for a more effective learning experience.
What can Momentum do?
What can Momentum do?
What can Momentum do?
Getting Started
Momentum is an app that helps students self-regulate PLP progress, and facilitating one-on-one advising with teachers. It addresses PLP challenges for instructors by simplifying documentation and management, enhancing awareness, and streamlining personalized support for a more effective learning experience.
Momentum is an app that helps students self-regulate PLP progress, and facilitating one-on-one advising with teachers. It addresses PLP challenges for instructors by simplifying documentation and management, enhancing awareness, and streamlining personalized support for a more effective learning experience.
Momentum is an app that helps students self-regulate PLP progress, and facilitating one-on-one advising with teachers. It addresses PLP challenges for instructors by simplifying documentation and management, enhancing awareness, and streamlining personalized support for a more effective learning experience.
What can Momentum do?
At City of Bridges High School, "PLP" (Personalized Learning Plans) are specialized classes where students focus on their chosen majors, shaping their career paths while developing self-regulation and responsibility in managing their learning and deliverables.
What is a PLP?
What is a PLP?
What is a PLP?
At City of Bridges High School, "PLP" (Personalized Learning Plans) are specialized classes where students focus on their chosen majors, shaping their career paths while developing self-regulation and responsibility in managing their learning and deliverables.
At City of Bridges High School, "PLP" (Personalized Learning Plans) are specialized classes where students focus on their chosen majors, shaping their career paths while developing self-regulation and responsibility in managing their learning and deliverables.
At City of Bridges High School, "PLP" (Personalized Learning Plans) are specialized classes where students focus on their chosen majors, shaping their career paths while developing self-regulation and responsibility in managing their learning and deliverables.
What is a PLP?
Concept Enactment
Concept Enactment
Before Class
How does Momentum work?
Before Class
Before Class
Concept Enactment
How does Momentum work?
How does Momentum work?
Before Class
At the start of each PLP block, students use a widget to notify teachers of their plans, and those choosing a meeting receive an estimated check-in time on their widget.
Widget Tools
Widget Tools
Widget Tools
At the start of each PLP block, students use a widget to notify teachers of their plans, and those choosing a meeting receive an estimated check-in time on their widget.
At the start of each PLP block, students use a widget to notify teachers of their plans, and those choosing a meeting receive an estimated check-in time on their widget.
At the start of each PLP block, students use a widget to notify teachers of their plans, and those choosing a meeting receive an estimated check-in time on their widget.
Widget Tools
Flow : PLP block mobile check-in | select decision | feedback queue | feedback initiated
It's customizable.
By enabling color adjustments tailored to individuals with ADHD, we adopt a more flexible approach to educational tools. This encourages increased student engagement and alleviates the stress associated with traditional "turning in".
Widget Tools
Widget Tools
Widget Tools
By enabling color adjustments tailored to individuals with ADHD, we adopt a more flexible approach to educational tools. This encourages increased student engagement and alleviates the stress associated with traditional "turning in".
By enabling color adjustments tailored to individuals with ADHD, we adopt a more flexible approach to educational tools. This encourages increased student engagement and alleviates the stress associated with traditional "turning in".
By enabling color adjustments tailored to individuals with ADHD, we adopt a more flexible approach to educational tools. This encourages increased student engagement and alleviates the stress associated with traditional "turning in".
Widget Tools
It's customizable.
Never lose track of time.
Clear visual representation of time tracking aids students in comprehending the amount of personal time they have before their scheduled check-in with a teacher.
Widget Tools
Widget Tools
Widget Tools
Clear visual representation of time tracking aids students in comprehending the amount of personal time they have before their scheduled check-in with a teacher.
Clear visual representation of time tracking aids students in comprehending the amount of personal time they have before their scheduled check-in with a teacher.
Clear visual representation of time tracking aids students in comprehending the amount of personal time they have before their scheduled check-in with a teacher.
Widget Tools
Never lose track of time.
Concept Enactment
Concept Enactment
Before Class
How can students track their progress without it feeling like another task?
Before Class
Before Class
Concept Enactment
How can students track their progress without it feeling like another task?
How can students track their progress without it feeling like another task?
Before Class
By focusing the app on journaling, students can track their PLP progress in a more personalized way. After each PLP block, they receive a daily prompt to check in, allowing them to respond with various media types—visual or audio content—and a brief text entry.
By focusing the app on journaling, students can track their PLP progress in a more personalized way. After each PLP block, they receive a daily prompt to check in, allowing them to respond with various media types—visual or audio content—and a brief text entry.
By focusing the app on journaling, students can track their PLP progress in a more personalized way. After each PLP block, they receive a daily prompt to check in, allowing them to respond with various media types—visual or audio content—and a brief text entry.
By focusing the app on journaling, students can track their PLP progress in a more personalized way. After each PLP block, they receive a daily prompt to check in, allowing them to respond with various media types—visual or audio content—and a brief text entry.
Flow : launch Momentum | reflect on day's progress | include media option | save to portfolio
Feel proud of your work.
Once all tasks are finished, students can automatically view their day's PLP on their widget tools until the next scheduled check-in.
App to Widget Feedback Loop
App to Widget Feedback Loop
App to Widget Feedback Loop
Once all tasks are finished, students can automatically view their day's PLP on their widget tools until the next scheduled check-in.
Once all tasks are finished, students can automatically view their day's PLP on their widget tools until the next scheduled check-in.
Once all tasks are finished, students can automatically view their day's PLP on their widget tools until the next scheduled check-in.
App to Widget Feedback Loop
Feel proud of your work.
Why is this important for growth in students?
Why is this important for growth in students?
Students had a high preference for low-commitment technology and generally had an anti-technology stance as “having another app might be tedious”.
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Why is this important for growth in students?
Students had a high preference for low-commitment technology and generally had an anti-technology stance as “having another app might be tedious”.
Students had a high preference for low-commitment technology and generally had an anti-technology stance as “having another app might be tedious”.
Students had a high preference for low-commitment technology and generally had an anti-technology stance as “having another app might be tedious”.
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5 out of 7 interviewed students cited leaving traditional schooling due to its stressful nature, compounded by challenges in keeping pace with the systems and tools in place, particularly concerning their ADHD.
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5 out of 7 interviewed students cited leaving traditional schooling due to its stressful nature, compounded by challenges in keeping pace with the systems and tools in place, particularly concerning their ADHD.
5 out of 7 interviewed students cited leaving traditional schooling due to its stressful nature, compounded by challenges in keeping pace with the systems and tools in place, particularly concerning their ADHD.
5 out of 7 interviewed students cited leaving traditional schooling due to its stressful nature, compounded by challenges in keeping pace with the systems and tools in place, particularly concerning their ADHD.
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Design System
Momentum [User Research]
Momentum
Momentum [User Research]
Momentum [User Research]
Opportunity Statements [1]
Opportunity Statements [1]
Opportunity Statements [1]
How might we encourage students to set and assess their progress towards meeting their goals and completing work in a way that motivates them, avoiding excessive prescription?
How might we encourage students to set and assess their progress towards meeting their goals and completing work in a way that motivates them, avoiding excessive prescription?
Students are expected to be accountable for their progress and completion of projects but it can be challenging for them to stay on track.“Students should be able to measure their progress in relation to the goals they set.”
Challenge
Challenge
Challenge
Students are expected to be accountable for their progress and completion of projects but it can be challenging for them to stay on track.“Students should be able to measure their progress in relation to the goals they set.”
Students are expected to be accountable for their progress and completion of projects but it can be challenging for them to stay on track.“Students should be able to measure their progress in relation to the goals they set.”
Students are expected to be accountable for their progress and completion of projects but it can be challenging for them to stay on track.“Students should be able to measure their progress in relation to the goals they set.”
Challenge
We see an opportunity to explore methods that target the right balance to provide enough guidance and motivate students, while not overwhelming them with workload.
Need
We see an opportunity to explore methods that target the right balance to provide enough guidance and motivate students, while not overwhelming them with workload.
Need
Need
Need
We see an opportunity to explore methods that target the right balance to provide enough guidance and motivate students, while not overwhelming them with workload.
We see an opportunity to explore methods that target the right balance to provide enough guidance and motivate students, while not overwhelming them with workload.
[2]
[2]
[2]
How might we help instructors keep informed about their students’ updates and progress so they can better guide student learning?
How might we encourage students to set and assess their progress towards meeting their goals and completing work in a way that motivates them, avoiding excessive prescription?
Challenge
Challenge
Instructors find documenting and managing personalized learning challenging. While using a physical notebook fosters direct interaction, it's inefficient. They express the need to track student progress more easily than asking about it.
Instructors find documenting and managing personalized learning challenging. While using a physical notebook fosters direct interaction, it's inefficient. They express the need to track student progress more easily than asking about it.
Instructors find documenting and managing personalized learning challenging. While using a physical notebook fosters direct interaction, it's inefficient. They express the need to track student progress more easily than asking about it.
Challenge
We aim to enhance progress tracking in a way that's consistent and transparent for both students and teachers at CoB, while still prioritizing the effective 1-1 interaction that's currently in place.
Need
Instructors find documenting and managing personalized learning challenging. While using a physical notebook fosters direct interaction, it's inefficient. They express the need to track student progress more easily than asking about it.
Challenge
Challenge
Need
We aim to enhance progress tracking in a way that's consistent and transparent for both students and teachers at CoB, while still prioritizing the effective 1-1 interaction that's currently in place.
We aim to enhance progress tracking in a way that's consistent and transparent for both students and teachers at CoB, while still prioritizing the effective 1-1 interaction that's currently in place.
We aim to enhance progress tracking in a way that's consistent and transparent for both students and teachers at CoB, while still prioritizing the effective 1-1 interaction that's currently in place.
Need
There's a gap between the curriculum's aim of fostering student interests through PLPs and the reality where students often do homework or abandon personal projects during PLP time. Some students lack the internal drive for PLPs, so finding ways to support them is crucial.
Challenge
We see an opportunity to further encourage students to discover and explore their interests, especially during PLP time.
Need
[3]
[3]
[3]
How might we inspire students to discover their interests and empower them to explore them further through a PLP?
How might we inspire students to discover their interests and empower them to explore them further through a PLP?
Challenge
Challenge
There's a gap between the curriculum's aim of fostering student interests through PLPs and the reality where students often do homework or abandon personal projects during PLP time. Some students lack the internal drive for PLPs, so finding ways to support them is crucial.
There's a gap between the curriculum's aim of fostering student interests through PLPs and the reality where students often do homework or abandon personal projects during PLP time. Some students lack the internal drive for PLPs, so finding ways to support them is crucial.
There's a gap between the curriculum's aim of fostering student interests through PLPs and the reality where students often do homework or abandon personal projects during PLP time. Some students lack the internal drive for PLPs, so finding ways to support them is crucial.
Challenge
We see an opportunity to further encourage students to discover and explore their interests, especially during PLP time.
Need
Challenge
Need
We see an opportunity to further encourage students to discover and explore their interests, especially during PLP time.
We see an opportunity to further encourage students to discover and explore their interests, especially during PLP time.
Design Research Phase
Design Research Phase
Focus Group
7 Students
Contextual Inquiry
Interview and Artifact
Analysis with Principal
Design Probes
5 student probes
Subject Matter Expert Interview
10 stakeholders
Primary
Focus Group
7 Students
Contextual Inquiry
Interview and Artifact
Analysis with Principal
Design Probes
5 student probes
Subject Matter Expert Interview
10 stakeholders
Primary
Primary
Design Research Phase
Focus Group
7 Students
Contextual Inquiry
Interview and Artifact
Analysis with Principal
Design Probes
5 student probes
Subject Matter Expert Interview
10 stakeholders
Focus Group
7 Students
Contextual Inquiry
Interview and Artifact
Analysis with Principal
Design Probes
5 student probes
Subject Matter Expert Interview
10 stakeholders
Focus Group
7 Students
Contextual Inquiry
Interview and Artifact
Analysis with Principal
Design Probes
5 student probes
Subject Matter Expert Interview
10 stakeholders
Primary
Focus Group
7 Students
Contextual Inquiry
Interview and Artifact
Analysis with Principal
Design Probes
5 student probes
Subject Matter Expert Interview
10 stakeholders
Secondary
CoBHS HandBook
CoBHS Social Media
Blogs & Articles on Progressive Education
Secondary
Secondary
CoBHS HandBook
CoBHS Social Media
Blogs & Articles on Progressive Education
CoBHS HandBook
CoBHS Social Media
Blogs & Articles on Progressive Education
CoBHS HandBook
CoBHS Social Media
Blogs & Articles on Progressive Education
Secondary
Focus Group Data Collection
Focus Group Data Collection
We held a focus group with 7 students (4 seniors, 2 juniors, and 1 sophomore) to delve into workload management, goal setting, and PLP experiences, aiming to uncover pain points and sentiments regarding the learning environment at CoBHS,
Focus Group Data Collection
We held a focus group with 7 students (4 seniors, 2 juniors, and 1 sophomore) to delve into workload management, goal setting, and PLP experiences, aiming to uncover pain points and sentiments regarding the learning environment at CoBHS,
Additionally, to understand the instructors' perspectives, we decided to conduct an artifact analysis so that we could see examples of student work and a contextual inquiry with Randy, the head of school.
Additionally, to understand the instructors' perspectives, we decided to conduct an artifact analysis so that we could see examples of student work and a contextual inquiry with Randy, the head of school.
Synthesis
Synthesis
Focus Group
7 Students
Contextual Inquiry
Interview and Artifact
Analysis with Principal
Design Probes
5 student probes
Subject Matter Expert Interview
10 stakeholders
Miro Sythesis
Miro Sythesis
Miro Synthesis
Design Research Phase
Affinity Diagram - Contextual Inquiry
Affinity Diagram - Contextual Inquiry
Affinity Diagram - Contextual Inquiry
Synthesis Model
Synthesis Model
Synthesis Model
Affinity Diagram - Focus Group
Affinity Diagram - Focus Group
Affinity Diagram - Focus Group
Solutions
Solutions
Focus Group
7 Students
Contextual Inquiry
Interview and Artifact
Analysis with Principal
Design Probes
5 student probes
Subject Matter Expert Interview
10 stakeholders
Rapid Ideation
Guided by the insights from our research, we engaged in rapid ideation to brainstorm possible solutions for each of our 4 Opportunity Statements.
Rapid Ideation
Rapid Ideation
Solutions
Guided by the insights from our research, we engaged in rapid ideation to brainstorm possible solutions for each of our 4 Opportunity Statements.
Guided by the insights from our research, we engaged in rapid ideation to brainstorm possible solutions for each of our 4 Opportunity Statements.
Guided by the insights from our research, we engaged in rapid ideation to brainstorm possible solutions for each of our 4 Opportunity Statements.
Rapid Ideation
To rapidly test our ideas and determine if they’re beneficial additions to the CoBHS learning environment, we conducted storyboard speed dating with 4 small groups of students and teachers.
To rapidly test our ideas and determine if they’re beneficial additions to the CoBHS learning environment, we conducted storyboard speed dating with 4 small groups of students and teachers.
Following the Speed Dating Session feedback, we opted for a blend of a personalized goal-setting platform and a check-in widget.
Following the Speed Dating Session feedback, we opted for a blend of a personalized goal-setting platform and a check-in widget.
Affinity Diagram - Contextual Inquiry
Learner Experience Map
Initial Wireframing
Heysu Oh
Heysu Oh
Last Updated : Nov 2024
Last Updated : Nov 2024
Heysu Oh
Last Updated : Nov 2024