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MS2
3. Interviews
4. What–How–Why
5. Journey Maps
- Student Brigade (Brigadistas) — When an emergency happens on campus, wasting time on a phone call can be dangerous. We chose this because a dedicated app lets anyone report an incident instantly, helping brigadistas respond much faster when someone needs help.
- Campus Interactive App — Getting lost and not knowing where to eat or study is a huge pain for new students. Standard map apps don't show internal campus details, so a tailored interactive map saves freshies time and stress right from day one.
- Bartering / Marketplace — Course materials are overpriced and usually end up gathering dust in a drawer after just one semester. Social media groups for buying/selling are messy and unreliable, so students need a safe, organized space built specifically for their campus.
- Wellness Made Fun — Most mental health apps are boring and feel like reading a medical pamphlet, which is why people stop using them. We want to fix this by making daily self-care tools (like breathing exercises and gratitude) actually fun and effortless to use every day.
- Gaps in childhood learning processes — Although we are university students, learning starts in childhood. In our country, children and educators face inequalities in access to educational resources and tools, especially in rural areas. These inequalities can affect how learning processes are supported and followed, making it difficult for organizations and educators to provide consistent and effective support, which ultimately affects children’s education.
| # | Question Asked | Purpose |
|---|---|---|
| 1 | What program are you studying and how much time do you usually spend on campus each day? | Warm-up / Context: Build rapport and gauge how active they are on campus. |
| 2 | Have you ever witnessed or experienced an emergency or safety incident on campus? What happened? | Problem Understanding: Get concrete accounts of real past events instead of hypothetical answers. |
| 3 | If an emergency happened right now, who would you contact first and how? | Clarify Current Behavior: Identify their current mental model for reporting incidents. |
| 4 | What was the biggest delay or confusion you experienced (or would expect) when trying to get help? | Pains & Friction: Uncover specific pain points with the current phone/protocol system. |
| 5 | Is there anything else about feeling safe on campus that you think we should know? | Wrap-Up: Open-ended catch-all for unexpected insights. |
| # | Interview question | Purpose |
|---|---|---|
| 1 | When you first arrived at the university, how easy was it to move around campus? | To understand the participant’s initial experience navigating the campus and identify whether orientation was a problem from the beginning. |
| 2 | Can you remember a specific situation where you had trouble finding a place? | To obtain a concrete example of the problem and understand the circumstances in which navigation difficulties occur. |
| 3 | What do you normally do when you don't know where something is? | To identify the participant’s current strategies, tools, and workarounds for finding places on campus. |
| 4 | How does that affect you when you're going to class? | To understand the emotional and practical impact of navigation problems, such as stress, fear of being late, or leaving earlier than necessary. |
| 5 | Is finding buildings the only difficulty? | To explore whether the problem goes beyond locating buildings and includes finding rooms, entrances, bathrooms, printers, study areas, and other internal spaces. |
| 6 | What about places to study or eat? Was it easy to know what options were available? | To understand whether students also have difficulties discovering services and useful spaces, not only navigating to academic buildings. |
| 7 | How did you eventually discover those places? | To identify how students currently learn about campus resources and whether discovery depends on friends, exploration, or chance. |
| 8 | What tools or resources do you currently use to find places on campus, and what limitations do they have? | To evaluate the existing solutions and identify their limitations, helping reveal opportunities for an improved campus navigation tool. |
| 9 | What information would have been most useful during your first weeks? | To identify the participant’s needs and desired information, which can help define the main features and requirements of the proposed Campus Interactive App. |
| # | Question Asked | Purpose |
|---|---|---|
| 1 | Tell me about yourself. What are you studying, and what semester are you in? | Identify the participant and establish context on how much material burden their program typically has |
| 2 | How would you describe your overall experience getting materials (books, guides, equipment) for your courses? | Understand the user's mindset toward acquiring materials routine task vs. financial/logistical burden |
| 3 | Think back to the last time you had to buy materials for a class. How did you get them, and how much did it cost? | Ground the conversation in a specific, recent purchase experience |
| 4 | Where do you usually go to get your course materials? (bookstore, library, older students, online marketplaces) | Identify the current channels/sources used to acquire materials |
| 5 | What do you usually do with those materials once the course ends? | Validate waste/retention or verify if items actually sit unused or get thrown away |
| 6 | Have you ever tried buying, selling, or trading second-hand course materials using WhatsApp groups or social media? How was that experience? | Uncover pains in current informal alternatives (trust, search, organization) |
| 6.1 | If yes: What was the most frustrating part of that process? | Dig deeper into specific friction points (communication, logistics, no-shows) |
| 6.2 | If yes: Do you still use that channel? Why or why not? | Identify retention/churn in current informal solutions |
| 7 | What makes you hesitate when buying second-hand items from another student? | Clarify the trust factors needed for a peer-to-peer transaction to feel safe |
| 8 | Do you remember a time you bought (or almost bought) a used item that turned into a bad experience, a scam, a no-show, a damaged item? How did that make you feel? | Surface an emotionally charged pain point that reveals the real cost of a broken system |
| 9 | What's the most tedious or annoying part of trying to sell your own used materials? | Identify seller-side friction and opportunities for automation/usability improvements |
| 10 | If you wanted to sell something of yours right now, how would you go about it, step by step? | Understand the current seller journey/process in detail |
| 11 | Do you currently use any app or platform to buy/sell things with other students? | Identify current digital alternatives and competitors |
| 11.1 | If yes: Do you still use it? Why or why not? | Identify the pros and cons of the current digital alternative |
| 11.1.1 | If no longer used: What was the main reason or obstacle that made you stop? | Identify friction points and reasons for churn in existing solutions |
| 12 | If you could instantly fix one thing about buying or selling course materials, what would it be? | Identify the user's single most important pain point |
| 13 | Do you think the biggest obstacle to a good student marketplace is more about trust/security, or more about convenience and habits? | Determine whether the solution should focus on trust-building or on UX/behavioral convenience |
| # | Question Asked | Purpose |
|---|---|---|
| 1 | How do you usually handle stress or overload during busy weeks (e.g., midterms or finals)? | Warm-up / Context: Understand baseline coping mechanisms. |
| 2 | Have you ever tried using wellness or mental health apps? What made you start or stop using them? | Problem Understanding: Identify why current apps fail to retain users long-term. |
| 3 | Tell me about a small habit you actually manage to do daily. What makes that habit easy or fun to keep up? | Behavioral Insight: Learn what mechanics (gamification, simplicity, routine) drive daily habits. |
| 4 | When you feel overwhelmed, what prevents you from taking 5 minutes for yourself or reaching out for help? | Identify Friction/Barriers: Pinpoint logistical or psychological blockers to self-care. |
| 5 | If you needed professional support from the university, would you know where to go? Have you ever looked into it? | Clarify Gateway Aspect: Assess awareness and friction regarding official university mental health resources. |
| # | Question | Purpose |
|---|---|---|
| 1 | What is your current role, and how does your work relate to the children? | Warm-up / Context: Understand the person's role and their relationship with the children's staff. |
| 2 | What does a typical workday with the children look like for the staff? | Understanding: Understand how daily operations work. |
| 3 | What types of activities do you and the staff carry out with the children? | Context: Identify activities and dynamics involved in the learning process. |
| 4 | How do you and the staff track the children's learning progress? | Problem Understanding: Understand how progress is currently observed and recorded. |
| 5 | What information do you usually keep in mind for each child? | Information Needs: Identify key information considered relevant when working with the children. |
| 6 | How do the staff manage and organize this information internally? | Current Behavior: Understand how information is stored and organized by the team. |
| 7 | What tools or resources does the staff currently use to work and organize the children's information? | Current Solutions: Identify the tools currently in use. |
| 6 | Have you or the staff faced any challenges managing or finding information about the children? What was that experience like? | Pains & Friction: Identify potential difficulties regarding information without assuming they exist. |
| 9 | If you could change one thing about the way the staff currently works with the children, what would it be? | Priority: Identify the most critical need or pain point from their perspective. |
| 10 | Is there anything else about the children's staff work or the learning process that we should know? | Wrap-Up: Allow space to discover relevant details not covered in previous questions. |
Podcast-style interview summary: Podcast summary link
| Interviewee / Problem | Complete Interview |
|---|---|
| Juan Esteban Triviño | Full Interview - Daniel Vergara (Student Brigade) |
| Juan Sebastian Rodriguez Torres — Campus Interactive App | Full Interview - Juan Jose Cediel (Campus Interactive App) |
| Santiago Alberto Quiroz Pintor — Recyclable and reusable materials disposal | Full Interview - Maria Alejandra Lasso |
| Samuel Charry Tobar — Wellness Made Fun | Full Interview - Shaiel Jiménez (Wellness Made Fun) |
| Isabela Mantilla Mora - Gaps in childhood learning processes | [Full Interview - Sofia Charry (Gaps in childhood learning processes)] |
| Mateo Cante Garzón - Gaps in childhood learning processes | Full Interview - Aty Alunawa (Gaps in childhood learning processes) |
| Insight | What? | How? | Why? | Who? |
|---|---|---|---|---|
| 1. Panic disrupts planned protocols | During an emergency, people's behavior becomes chaotic and unpredictable rather than following expected steps. | Even with communication protocols in place, actual behavior in a panic moment departs from what was planned or trained for. | In high-stress situations, adrenaline and fear override procedural thinking, making it hard for any tool (app or phone-based protocol) to guarantee an orderly response. | Students, brigade members, and anyone present during an emergency situation. |
| 2. Limited real-world testing of emergency response | The university has only faced one actual emergency-like event, and it was not handled adequately. | The brigade and existing protocols have not been validated through repeated real incidents, only through this single case and likely simulations/training. | With just one real data point, there isn't enough evidence to know how people (brigade or reporters) would actually behave with a new tool like the app; assumptions about usability in a crisis remain untested. | The emergency brigade and university community. |
| 3. Uncertainty about whether a new tool improves outcomes | There is doubt about whether introducing an app would actually help, given that the "how to react" question isn't even resolved yet at a protocol level. | This skepticism comes from comparing the proposed app to the unresolved, informal, or unclear existing reaction procedures — adding a tool on top of an undefined process. | If the underlying response process itself is unclear or untested, a faster reporting channel (the app) may not solve the core problem, and could even add complexity or false confidence. | Daniel Vergara (brigade member/interviewee), and by extension anyone involved in designing or relying on the emergency response process. |
Insights:
- Speed of reporting is not the only bottleneck — even if alerts reach the brigade faster through an app, panic-driven behavior on both the reporter's and responder's side can still derail an effective response. A faster channel doesn't automatically mean a better-handled emergency.
- The university's emergency response process is largely unproven. With only one real event as a reference — and one that wasn't handled well — there isn't a reliable baseline for how people behave, what breaks down, or what the brigade actually needs in the moment. This raises the risk of designing a solution around an emergency response model that hasn't been tested or validated in practice.
- Skepticism about the app's value points to a deeper problem than tooling: the "how to react" itself is undefined. Before optimizing communication speed, there may be a gap in having clear, rehearsed reaction protocols for the brigade and the community to follow.
- This suggests the app's value proposition may need to go beyond alert delivery — potentially including guidance, checklists, or structured steps for both the reporter and the brigade during the chaos of the moment, rather than assuming faster notification alone solves the problem.
| Insight | What? | How? | Why? | Who? |
|---|---|---|---|---|
| 1. Building location is not enough | The student tries to reach a classroom or specific place inside an unfamiliar building. | They use Google Maps or a campus map to reach the building, but may still need to ask another student or a security guard for directions inside. | Existing maps can help locate buildings, but they do not always provide enough information about entrances, classrooms, floors, or internal destinations. | New students and students visiting unfamiliar buildings. |
| 2. Navigation uncertainty creates time buffers | The student leaves earlier than necessary when going to an unfamiliar place on campus. | They intentionally allocate additional travel time before class because they are unsure how long it will take to find the correct building, entrance, or classroom. | Uncertainty about the exact location and route makes students compensate by adding extra time to their schedule. | Mainly new students or students navigating unfamiliar areas of campus. |
| 3. Useful campus spaces are discovered informally | The student gradually discovers study areas, food locations, microwave areas, and other useful campus services. | They learn about places such as the ML Library, Economics Library, Central Cafeteria, and microwave areas mainly through friends, walking around campus, and personal experience. | Information about useful campus spaces and the services available in each building is not centralized or immediately visible to newcomers. | Primarily new students, although experienced students may face the same problem when visiting unfamiliar parts of campus. |
| 4. Finding a place is not the same as understanding it | The student needs to find classrooms, study spaces, food options, entrances, and other campus services. | They combine digital maps, recommendations from friends, personal exploration, and questions to other people. | Knowing the location of a building does not indicate what is inside, where a specific service is located, or whether a space fits the student's current needs. | Students navigating unfamiliar areas or looking for specific campus services. |
Insights:
- Finding a building does not guarantee that students can successfully reach their final destination. Existing maps help with outdoor navigation, but entrances, classrooms, floors, and internal services often remain unclear.
- Navigation uncertainty directly affects students’ time management and stress. When they are unfamiliar with a location, students tend to leave earlier than necessary to compensate for the possibility of getting lost or arriving late.
- Knowledge about useful campus spaces is acquired mostly through informal discovery. Study areas, food options, microwave locations, and other services are often learned through friends, personal exploration, or chance rather than through a centralized source of information.
- Students need contextual information, not only locations. Knowing where a building is does not explain what services are available inside, how to access them, or whether a specific space matches the student’s current needs.
| S# | What? | How? | Why? | Who? |
|---|---|---|---|---|
| Situation 1: Materials accumulate unused after the course ends | The student ends up donating, giving away, or simply storing her course books once she no longer needs them. | She feels neutral about it no frustration, just a routine outcome she hasn't questioned much. | She has few books and feels emotionally attached to some of them, so she prefers giving them away or keeping them over trading or reselling. | A student with light material use overall, who reads mostly in digital format and has low engagement with physical resale. |
| Situation 2: Awareness of exchange dynamics without participation | The student knows university-run book exchange events ("cambiatones") exist but has never taken part in one. | She seems mildly interested but passive, aware of the option without feeling compelled to use it. | She doesn't have strong incentive since she owns few books and doesn't feel the need to trade or sell them. | A student with low material turnover, for whom existing exchange channels aren't relevant enough to try. |
| Situation 3: No clear path to sell used materials | The student has never sold a physical material and, if she wanted to, wouldn't know where to start or which steps to follow. | She feels uncertain and a bit lost, admitting outright she has no idea how or where she'd sell something. | There's no visible, well-known channel for selling used academic materials, so the process feels inaccessible even to someone willing to try. | A student open to the idea of selling but blocked by the total absence of a clear, discoverable process. |
| Situation 4: Trust issues around item condition | The student expresses hesitation about buying used books because the physical condition often doesn't match what was shown online. | She feels distrustful specifically about mismatched expectations photos looking fine, but the delivered item being in worse shape. | Existing channels don't offer a reliable way to verify an item's real condition before purchase, so buyers are left guessing. | Students willing to buy used materials online but wary due to a lack of verification or accountability in the transaction. |
Insights:
- Even students with low material turnover recognize a clear gap: there's no well-known, structured channel for selling used academic materials.
- Awareness of informal exchange dynamics (like campus "cambiatones") doesn't guarantee participation the perceived effort or emotional attachment to items outweighs the incentive.
- Trust issues center specifically on the mismatch between listed condition and delivered condition, not just on the seller's identity or payment security.
- Digital consumption habits (reading e-books) reduce a student's engagement with physical material resale altogether, suggesting the target user profile matters as much as the platform itself.
| S# | What? | How? | Why? | Who? |
|---|---|---|---|---|
| Situation 1: Stress management through daily habits | The student maintains a routine that includes going to the gym, eating well, and spending time with friends to manage stress during academically demanding weeks. | He stays consistent with these habits and uses an app called Heavy to track his gym sessions, including training days and exercises. | He considers academic work and mental health as two separate areas that both require attention. For him, managing stress is part of maintaining his routine rather than something optional. | A Systems Engineering student who is financially supported by the university, goes to the gym regularly, and is comfortable using apps to track his habits. |
| Situation 2: Abandoning a journaling app | The student previously tried using a journaling app to support his mental health but eventually stopped using it. | He was not consistent with the app and dropped it after a short period of time. | Unlike his gym-tracking routine, journaling did not seem to provide a concrete outcome or a clear sense of progress, making it harder for the habit to stick. | The same student, who is already comfortable with digital habit tracking, suggesting that the issue was not a lack of interest in self-care but rather the lack of perceived value from the app. |
| Situation 3: Daily self-tracking that feels useful | The student spends around ten minutes each day recording what he did, including whether he went to the gym, drank enough water, and completed his work. | The process is quick and consistent, and he does not skip it. | The activity is directly connected to goals he considers important, such as academic performance, health, and maintaining a balanced diet, so it feels useful rather than like an additional task. | The same student, who is motivated by seeing progress toward concrete and personally relevant goals. |
| Situation 4: Difficulty asking for help despite recognizing its importance | The student believes that asking for help and having an external support network is important, but admits that he personally does not seek help very often. | He recognizes that people cannot handle everything alone, but does not fully apply this idea to himself. Although he already has access to university support through scheduled follow-ups, he still hesitates to rely on it more informally. | There is a gap between what he believes and what he actually does. Even with an existing support system, asking for additional help does not come naturally to him. | The same student, who is already part of a formal university support system but remains hesitant to use it more actively. |
Insights:
- The student already has several effective stress-management habits, but their success appears to depend on how clearly they connect to concrete goals and visible progress.
- Digital tracking is not inherently enough to maintain engagement. The abandoned journaling app suggests that students are more likely to sustain a habit when the activity provides a clear and tangible sense of purpose.
- Short, low-effort tracking routines can become sustainable when they are directly connected to areas the student already considers important, such as academic performance and physical health.
- There is a noticeable gap between recognizing the importance of asking for help and actually seeking it, suggesting that access to support does not necessarily translate into active use of support systems.
| S# | What? | How? | Why? | Who? |
|---|---|---|---|---|
| Situation 1: Approaching schools with educational difficulties | The foundation approaches schools located in underserved or remote areas that face educational inequalities. | They begin with government and monitored assessments to understand the current situation of the school. | To establish the educational level and needs of the school, teachers, and students. | The foundation aprender a quererte. |
| Situation 2: Teacher training | Training teachers to provide them with better guidance and educational strategies. | By using methodologies, training sessions, and educational guides. | To improve the quality and level of education. | Regional and sectional educators |
| Situation 3: Monitoring teachers’ and students’ learning progress and attendance. | Monitoring teacher and student learning progress and attendance. | By using specific rubrics and tools that can be used without an internet connection. | To evaluate and follow the progress of schools in areas with limited connectivity. | Foundation educators / regional educators |
| Situation 4: Collecting information from teachers and students | Collecting information about teachers’ and students’ learning processes. | By reviewing and analyzing different sources of information to identify their current educational levels and needs. | To determine what areas need improvement and what support should be provided. | Foundation educators / educational staff |
Insights:
- The importance of a support system for educators: Although educators are the foundation of the education system, especially in rural areas, they cannot be expected to guide entire communities without adequate support, tools, and guidance.
- The importance of digital tools that work without Wi-Fi: We often take internet access for granted, but many of the areas that need educational support the most have limited connectivity. Therefore, educational tools cannot rely entirely on an internet connection to be useful.
- The importance of extensive follow ups on basic childhood learning processes: Learning gaps can develop from an early age, making it important to continuously follow student's progress, environnment and identify areas where they may need additional support. -The importance of evidence-based methodologies: Educational decisions should be supported by methodologies, assessments, and information about student'sand educator's progress rather than relying only on assumptions or intuition.
| S# | What? | How? | Why? | Who? |
|---|---|---|---|---|
| Situation 1: Structured Daily School Routine | Navigating the daily schedule across diverse educational environments (public, private, and rural schools). | Begins early (around 6:00 AM) with prayer, followed by support/tutoring sessions to address areas of improvement, structured classes, and closing wrap-ups. | To establish behavioral discipline, ground the day, and balance structured learning with individual student academic support. | History & Anthropology undergraduate student completing teaching practicums across public and private schools. |
| Situation 2: Dynamic & Contextual Learning Activities | Engaging students in social science concepts before diving into theoretical content. | Uses icebreakers and educational games, followed by prompt questions to gauge prior knowledge and connect concepts to real-world context. | To active student engagement, make abstract concepts relatable, and reduce initial friction before teaching. | Student teacher facilitating classes in varied classroom environments. |
| Situation 3: Progress Tracking & Behavioral Observation | Monitoring individual student learning progress and attendance. | Uses specific rubric matrices tailored to targeted skills (e.g., research rigor, source validation) alongside attendance tracking and class self-evaluations. | To evaluate whether specific skills are being mastered and gauge how comfortable students feel with the learning space. | Educator responsible for multi-criterion assessment and classroom dynamics. |
| Situation 4: Inclusive & Inclusive Planning Challenges | Adapting teaching methodologies for neurodivergent or special-needs students (e.g., students with autism). | Plans lessons using physical lists, contextual planning, and varied teaching styles beyond traditional reading and writing. | To prevent student exclusion and ensure that educational activities match individual abilities and comfortable spaces. | Practicing educator working with diverse, non-homogeneous student groups. |
Insights:
- Diverse Diagnostic Needs: Assessment relies heavily on tailored rubrics focusing on critical thinking skills (e.g., source verification) rather than simple numerical grading.
- Dependency on Mentors for Data: Student teachers in practicum roles often rely on senior mentors to obtain background or sensitive context on students, which can create a bottleneck if not systematically documented.
- Importance of Multi-Modal Engagement: Relying solely on traditional reading and writing excludes students with different learning styles or neurodivergent conditions (such as autism); multimodal/play-based activities promote better inclusion. -Contextual & Tactful Communication: Managing sensitive information requires deep contextual awareness of the community (e.g., rural settings) to ensure communication is empathetic and appropriate.
Journey Map:
Journey Map:
For our brainstorming, we used a whiteboard and the Diverge and Converge method. Since we chose “Gaps in childhood learning processes” as our main problem, our solution ideas during the Diverge phase were built around the different learning and teaching processes. This is why our solution ideas range from fully structured digital platforms to simpler tools that adapt to these different processes and consider the different roles involved in them.
At the Converge stage, we decided to choose the ideas that aligned most closely with both journey maps, which focused mainly on the role of educators in schools and foundations. This role was not chosen randomly or simply because of the people we interviewed. We chose it because educators are the ones who manage most of the learning processes. Even though the child is the one learning, educators are responsible for guiding their learning paths and deciding how to teach and support them.
This becomes even more relevant in remote or underserved areas, where students may have limited access to educational resources. In these contexts, providing educators with accessible tools could not only support their teaching process but also help foundations and organizations keep track of both student progress and educator development in a easier and more replicable way.
The Rational: Digital Classroom progress report
Description:
Digitize the current physical classroom progress report, allowing educators to record, access, and update students’ learning progress in one place. The goal is to make an existing and familiar process more efficient without changing the way educators already work drastically.
The most likely to delight: Leveling system with ML prediction of students performance.
Description:
A system that organizes students according to their learning levels and uses machine learning to identify patterns in their performance and predict areas where students may need additional support. It could help educators make more informed decisions when planning learning activities.
The darling: Colaborative app between educators and foundation or instituciones reguladoras
Description:
A collaborative platform that connects educators, foundations, and relevant educational institutions. It allows them to share information about students, track learning progress, coordinate activities, and maintain continuity between different people involved in the educational process.
The long shot: AI assitant for educators
Description:
An AI-powered assistant that uses information about students’ previous activities and progress to help educators plan sessions, identify learning gaps, and suggest activities adapted to different learning levels.
A collaborative educational platform combined with a digital classroom progress report.
This is a combined solution designed to provide a more comprehensive tool for educators. It keeps the familiar structure of the classroom progress report while digitizing and improving the way information is recorded, organized, shared, and followed.
The collaborative component also allows information to be shared between educators and foundations, creating continuity in the learning process instead of keeping information isolated with individual teachers.
The interviews showed that educators and foundations still rely on different physical tools and processes to collect, organize, and follow information about students and their learning progress which need updates and digitalization. Altought we identified the importance of digitalization we also identified the importance of having tools that can work in areas with limited internet access since students with the most needs dont have it.
The interview with Sofia particularly showed that monitoring students and educators involves collecting information, assessing progress, training teachers, and following up with schools. This made us consider a solution that supports not only the student, but also the educators and foundations responsible for managing the learning process.
Both journey maps focused on the point of view of the educators and the huge role they play in communities with education inequality.
ENAd Móvil: An offline-first collaborative platform for educators to assess, organize, plan, and monitor students' learning processes.
To provide educators and foundations with a simple tool to follow up student's learning information and manage their learning processes, even in areas with limited or no internet access.
Educators and volunteers working with children in schools, foundations, and underserved or rural areas.
The difficulty of consistently managing, accessing, and following school's learning processes due to different learning levels, fragmented information, and limited access to digital tools and internet connectivity.
- The interviews: which highlighted the importance of monitoring students and educators throughout the learning process.
- The identified insights, particularly the need for educator support and tools that can work without Wi-Fi.
- The journey maps, which showed that educators participate in multiple stages of the learning process and need to manage information across those stages.
- The Diverge and Converge brainstorming process, where we explored different solutions before selecting the ideas that best addressed the identified needs.
- The existing physical progress-report process, which inspired us to create a digital version while keeping it familiar to educators.
Purpose: Provides educators with the highlights and the overview of the current state of their groups, including student progress, assessments, and areas requiring attention.
Purpose: Allows educators to organize students into learning groups according to their different levels.
Purpose: Allows educators to assess students in Math and Reading and record their current learning levels.
Purpose: Allows educators to plan and follow the structure of each learning session.
Purpose: Allows educators to quickly record attendance and monitor participation over time.
Purpose: Allows educators to manage information collected offline and synchronize with the foundation or monitoring institution it when an internet connection becomes available.
Video: https://youtu.be/MksI_Cutwis