Archives for June 2021

June 16, 2021 - No Comments!

How to Run a Design Thinking Workshop for edTech Products

EdTech is in the middle of a major transitional moment, and the stakes for education have never been higher. 

To make matters even more complicated, we don't yet know the full impact the pandemic has had on both teachers and learners. From learning loss to the effects of social isolation, students may face an uphill battle in the classroom next year. 

Meanwhile, teachers' relationships to technology have changed. There's still so much more to learn about their professional needs and expectations when it comes to edTech.

Even as we're operating under plenty of unknowns for Fall 2021, product owners are anxious to address lessons from the pandemic. You want to move quickly, while schools and educational leaders are open to new, disruptive ideas about educational technology. 

Unfortunately, this pressure-cooker environment makes it difficult to innovate. But design thinking workshops can help you and your team change the way you think about the education vertical.

By creating a meaningful space to iterate, plan, and collaborate, these workshops align stakeholders across your team. Whether you'd like to develop new product features or establish more meaningful service processes, design thinking workshops lead to innovative solutions that will meet the challenges of this moment.

 

Collaborating with Stakeholders During the Workshop

Before you dive into the unique challenges and use cases of edTech personas, it's important to get the right people in the room and cultivate a sense of openness.

This likely means inviting a broad cross-section of stakeholders from your company to the design thinking workshop. Welcome representatives from sales, marketing, and content strategy to participate and share their perspectives. 

The broader your group is, the easier it will be to align every department on your goals for the product. Asking for up-down votes can be an easy way to get direction from stakeholders and find out what resonates early in the process.

Creating a relaxing, open atmosphere is also crucial. From a design perspective, open atmospheres allow team members to brainstorm and throw out ideas that might not work. But this sense of vulnerability can be important for addressing larger issues at the company, too.

For example, some teams have difficulty discussing equity, including diverse perspectives, or bringing in culturally relevant material to edTech products. By creating a welcoming, open atmosphere in your design thinking workshop, it will be easier to have these discussions and make diversity, equity, and inclusion a tangible part of your business or content plan.

How to Run a Design Thinking Workshop for edTech Teams

Unlike consumer products, edTech products have unique use cases and user dynamics. It's important to consider the needs of teachers and students from the very beginning of any design thinking workshop. 

With user research, market research, and other design and testing artifacts, you can create a shared baseline for your team to work from. Here's a few ideas to get you started:

  1. Consider your personas

edTech personas, including teachers, students, and administrators, have unique challenges in and out of the classroom. How will your product address or consider:

  • Equity and diversity
  • Families whose first language is not English
  • Issues around technology access and fluency
  • Classroom technology limitations

Hopefully your team has conducted initial user or market research on the areas that will impact your edTech product. The more your team understands your personas, the easier it will be to generate ideas for an edTech product that addresses the unique needs of your users.

 

  1. Incorporate results from user testing

Observing users "in the wild," whether that's an in-person or virtual classroom, is crucial to unlocking the features of your edTech product. 

Do teachers use your product on an iPad, or share it on a smartboard? Do they need to toggle between presentation and use modes? What other details are specific to the classrooms of your particular users?

By helping all the stakeholders on your team understand these details, you'll build a better product. You'll also create the potential for stronger marketing materials and customer support.

 

  1. Understand the nuances of edTech use cases

Provide your workshop team with a framework to guide their creativity. The more they understand how your product is used, the easier it will be to develop creative solutions during the workshop.

For example, imagine you're developing new features for a reading product. We already know there are many ways to teach reading during the school day. These modes include small group and whole-class instruction, individual reading time, and at-home reading assignments. How would your product support each of these different teaching modes?

By helping your team to imagine the full user journey within your product, they'll be able to identify solutions that help teachers and students throughout their day.

 

3 Variations on a Design Thinking Workshop

Any good design thinking workshop needs goals. But you might be surprised how versatile the outputs for your workshop could be. 

Maybe your desired output will be a new product idea. You may even get as far as building a rapid prototype of a specific feature! If you've invited the sales team, you could even develop a new sales approach in a breakout room.

By making time for happy accidents, you can stay open and receptive to different types of output. Even if the end result is a little "messier," you might hit on something that meets your teams' goals in an unexpected, even innovative, way.

Here are three examples of workshops with different high-level goals and outputs. Which workshop model might fit your team's needs?

 

Workshop #1: Developing a new feature

High-level goal: Solving a specific problem, like developing a brand new feature for an existing product, or integrating social features into a digital learning tool. 

Potential Output: A feature set, rapid prototype, or flow chart.

By the end of a design thinking workshop with a narrow goal, you'll wind up with a great idea for your product. But don't be surprised if team members come up with additional solutions that add value. 

Stay open and encourage all team members to listen closely. You'll want to capture every solution and creative idea you hear, even if it doesn't address the goal of the workshop directly. You can always come back to these ideas later.

 

Workshop #2: Dreaming up a new product

High-level goal: Transforming existing source material, like a print math curriculum, into a digital product that engages students.

Output: A new sales or service design that helps your team organize around your new product and the resulting relationships to your customers. For example, how will your sales team engage differently with school leaders to promote this product? 

This type of output will likely raise larger questions, too. Do you have the ability to change your vision for sales internally? Or do you need to work with an outside organization for additional support as you transition to a new sales model?

 

Workshop #3: Seizing a market opportunity 

High-level goal: Address how the shift from leveled reading to decoding reading will affect your company's goals for the future.

Output: Undetermined. For this kind of design thinking workshop, you'll likely go into the meeting without a specific output in mind. 

It's best to stay open to all the solutions you hear throughout the day, whether that's designing a new product or pulling an old one off the shelf. You might even need to queue up another design thinking workshop!

Whether you're brainstorming ways to fill a gap in the market or developing specific features, design thinking workshops are versatile enough to help you make progress on a variety of product- and business-related goals.

In order to stay relevant to the teachers and learners who depend on your products, keep making time for creative touchpoints with your team. We'll continue to see massive changes in edTech, and design thinking workshops can help you respond to those shifts. You might even be able to stay ahead of them!

Now's the time to integrate design thinking workshops systematically into your workflow. Contact us to learn more about holding a workshop at your company!

June 10, 2021 - No Comments!

Translating Teacher Suggestions into edTech Product Features

When you work in a specialized industry like edTech, you get comfortable with the lingo. Product owners and UX designers use terms like "adaptive" or "responsive" all the time, for example—and we know what we mean. (Products that use analytics or AI to respond to student activity, for starters.)

But when teachers use the term "adaptive" or "personalized" to describe edTech product features, they can often mean something quite different. Since there's no official Teacher-to-edTech Product Owner Dictionary (not yet, anyway!), it can be difficult to understand what teachers really want. 

Even if you've held incredible feedback sessions, misunderstandings can lead to lost time designing around real user challenges and other frustrations.

In order to make the most use out of your user testing, research, and feedback, here are three common responses we hear in conversations with users—and how you can translate them into product features teachers will actually want to use for their in-person and virtual classrooms.

When Grouping Features and Manual Updates Cause User Frustration

What a teacher says: "It's really frustrating to have to update my virtual class list or create groups manually."

What a product owner or designer might hear: "In order to do this, I'd have to re-evaluate the entire permissions system within our product, or re-consider how our rostering system is structured within the app."

What the teacher most likely means: "Automated grouping or classroom management features help me save time. If I can save the group I used last week, I don't have to spend as much time on tech set-up."

How to address the concern: If you're hearing these kinds of comments, take a step back. Boil the comment down to the specific problem, so you can work a solution out with your development team. 

This might even mean setting aside a proposed solution from a user, like, "I want grouping to happen automatically." Your user might actually be requesting something happen "automatically" because they want to save time. 

Once you understand the nature of your users' problems, you'll likely be able to come up with a time-saving solution that works. (And that won't require a massive overhaul on the back end.)

What Teachers Really Mean By "Differentiate"

What a teacher says: "I want something that differentiates for me." 

What a product owner or designer might hear: "We should work on our product's accessibility. Maybe in the next phase, we could roll out audio features or voice recognition."

What the teacher most likely means: "I wish this product could address content sequencing by finding the appropriate level of difficulty for each of my students." 

How to address the concern: Ensuring that your product uses voice recognition and other inclusive technology whenever possible is important. In fact, we always recommend building digital tools with accessibility in mind.

In a pedagogical context, however, to "differentiate" means to tailor instruction to meet individual needs. Teachers do this in the classroom all the time by grouping students, providing additional individual support, giving visual guides, revisiting topics, or trying different teaching modalities.

Differentiation is certainly related to student accessibility and personalized learning. But teachers who make comments about differentiation are most likely thinking about digital tools that use AI to adapt to a learners' needs. That could look like a content sequence that changes based on students' in-app performance or an additional content review based on student progress.

When a digital tool "differentiates" content for individual learners, teachers have more time to focus on classroom instruction. Your digital tool has an opportunity to help busy teachers work more efficiently and effectively.

How to Interpret Teacher Requests for Automation

What a teacher says: "I hate having to sort through all my students to find out who finished an assignment and who hasn't."

What a product owner or designer might hear: "That sounds frustrating, but fixing this issue could mean re-designing our existing platform to provide up-to-date notifications. There will be major implications for the entire site!"

What the teacher most likely means: "I want to eliminate extra administrative work, like emailing students or checking in with parents when assignments are missing." 

How to address the concern: For teachers, reporting features are often not just about student performance but in-app usage. Are students using the tool at home? Have they completed all their assignments?

When you understand what teachers really want from reporting features, it's easier to set up the back end in order to prioritize real-time updates. Teacher-facing products can easily integrate code or AI to make teachers' lives easier. 

In order to automatically send reminders to students with missing assignments, for example, first work with your developers to create an analytics feature that updates in real time. User research can help your team determine when teachers would find notifications most useful, or when they might be overwhelming. Once you've come up with a solution, rapid prototype testing ensures that your new feature aligns with what teachers need. Have you accurately addressed their concerns?

No matter what type of user feedback you collect, user testing always reveals whether you've accurately translated teacher suggestions into useful edTech product features.  

Over the past year, teachers have come to expect more than ever from edTech products. Now that they understand edTech products can "differentiate" student content in real time or perform other high-level tasks, they'll express these needs in user interviews. 

They just might not use the same terms as edTech designers. They might even express an idea for a solution that sounds complicated on the surface—but that points to a problem that can be solved simply.

The more we all work to understand the shifting needs and user dynamics of teachers, the easier it will be to translate their generous comments, suggestions, and feedback on our products into the features they really want.

Are you still parsing through teacher feedback in order to roll out new features for your learning tool? Drop us a line and tell us how we can help!