User stories
User stories play a crucial role in developing digital tools for education. It is a set template that describes the needs for a particular functionality. For example:
"As a student, I want to be able to easily store and view my homework on my tablet so that I can always access my assignments, even if I don't have a hard copy with me."
Through these descriptions, we gain insight into how the needs for the technical features and how they are experienced by the user (a learner in this example). Through these glasses, we looked at ZRL (Self-Regulated Learning) and how teachers and learners (can) deal with it in a structural way. We collected a number of validated and non-validated examples and plotted them on Zimmerman's ZRL framework. This provides a focused and didactic approach to deploying technical features in practice.
This was done using an innovative platform that 10 schools got to work with. The user stories in grey are meant to reflect and encourage co-creation. Finally, we collaborated with 5 existing EdTech companies to test ideas. On 17/02, these user stories will be discussed and we expect feedback from education professionals.
All the user stories are build on the idea that they could be connected to learning activities or groups of learning activities. These learning activities can refer to both digital and fysical tasks that students can do. They help to manage Self Regulated Learning and to visualise the students progress with the data they generate. Each user story is definde by two angeled brackets like this <name user story>.
Below are some examples of the user stories we mapped on Zimmermans framework. If you are interested in these user stories you can obtain them by simply sending your request to mark.willems@g-o.be.
You will also find a referance to the 4 main challenges (Library of patterns) in the user stories below:
Within this framework, we will also refer to the 4 main challenges we cited in output 3 through the numbering below:
#Task_understanding
#Vague_goals
#Poor _trategy_use
#self-assessment
USER STORIES
Forethought phase (Zimmerman)
Student:
As a learner, I can find a learning objective (in language I can understand) for each learning activity so I can track my progress and understand the purpose of the activity, which will help me stay motivated and focused on my learning goals.
Teacher:
As a teacher, I can link a learning goal to learning activities so I can ensure that the students understand the purpose of each activity and can see how it connects to the overall learning objectives, helping them stay focused and motivated in their studies.
Student:
<Weekly Goals>
As a learner, I can use the <Weekly Goal> feature to set personal learning goals for the week, with the help of suggested keywords or incomplete sentences. This will help me to focus on what I want to achieve and provide direction for my learning. Throughout the week, I can review my progress and adapt my goals to the circumstances, ensuring that I continue to make meaningful progress towards my educational objectives.
Teacher:
As a teacher, I can use <Weekly Goal> to help students set meaningful learning goals. The suggested keywords or half sentences help guide them in identifying areas where they need to improve or explore further. Throughout the week, I can monitor progress and offer feedback.
Student:
As a learner, I can decide whether I want to work A.independently, B.coached or C. on the basis of instruction for an activity group or a single activity, so I can choose the learning method that suits my individual needs and preferences and achieve my educational goals effectively.
Teacher:
As a teacher, I can consult my learner's assessment data in a clear manner so that I can tailor my class organisation & efforts to the students choises on A, B & C. I can also customise what A. B & C means in my classroom so I can create my own learning design
Student:
As a learner, I can decide whether I want to work A.independently, B.coached or C. on the basis of instruction for an activity group or a single activity, so I can choose the learning method that suits my individual needs and preferences and achieve my educational goals effectively.
Teacher:
As a teacher, I can consult my learner's assessment data in a clear manner so that I can tailor my class organisation & efforts to the students choises on A, B & C. I can also customise what A. B & C means in my classroom so I can create my own learning design
<task understanding>
#Task_understanding
#Task_understanding
Student:
As a learner, I can use a slide-bar that indicates my understanding of a learning task, with the option to specify areas that I don't understand. So that this will help me to assess my understanding and identify areas where I need more support or clarification.
Teacher
As a teacher, I want to be able to prompt my students with a question that asks for their level of understanding of a learning activity or task, with the option to specify areas that they don't understand. This will help me to support my students comprehension and identify areas where they may need more guidance, so that I can tailor my instruction and feedback to better meet their needs and facilitate their learning. Additionally, this feature will enable me to provide targeted support to individual students or groups of students who may be struggling with particular aspects of the task, thereby improving overall learning outcomes for my class.
Story of Toby and Carla
<personal interests>
Student:
As a learner, I can mark any learning topics with an interest level so that I can increase my awareness of my interests and use this information to guide my educational choices.
Teacher:
As an educator, I can view my students' marked interests and interest levels for various learning topics to better understand their motivations and strengths. This information can be used to personalize learning experiences, assign projects and activities that align with their interests, and provide tailored feedback and support.
Performance phase (Zimmerman)
<check Off>
Student:
As a learner, I can check off every digital and non digital learning activity so i can monitor my progress and motivate myself.
Teacher:
As a teacher, I can monitor the completion of the learner's learning process quickly and visually so that I can coach the learners in a informed and efficient manner.
!! The next user story overules this one but is more but it is more comprehensive and expensive to implement. >>>
<kanban plan>
Student:
As a student, I can drag and drop learning activities on a kanban board with categories such as "To Do", "In Progress", "Completed", and "Stuck". The "Stuck" category allows me to identify when I need help with a specific activity and easily communicate my needs to my teacher. This helps me overcome roadblocks and stay focused on my learning goals, while also giving my teacher visibility into areas where I may need additional support.
Teacher:
As a teacher, I can view my students' kanban boards and see when a student has placed an activity in the "Stuck" category. This provides an opportunity for me to offer support and guidance, helping the student overcome any obstacles and move forward in their learning journey. The kanban board allows me to see the students' progress at a glance and respond to their needs in a timely manner, ensuring that they stay engaged and motivated in their studies.
<peer help>
Student:
As a learner, I can see who is strong in a learning activity that I have difficulty with so that I can easily ask other learners for help exactly where I'm struggling.
Teacher
As a teacher, I can see which students are seeking help from their peers for a specific learning activity, allowing me to provide targeted support and guidance in facilitating peer-to-peer interactions. I can also monitor the effectiveness of these interactions and adjust my teaching approach as necessary.
Student:
As a student, I can tag learning activities with effective strategies to improve my learning. By browsing or creating strategies, I can select the best one for each task, making it easier to recall and apply in the future. So I can enhance my learning efficiency and effectiveness.
Teacher:
As a teacher, I can see the strategies students use for each learning activity, providing valuable insight into their learning processes and styles. This information can help me tailor my teaching approach to better meet the students' needs and provide targeted support and guidance. By encouraging students to tag their activities with strategies, I can help them develop a more structured and effective learning process, leading to more successful outcomes.
REFLECTION phase (Zimmerman)
student:
As a learner, I evaluate the extent to which I have achieved the learning objectives according to the criteria set by the teacher, in order to activate my own metacognitive abilities.
Teacher:
As a teacher I can compare the difference between my (learning goal linked) evaluation and the learner's evaluation. I can interpret this difference so that I can, if necessary, use it to coach the learner's metacognitive accuracy.
<feed>
#self-assessment
#self-assessment
Student:
As a learner, I can access my teacher's feedback, feedup & feed forward, specifically linked to my learning goals for each activity, giving me valuable insight into my learning. By having goal-specific feedback, I can better understand my strengths and weaknesses and adjust my learning strategies to better achieve my goals.
Teacher:
As a teacher, I can provide goal-specific feedback to my students, allowing them to make meaningful improvements to their learning. By linking feedback to specific learning goals, I can provide targeted and impactful guidance that will help my students succeed. So I can support their learning and growth in a more effective and efficient manner.