Recap
Conceptual Product Design
The outcome consists of an instructional framework, recommendations, a student-focused app, and teaching tool.
The client was the Ministry of Education, Govt. of India and AMMACHI Labs at Amrita University.
- An instructional framework and recommendations
- A teaching tool
- Quantitative and qualitative research
- Instructional design
- Product design
Only access to students and teachers was through the survey circulated within their cohorts.
Repository of templates
Templates are categorized based on:
1. learning material structures that meet specific learning goals,
2. the cognitive stages learners engage in to learn any concept, and
3. learner-driven strategies to help students regulate their own learning.
Comprehensive filtering based on pedagogical theories
The filtering system allows educators to build combinations of learning stages and approaches.
Platform guide
To help users navigate the platform, discover new functionalities, and get tips on how to leverage the platform to build teaching materials.
Course creation
Helps educators build a course with modules and their sub-sections. They can use pre-existing templates from the repository.
01. Instructional Framework
The instructional framework focuses on helping students apply depth of skill to a progressively widening scope of situations, gain new competencies, build relationships, and assume new roles.
02. Dissemination of knowledge for interdisciplinary applicability
To thrive in the current work landscape, students need to apply their content-based knowledge in different situations. This section provides prompts on how current knowledge-based curriculums can be disseminated to highlight interdisciplinary application of concepts, methods, and tools.
03. Prompt metacognitive practices in students
This section provides instructional design prompts to help students take ownership of their learning journeys, practice reflection, and build a growth mindset.
This will encourage them to strive, and learn how to adapt their learning and behaviour based on their goals.
While this was the research framework I used as a template, the actual process required tweaking and redirecting to fit changing requirements.
1. how we learn,
2. design of e-learning experiences,
3. theoretical constructs of instructional design and skill education pedagogy, and
4. the needs and pain points of teachers and students.
This involved the creation of a two separate questionnaires for teachers and students respectively, with multiple areas of focus that inform my personal line of enquiry within the project's scope.
Survey focus areas: general education
creating the survey questionnaires
As a cohort, we could only send out 2 surveys (one for students, one for teachers). So, we first created individual questionnaires from our personal inquiries.
The questions were then transferred onto miro, where through a process of affinity mapping, relevant questions were clubbed and edited to create the survey questions.
This involved the creation of three separate interview protocols for:
1. skill education teachers,
2. head of departments / administrators / principals and
3. curriculum designers (as part of NGOs) within this domain.
Interview focus areas: vocational education
interview protocol
interview notes for insight generation
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research / insights
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The next step would be to flesh out the prototype and test it in focus groups from the same user pool used to conduct research.
Looking back, I would have spent some time testing my design decisions with a couple of usability sessions before finalizing the user flow. This would have helped me uncover hidden pain points and evaluate the relevance of how I prioritized different steps in the current flow.
