Classroom processbook

Tabitha Smith | Tai Geng | Megan Li | Enk Munkh-Erdene

C L A S S R O O MAn Online Education Experience

UX Capstone | Fall 2014

“How can we effectively collaborate and share with each other using the Cloud in 2020?”

PROJECT BRIEF

ONLINE EDUCATION | Introduction

“Online courses are those in which at least 80 percent of the course content is delivered online” Allen, E., & Seaman, J. (2012).

PROBLEM STATEMENT

There is a lack of community with current online classes. For students this leads to higher burnout rates, feelings of increased workload and class difficulty. The current programs tend to not be intuitive to use. This means it is difficult for students to get full use of a site. There are motivation issues with current online class-es. The current format works well only for people who already have effective time management skills and are able to self motivate.

CHALLENGE

TARGET AUDIENCE

The target audience are students, specifically college students, and instructors. Those who are exploring ways to engage in an academic environment that is intuitive, social, and motivating.

CONSIDERATIONS

Online education and technology are on the rise. Considering Cloud 2020, how do we create a online education interaction, with a vision of what future technology will be like, for students and instructors to use, share, and collaborate. Also need to consider what actually works in a traditional classroom setting and bringing the pros of it into the online education experience.

“Learners and instructors participating in an online course need a platform that is intuitive,

social, and motivating.”

S T U D E N T R E S E A R C H

COMPETITOR ANALYSIS | Student

We explored sites and functions students use to help their needs to succeed in an online education environment.

Khan Academy

Coursera

Not for profit organisation

Available to anybody free of charge

interactive challenges, assessments and videos

Visibility to teachers of how students are performing

Supplementary homework to classes

Gamification aspect of making students want to do more

For profit

College Level Courses

Blended Learning Approach

Code Academy

Non Profit

Programming courses only

Completely online

Udacity

For Profit

Tech focused classes

Assisted Learning

PRIMARY RESEARCH | Survey Monkey

For our primary research we created a ten question survey using Survey Monkey. We then emailed a link to WWU professors currently teaching an online class and asked them to forward our survey to their students.

Our average responder was a 25 year old female who enjoys working from home on her own schedule. However, she dislikes that her online classes lack interaction and a sense of community.

SECONDARY RESEARCH | Articles

For our secondary research we read empirical research articles about online classes. From this we found that a sense of community is very important for learning to be effective. Without it, students are highly likely to drop out, feel as if they aren’t learning, feel like they have a higher workload, have increased levels of stress, and are less likely to do well in their classes.

A sense of community is defined as “a feeling that members have of belonging, a feeling that members matter to one another and to the group, and a shared faith that members’ needs will be met through their commitment to be together (McMillan & Chavis, 1986).”

Students in online classes require clear unambiguous instructions, learn best with student group mediated learning, and require quick tech support. They also don’t feel supported, have time management problems, and have issues with motivation.

PRIMARY PERSONA | Samantha

Location: Bellingham, WAAge: 21Income: 10KEmployer: REI part-timeUniversity: WWU

Demographics

Background

Second year at WWUWorks to help pay for school2 online classes a quarterLikes to socialize

Flexible Schedule

Student Interaction

Clear instructions

Feel SupportedSense of community

Connect with other students

Study Groups

Needs

User Scenario

1. Find 3 people who have compatible schedules

2. Plan when to meet

3. Discover, can’t meet in person

4. Suggest Skype or Google Hangout

5. Not everyone has Skype or Google Hangout

6. Have to explain how to set up

7. Finally get everyone ready for meeting

8. Plan project and other meetings

9. More meetings

10. Finish project

MOODBOARD | Samantha

I N S T R U C T O R R E S E A R C H

COMPETITOR ANALYSIS | Instructor

We explored sites and functions instructors use to help their needs to create an online teaching environment.

Coursesites

University of Phoenix

Instructors setting up weekly planner for students in individual modules

Easy to navigate control panel on the side

No boundaries, diverse student popula-tion for instructors for a guaranteed rich environment

Flexibility, prepare coursework anytime, day or night

Increase online proficiency, sharpen important communication skills

Better the world, impacting students in a positive way

Canvas

Discussion board to post comments and reply

Less interaction where the instructors can know the students on a personal level

PRIMARY RESEARCH | Interviews

We interviewed instructors from local to international about their view on online edu-cation. We asked them five frequently asked questions as well as later adding on some questions on their view on technology and the future in online education.

From our questions we found that teachers like online classes because they can reach a wide range of students, it is easy to track participation and grade students, student par-ticipation tends to be equal, students generate time and experience, and resources get updated quicker than physical textbooks.

However, professors didn’t like online classes because the preparation is time consuming, the lack of face-to-face interaction, the quality of assessment, content, and deliverables can be lower than traditional classes, and it is easy for students to fail if they aren’t moti-vated.

1. What differences are there between online class as opposed to a traditional in-class setting?

2. What are the advantages and disadvantages between online interaction than in-class interaction?

3. How do you feel about the training and preparation time needed for online classes?

4. What was your attitude towards teaching online before and after?

5. What new skills and knowledge have you developed from teaching online?

Western Washington University

Laura Overstreet | Sociology Martin Granier | Computer Science

Kathleen Kuba | Anthropology

Brad Howard | Journalism

Main Platform: CanvasPreviously: Blackboard

Journalism College in Mongolia

Oyungerel Avirmed | Journalism

Main Platform: CoursesitesPreviously: Yahoo! Messenger, Skype

PRIMARY RESEARCH | Future in Online Education and Technology

In addition to our frequently asked questions, we asked some questions of their view on future technology and online education.

Online Skill based Less geographically located

Blended learning

Technology

Increased storage

Closed captions

Mobile friendly

User friendly

Language modification

SECONDARY RESEARCH | Articles

Our secondary research found that professors enjoy online classes because digital re-sources can be reused between classes, they enjoy online discussion groups because then all students must participate, it is easier for professors to send information to stu-dents, and they have access to a vast amount of information.

However, they didn’t like that online classes sometimes requires additional training and development, their instruction training is focused on “hand-to-hand” training, and they must constantly adapt to technological changes.

SECONDARY PERSONA | Jennifer

Age: 48Location: Houston, TexasOccupation: Associate Professor of Marketing at University of TexasSalary: $70,000/yearEducation: B.A., University of Oregon, M.S., Carnegie-Mellon University, PhD, Northwestern University

Demographics

Background

On weekends, Jennifer likes to relax by spending time with her husband and three children, reading a novel, and walking at nearby parks. On occasion, she will find time to give back to the community by going to food banks, schools, and shelters.

User Scenario

Jennifer has decided to introduce an online class into her curriculum.

CHALLENGES

Latest trends in technologySimple yet effective platform

WORRIES

Lack of interaction will affect studentsToo many complicated platforms

MOODBOARD | Jennifer

C O N C E P T D E V E L O P M E N T

WORD LIST

Social Intuitive

Motivating

Simple

Easy

Navigate

Limited

Structured

Clean

Inviting

Effective

Productive

Professors

Engaging

Welcoming

Satisfaction

Teaching

Learning

Collaboration

Fun

Positive

Resources

Flexible

Knowledge

Community

Helpful

Confidence

MOODBOARD & INSPIRATIONS

IDEATION | Sketches

CONCEPT 1 | Website

CONCEPT 2 | Virtual Classroom

CONCEPT 3 | Desktop Widget

CONCEPT 4 | Gamification

USER FLOW | Student STUDENT

LOGIN

LANDINGPAGE

INBOXCOURSEPROFILE

VIRTUALCLASSROOM

LECTURE/DISCUSSIONCLASSROOM

VIRTUALCLASSROOM

(SELF SETTING)

ASSIGNMENTS

STUDYCARDS

DOCS

GRADES

TIMER

DOCS GRADES

ASSIGNMENTS

NAVBUTTON

PROFILEBUTTON

USER FLOW | InstructorTEACHER

LOGIN

LANDINGPAGE

INBOXCOURSEPROFILE

VIRTUALCLASSROOM

LECTURE/DISCUSSIONCLASSROOM

VIRTUALCLASSROOM

(SELF SETTING)

ASSIGNMENTS

STUDYCARDS

DOCS

GRADES

STUDENTS

DOCS GRADES

ASSIGNMENTS

NAVBUTTON

PROFILEBUTTON

WIREFRAMES | Brainstorm

WIREFRAMES | Sketches

WIREFRAMES | Sketches

PSY 210

CHEM302

ID 460

DSGN211

DOCUMENT CALENDAR STUDYCARD GRADES

JORDANSTERANKAJORDANSTERANKA

PSY 210

CHEM302

ID 460

DSGN211

09/25 12/11

PSY 210

CHEM302

ID 460

DSGN211


STERANKAID460

CALENDAR STUDYCARD GRADESDOCUMENTCLASSROOM CHAT

DOCUMENTS

USER EXPERIENCE CAPSTONEPROFESSOR KING

JORDANSTERANKA

PSY 210

CHEM302

ID 460

DSGN211

09/25 12/11

PSY 210

CHEM302

ID 460

DSGN211



PSY 210

CHEM302

ID 460

DSGN211

09/25 12/11

PSY 210

CHEM302

ID 460

DSGN211


STERANKAID460

CALENDAR STUDYCARD GRADESDOCUMENTCLASSROOM CHAT

DOCUMENTS

USER EXPERIENCE CAPSTONEPROFESSOR KING

PSY 210

CHEM302

ID 460

DSGN211



PSY 210

CHEM302

ID 460

DSGN211

09/25 12/11

PSY 210

CHEM302

ID 460

DSGN211


STERANKA

WIREFRAMES | Final

CINDY LOUIE

INDUSTRIAL DESIGN 460 | Jason Morris

COMPUTER SCIENCE 103 | Richard Navas

DESIGN 397 | Brittany Schade

ASSIGNMENT 6

Due Thursday,11/20

WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11



CLASSROOMnavigation pro�le

CINDY LOUIE

INDUSTRIAL DESIGN 460 | Jason Morris


DESIGN 397 | Brittany Schade

ASSIGNMENT 6

Due Thursday,11/20




CLASSROOMnavigation pro�le

3

inbox timer virtualclassroom

assign-ments

documents grades

INDUSTRIALDESIGN 460Jason Morris

COMPUTERSCIENCE 103

Richard Navas

DESIGN 397Brittany Schade

WIREFRAMES | Final

CLASSROOM

Virtual Classroom

Study Cards

Navigation Pro�le

Assignments

Documents

Grades


ANNOUNCEMENTS

THIS WEEK

TO DO

SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

Project Three due date has changed! Check the Assignments page.

Finish Assignment 6 Contact group members about Project Three

Assignment 6 DUE

Lecture Today

2:00pm

Lecture Today

2:00pm

add to do

COMPUTER SCIENCE 103Richard Navas

QUESTION

ANSWER

COMMENTTYPE MESSAGE HERE

Student One

Student Two

Question

Answer

CLASSROOMcreategroup

log out navigation pro�le

WIREFRAMES | Final

CLASSROOM

ENDLECTURE BREAK

Student One

Question

Student Two

AnswerTYPE MESSAGE HERE

DESIGN COMPOSITION 1


JohnCLASSROOM

© 2014 CLASSROOM

ID460 J. MORRIS

CSCI103 R. NAVAS

ID460 J. MORRIS

CLASSES

Week 1 Week 13

Week 1 Week 13

Week 1 Week 13

Assignment 6Due Thursday 11/20/2014

CSCI103 R. NAVAS

CSCI103 R. NAVASDSGN397 B. SCHADE

PSY 210

CHEM302

ID 460

INBOX TIMER VIRTUAL ASSIGN DOCS GRADESCLASS

JohnCLASSROOM

© 2014 CLASSROOM

COMPUTER SCIENCE 103RICHARD NAVAS

ANNOUNCEMENTS

Project Three due date has changed! Check the Assignments page.!

Project Two not turned in! Check the Assignments page.!

Homework 5 turned in! Check the Grades page.

THIS WEEK

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

Lecture Day2:00 PM

Lecture Day2:00 PM

Assignment 6DUE

Team Meeting4:30 PM

Team Meeting5:30 PM

ID460CSCI103TO DO

Finish Assignment 6Contact group members for Project 3Add To Do

JohnCLASSROOM

© 2014 CLASSROOM

ID460 J. MORRIS

CSCI103 R. NAVAS

ID460 J. MORRIS

CLASSES

Week 1 Week 13

Week 1 Week 13

Week 1 Week 13

Assignment 6Due Thursday 11/20/2014

CSCI103 R. NAVAS

CSCI103 R. NAVASDSGN397 B. SCHADE

! ! !

! ! !

!! !


JohnCLASSROOM

5/52/5

© 2014 CLASSROOM

PROFESSOR NAVASCSCI 103

QuestionAnswerComment

Start Typing...


JohnCLASSROOM

5/52/5

© 2014 CLASSROOM

QuestionAnswerCommentType Message Here...


BREAK

END

Josh: I feel like he’s going to call on me, what’s the answer to question 6?Karli: Maybe you should read the book Josh.

KARLI ERIKKSON

TAYLOR BARON

LIN CHEN

GORDON HARRIS

JOSH SWAREVSKI

KATHRYN NELSON

MIKHAIL ROSCKA

TRINA TENORS

Mikhail: It’s B Josh, I got you.


PSY 210

09/22 10/31

Lecture Assignment Quiz

C L A S S R O O M P R O F I L E

M A D I S O N C A M P B E L L

N A V I G A T I O N

DSGN 397

ID 460

P S Y 2 1 0I R A H Y M A N

D S G N 3 9 7B R I T T A N Y S C H A D E

I D 4 6 0J A S O N M O R R I S

I N B O X T I M E R V I R T U A LC L A S S

A S S I G NM E N T S

D O C S G R A D E S

3

C L A S S R O O M P R O F I L EN A V I G A T I O N

I D 4 6 0 | J A S O N M O R R I S

A N N O U N C E M E N T S

T H I S W E E K

T O D O

S U N D A Y M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y S A T U R D A Y

Visual + Interaction Design

U s e r Interface Lecture

Finish visual + interaction design concepts

Contact group membersabout project

Hometowns for UX project press release

Interactions article to read outside of class

Design, Wireframe and Prototype Tools for UX Teams

V I R T U A LC L A S S

A S S I G NM E N T S

D O C S

G R A D E S

Add To Do

F L A S HC A R D S

PSY 210

09/22 10/31

Lecture Assignment Quiz

C L A S S R O O M P R O F I L E


N A V I G A T I O N

DSGN 397

ID 460


C L A S S R O O M P R O F I L EN A V I G A T I O NC R E A T E G R O U P

L E A V E L E C T U R E

T Y P E M E S S A G E H E R E . . .Q U E S T I O N

C O M M E N T

Dale: Lack of exercise

Janice: What about alcohol?

D O U G S T A I G E R

C O R O N A R Y H E A R T D I S E A S E

R i s k F a c t o r s :

H y p e r t e n s i o n A g e G e n d e r S t r e s s / P e r s o n a l i t y

A N S W E R

C L A S S R O O M P R O F I L EN A V I G A T I O N

T Y P E M E S S A G E H E R E . . .

Dale: Lack of exercise


B R E A KE N D

L E C T U R E


R i s k F a c t o r s :


F I N A L D E S I G N

FINAL DESIGN | Branding

C L A S S R O O M

R: 108 G: 181 B:84#66be59

R: 90 G: 91 B:90#5a5b5a

Montserrat Regular

Montserrat Bold

R: 198 G: 198 B:198#c6c6c6

We focused on a minimalist approach to the online education design.

We chose Montserrat as our main typeface. Montserrat was created off the inspiration of a traditional neighborhood of Buenos Aires. Urban development is starting to change the neighborhood that it will soon never return to its original form. This relates to education in some way where future development will change education, and online education that it may find a new route than reverting back to its original form of just a traditional classroom setting.

We experimented with the gray scale as well as choosing one color as emphasis. We chose green because green rep-resents calmness and success. Green also is associated with competence and functional products with a highly positive value. Viewing this color can be beneficial for creative performance and have a positive implication for experience during task engagement.

FINAL DESIGN | Landing

C L A S S R O O M


PSY 210 Due Tuesday11/20/14

Assignment 6

DSGN 397

CSCI 102Monday11/29/14

Lecture

IncompleteCase Study

FINAL DESIGN | Navigation

C L A S S R O O M


PSY 210 Due Tuesday11/20/14

Assignment 6

DSGN 397

CSCI 102Monday11/29/14

Lecture

IncompleteCase Study

P S Y 2 1 0I R A H Y M A N

C S C I 1 0 2M A R T I N G R A N I E R

D S G N 3 9 7B R I T T A N Y S C H A D E

I N B O X T I M E R V I R T U A LC L A S S R O O M

A S S I G N M E N T S D O C S

AG R A D E S

FINAL DESIGN | Course

A N N O U N C E M E N T S

T H I S W E E K

T O D O

S U N D A Y M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y S A T U R D A Y

Visual + Interaction Design

U s e r Interface Lecture

Finish visual + interaction design concepts

Contact group membersabout project

Hometowns for UX project press release

Interactions article to read outside of class

Design, Wireframe and Prototype Tools for UX Teams

C L A S S R O O M

A

I D 4 6 0 | J A S O N M O R R I S

Add To Do

T I M E R

+

FINAL DESIGN | Assignments

C L A S S R O O M

I D 4 6 0 | J A S O N M O R R I S

G r a d e s

Meeting Notes Due 10/2 49 / 50

Research Presentation Due 10/16 49 / 50

Initial Concepts Due 10/28 49 / 50

Concept Presentation Due 11/4 49 / 50

I D 4 6 0 | J A S O N M O R R I S

P s y 2 1 0 | To d d H a s k e l l

C S C I 1 0 2 | R i c h a r d V a r g a s

A s s i g n m e n t s

Meeting Notes

Research PresentationInitial Concepts

Concept Presentation

Lab 1

Lab 2Lab 3

Lab 4

Lab Introduction

Areas of the BrainThe Gestalt Principles

Areas of the Eye

Instructions SubmitInstructions Submit

Instructions Submit

Instructions Submit

Instructions Submit

Instructions Submit

Instructions Submit

Instructions Submit

Instructions Submit

Instructions Submit

Instructions Submit

Instructions Submit

Due 10/1

Due 10/1Due 10/1

Due 10/1

Due 10/1

Due 10/1Due 10/1

Due 10/1

Due 10/1

Due 10/1Due 10/1

Due 10/1

C L A S S R O O M

A

I D 4 6 0 | J A S O N M O R R I S

A s s i g n m e n t s

Meeting Notes

Research Presentation

Initial Concepts


Instructions Submit

Instructions Submit

Instructions Submit

Instructions Submit

Due 10/2

Due 10/16

Due 10/28

Due 11/4

FINAL DESIGN | Documents

C L A S S R O O M

I D 4 6 0 | J A S O N M O R R I S

G r a d e s





I D 4 6 0 | J A S O N M O R R I S



D o c u m e n t s

UX Introduction

The Disciplines of User Experience DesignElements of User Experience

Prelimary Research

Introduction to Computer Science

Basic Elements of HTML5Basic Elements of CSS3

Web Design Guid

Cognitive Psychology Introduction


How we See

C L A S S R O O M

A

I D 4 6 0 | J A S O N M O R R I S

D o c u m e n t s

UX Introduction

The Disciplines of User Experience Design

Elements of User Experience

Prelimary Research

FINAL DESIGN | Grades

C L A S S R O O M

I D 4 6 0 | J A S O N M O R R I S

G r a d e s





I D 4 6 0 | J A S O N M O R R I S



G r a d e s

Meeting Notes

Research PresentationInitial Concepts


Lab 1

Lab 2Lab 3

Lab 4

Lab Introduction


Areas of the Eye

Due 10/1

Due 10/1Due 10/1

Due 10/1

Due 10/1

Due 10/1Due 10/1

Due 10/1

Due 10/1

Due 10/1Due 10/1

Due 10/1

30 / 30

49 / 5029 / 30

49 / 50

10 / 10

10 / 1010 / 10

10 / 10

20 / 20

20 / 2020 / 20

20 / 20

C L A S S R O O M

A

I D 4 6 0 | J A S O N M O R R I S

G r a d e s





FINAL DESIGN | Student View

C L A S S R O O M


Dale : Lack of exercise




FINAL DESIGN | Instructor View

C L A S S R O O M


Dale : Lack of exercise


M A R T I N G R A N I E RC S C I 1 0 2

C L A S S R O O M

REFERENCES

Allen, E., & Seaman, J. (2012). Changing Course: Ten years of tracking online education in the United States. http://www.onlinelearningsurvey.com/re-ports/changingcourse.pdf

Daniels, H. L., & Moore, D. M. (2000). Interaction of cognitive style and learner control in a hypermedia environment. International Journal of Instructional Media, 27, 1-15.

Fontaine, G. (2002). Presence in “Teleland.” In K. E. Rudestam and J. Schoenholtz-Read (eds.), Handbook of Online Learning: Innovations in Higher Educa-tion and Corporate Training, 21-52. Thousand Oaks, Ca: Sage

Kearsley, G. (1997). A Guide to Online Education. Online: http://home.sprynet.com/~gkearsley/online.htm

Lim, D. H. (2002). Perceived differences between classroom and distance education: Seeking instructional strategies for learning application. International Journal of Educational Technology, 3.

Lim, D., Morris, M. L., & Kupritz, V. W. (2007). Online vs. Blended Learning: Differences in Instructional Outcomes and Learner Satisfaction. Journal Of Asynchronous Learning Networks, 11, 27-42.

McMillan, D. W, & Chavis, D. M. (1986). Sense of Community: A definition and theory. Journal of Community Psychology, 4, 6-23

Oh, E., & Lim, D. H. (2005). Cross relationships between cognitive styles and learner variables in online learning environment. Journal of Interactive Online Learning, 4, 53-66.

Relan, A., & Gillani, B. (1997). Web-based instruction and the traditional classroom: Similarities and differences. In B. Khan (ed), Web-based Instruction, 41-47

Rovai, A. P., & Jordan, H. M. (2004). Blended Learning and Sense of Community: A Comparative Analysis with Traditional and Fully Online Graduate Cours-es. International Review Of Research In Open And Distance Learning, 5

Russell, T. L. (1999). No Significant Difference Phenomenon

Sergiovanni, T. J. (1994). Building Community in Schools. New York: Jossey-Bass

Wentling, T., & Johnson, S. (1999). The design and development of an evaluation system for online instruction. In P. Kachinke, (ed.), Proceedings of the 1999 Academy Human Resource Development Annual Conference, 548-553. Washington, DC: Academy of HRD.

Classroom processbook

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