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Sprint 1
| Micro Sprint | Page | Dates |
|---|---|---|
| MS1 | MS1 ‐ App report | August 29th, 2026 |
| MS2 | MS2 | August 15th, 2026 |
| MS3 | MS3 | August 22nd, 2026 |
| MS4 | MS4 | August 29th, 2026 |
- Problem and Solution Description / Revenue Model - Value proposal
- PAS
- Context Canvas
- Personas
- Empathy Maps
- Business Questions
- VD Map
- Functional Scenarios
- Quality Scenarios
- Ethics Video
- Milestones: View | Issues Closed | Kanban board
- Contributions
Gaps in childhood learning processes: In our country, children and primary 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.
Collaborative educational platform: The solution consists of an offline-first collaborative platform for educators and other educational collaborators, focused in primary education, where they can follow the progress of schools, classes, and their students. Through the platform, they can assess, organize, plan, and monitor the learning process, both in remote and rural areas and in urban schools.
Our revenue model will be based on donations from corporations, foundations, even public resources (Minerstry of Education) and other supporters committed to educational equity. (A model commonly known as corporate philanthropy or corporate social responsability).
This approach involves securing financial support from organizations that allocate part of their budget to social impact initiatives, in exchange for measurable, reportable outcomes rather than a commercial return. It falls under the broader category of alternative and philanthropic finance, similar in spirit to crowdfunding but oriented toward institutional donors rather than individual backers.
We will pursue these donations by partnering directly with corporate CSR programs and existing education-focused alliances (such as Empresarios por la Educación in Colombia), as well as by applying to grant programs run by foundations already working in this space including the foundations we interviewed during our empathy map research.
Another possible income stream could come from offering aggregated, anonymized impact reports to our donors and partner foundations: summarized insights on learning-level trends, classroom progress, and program reach across the schools using the platform. These reports would help donors evaluate the real impact of their contribution and support renewed or increased funding in future cycles. This data would be completely anonymous and based on aggregated, classroom-level trends never on identifiable information about individual students, teachers, or schools.
| No. | MEMBER | PAS Hypothesis | Problem | Alternative | Solution |
|---|---|---|---|---|---|
| 1 | MATEO CANTE GARZÓN | PAS Hypothesis 1 | Field staff need to register each child's enrollment data during school visits, but rural schools have no reliable internet, so they record everything on paper first. Transcribing dozens of records afterwards is slow, error prone, and delays the moment the foundation can actually use the data. | Staff record data on paper during the visit and later retype it into personal Excel files, then one person manually merges everyone's files into a consolidated sheet a process where duplicates and typing errors are common. | An offline first mobile and web app where staff capture children's records directly on their device during the visit. Entries are stored locally, and once a connection is detected the app uploads and merges each person's records into the central database automatically, flagging possible duplicates. |
| 2 | MATEO CANTE GARZÓN | PAS Hypothesis 2 | Teachers in rural schools don't have access to good teaching materials, so they teach from old textbooks or from memory, which makes it hard to keep lessons consistent across grades and adapt to different students. | Teachers photocopy old textbooks or create their own lesson plans from notes, but it's inconsistent and takes a lot of time without clear structure. | An offline-first app where teachers can download lesson plans and activities by grade and topic. They can browse and save materials on their phone, and sync new content when they have internet. |
| 3 | SAMUEL CHARRY | PAS Hypothesis 3 | Teachers in rural schools need to use Shaia or other educational web tools, but they have no internet connection. This means they have to keep students' levels on paper or other physical tools, which can ultimately make them lose track of progress since the information is not properly organized and is difficult to maintain | Currently, each school tries to buy one laptop and pay for an internet connection if they have access to it, and assigns teachers to manually organize paper assessments into spreadsheets. If they do not have the resources, they provide teachers with simpler paper-based formats instead. | An offline mobile app where teachers assess students' levels, the app stores all the data locally on the phone, and syncs it to the cloud when an internet connection becomes available. |
| 4 | SAMUEL CHARRY | PAS Hypothesis 4 | Teachers have to efficiently teach a group with different learning levels, but without additional help or tools, managing an average of 25 students at different levels makes it difficult to provide personalized lessons. | The school assigns one teacher per learning level if they have enough staff, but most of the time they do not. Instead, they create general templates for each level, but these often do not adapt to the students' personal learning progress. | An app that automatically groups students by level after assessment, shows which students can work together, and suggests activities for each group. |
| 5 | SANTIAGO QUIROZ | PAS Hypothesis 5 | Mentors need to visit schools to provide guidance, but most of the time they arrive without knowing the teachers' needs because classroom data is scattered across paperwork and messages or is not up to date. | Mentors call or message teachers beforehand to ask for updates on students' progress and previous feedback, but the information may still be incomplete or outdated. | An app where mentors have access to each classroom's synced progress and previous visit feedback before arriving at the school. |
| 6 | SANTIAGO QUIROZ | PAS Hypothesis 6 | Volunteers want to help the school and children with their learning processes, but most of the time they don't know a class's or student's level or whether their sessions are actually helping, since they arrive sporadically or without much notice. | The lead teacher writes simplified instructions on paper and checks in with volunteers occasionally in person, but cannot fully update them because there is a lot of information to keep track of. | An app that shows each student's level and simple progress feedback so volunteers can easily access the information, even when they are new to the school or have no previous experience with it. |
| 7 | JUAN TRIVIÑO | PAS Hypothesis 7 | Teachers need to record each student's attendance per subject (4 hours/week per subject under the CAMAp methodology), but when this is tracked on paper or in separate notebooks, it's hard to detect early when a student starts missing sessions repeatedly. By the time the mentor or the foundation finds out, the student has already been absent for weeks and dropout risk is high. | The teacher keeps a paper attendance notebook per group and, if they notice a student missing often, mentions it verbally to the mentor during the next in-person visit, which can happen weeks later. | An attendance module in the app where the teacher marks present/absent per session and subject; the system automatically detects absence patterns and generates early dropout-risk alerts (visible to the teacher and synced to the mentor), using an attention color distinct from the brand color so it doesn't flag every row as alarming. |
| 8 | JUAN TRIVIÑO | PAS Hypothesis 8 | Teachers must plan sessions for 6 levels per subject, each with its three phases (demonstration, subgroup work with a leader,individual practice), but preparing differentiated content for every level takes a lot of time and often ends up being done the night before or even improvised in the classroom, which lowers session quality. | The teacher reuses the same worksheets or guides across several levels even when they don't quite fit, or improvises activities on the spot based on what they remember from past training sessions. | A planning module in the app where the teacher builds a session by selecting subject and level; the system suggests activities and materials already adapted to each phase (demonstration, subgroup, individual practice), and lets the teacher save and reuse plans across similar sessions. |
| 9 | Sebastian Rodriguez | PAS Hypothesis 9 | When a teacher leaves the school or a student moves up a grade, the new teacher needs to know what that child already achieved, but the learning history lives in the previous teacher's personal notebooks and paper records. The new teacher starts from zero, re-assesses the student, and repeats content the child already mastered, losing weeks of progress. | The outgoing teacher hands over a folder of loose papers or explains verbally during a short meeting at the end of the year, but most of the detail is lost and the incoming teacher ends up relying on their own first impressions of each child. | A cumulative student profile in the app that keeps every assessment, level change, and observation across grades and teachers. The history stays attached to the child, syncs when there is connection, and any authorized teacher, mentor, or foundation worker can open it and see where the student actually is before the first class. |
| 10 | Sebastian Rodriguez | PAS Hypothesis 10 | Several people (teacher, mentor, volunteer) record information about the same class or student while offline and on different devices. When each one finally gets connection and syncs, the records collide and nobody knows which version is the correct one, so the foundation ends up with duplicated or contradictory data about the same child. | Whoever syncs first "wins" and the rest is overwritten silently, or the team agrees informally that only the lead teacher registers data, which makes mentors and volunteers passive and delays information that only they observed. | A sync mechanism in the app that keeps every change with its author and timestamp instead of overwriting. When two records for the same student conflict, the app flags the conflict and shows both versions side by side so the responsible user can confirm which one is valid, keeping the central database consistent without losing anyone's fieldwork. |
| 11 | ISABELA MANTILLA | PAS Hypothesis 11 | Foundation workers need to communicate with mentors, volunteers, and school staff, but due to a lack of communication channels, it is difficult to collaborate on a student's or classroom's learning process or verify information. | Foundation workers try to review information through messages, calls, meetings, and physical records, but the information can become scattered between different people and tools. | An app that provides a direct communication and collaboration spaces between foundation workers, mentors, volunteers, and school staff, allowing them to share and verify information about students and classrooms. |
| 12 | ISABELA MANTILLA | PAS Hypothesis 12 | Foundation workers need useful and efficient information, but most of the time they receive static information through physical tools that do not take into account past history, tendencies, or new statistics. This makes collecting and transcribing information more important than analyzing it, which can make it difficult to turn the information into actions. | Foundation workers try to manually review and compare information from physical reports and previous records to identify what needs to be improved, but it makes the processes less efficient. | A platform that takes into account information from the entire process in a school, classroom, or individual child and organizes it to make changes, tendencies, and areas that need attention easier to identify. |
To understand the needs of a user interested in the data collected via the app (including school, group, and student progress data, attendance, and session records) we designed the persona profile of an analytics-leaning user. Laura Quiroz is the Program Director and Monitoring and Evaluation Leader at the Ministry of Education. It is as follows:
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| # | Type | Question |
|---|---|---|
| 1 | Type 1 | How many teachers complete an assessment per week? |
| 2 | Type 1 | How many grouping sessions are created by teachers each week? |
| 3 | Type 2 | Which grouping method do teachers use: automatic or manual? |
| 4 | Type 2 | What percentage use activity library vs create their own? |
| 5 | Type 2 | Do teachers sync data manually or wait for reminder? |
| 6 | Type 2 | How many teachers open the app more than once per week? |
| 7 | Type 3 | Which screen crashes most: Assessment, Grouping, or Planning? |
| 8 | Type 3 | How long does matematical's assessment take vs literature's assessment? |
| 9 | Type 3 | How long does it take to classify 25 students? |
| 10 | Type 3 | How many teachers complete the full workflow vs. drop off at each step? |
| 11 | Type 4 | What is the most used activity for kids? |
| 12 | Type 4 | Which subject (Math, Language, Science) shows the highest usage of the assessment feature, so the team can prioritize content development for underused subjects? |
| 13 | Type 5 | Which teachers are likely to stop using the app in the next month based on declining login frequency, so the team can trigger a re-engagement campaign before they churn? |
| 14 | Type 5 | Based on a teacher's subject and class size, which grouping method (automatic or manual) is most likely to be adopted, so the app can pre-select the recommended option and increase feature adoption? |
Better visualization:
| # | Scenario Name | Persona & Action | System Response | Execution Context |
|---|---|---|---|---|
| FS1 | Quick assessment of a child's real level | The teacher, at a rural school, finishes a math class and opens the app to record in seconds the real level of each child, tapping "quick tap assessment" for a student whose report card marks her as "grade 3" but who actually reads at a grade 1 level. | The app records the quick assessment locally and updates the student's real level in her profile, separate from her formal grade, with no connection required. | Rural school with no connectivity, basic tier device, teacher has little time between classes. |
| FS2 | Opening a child's complete record | The teacher wants to review a student's full history before the next session, so she taps the student's name in her classroom list. | The system displays the complete record stored locally: previous assessments, attendance, and past sessions, so the teacher doesn't start "from zero." | Query made offline, minutes before class starts, data already synced from previous visits. |
| FS3 | Building a session plan from real levels | Having assessed her whole classroom, the teacher taps "generate session" so the app builds the next class plan based on the recorded real levels, instead of her staying up late planning manually. | The app automatically builds a session with activities adjusted to the different levels detected in the classroom, using templates downloaded from the Content API. | Teacher is at home at night, with or without connection, using data and templates already downloaded to the phone. |
| FS4 | End-to-end teacher flow (multi feature path) | The teacher assesses all 22 students in her classroom during the week , opens the records of three underperforming students to review their history , and on Sunday generates next week's session based on those levels. | The system keeps the three steps consistent locally, chaining the most recent assessments with session generation without the teacher having to re-enter information. | The whole flow happens offline over several days, data only syncs when the teacher visits the foundation's office. |
| FS5 | Coordinator arriving prepared to a school | Before heading to a rural school, the foundation coordinator taps the school in her list to see its most recent progress. | The app shows the school's current status, letting her pick up exactly where the last visit left off. | Coordinator has connectivity at the foundation's office before leaving. The data she sees was already synced by teachers. |
| FS6 | Identifying classrooms that need support | Already at the school, the coordinator taps "filter by progress" to identify which classrooms are falling behind and need priority support. | The system ranks classrooms by aggregated progress and highlights those below the expected average. | Coordinator has limited time during the visit and must decide quickly which classrooms to prioritize. |
| FS7 | Comparing progress across schools and regions | The program director wants to decide which region should receive more resources, so he selects region filters and drills down between schools in two different regions. | The system generates aggregated comparisons between schools and regions, showing consolidated indicators without the director having to process raw data. | Director works from the central office with good connectivity, consolidating data that arrived from sites with intermittent connectivity. |
| FS8 | School principal reviewing the whole school | The school principal wants to back up a conversation with his teachers with evidence, so he opens the overall view of his school. | The app shows him the complete picture of the school, instead of just teachers' loose impressions. | Principal reviews this from his office at the school, with limited urban connectivity but enough to load the summary. |
| FS9 | Working fully offline in a zone with no connectivity | The teacher spends the whole week at a rural school in a zone with no internet access at all, and keeps assessing, checking records, and generating sessions normally. | All operations run and are stored locally on the phone without interruption or need for connection. | Rural area with no electricity or internet, device with limited storage, a full week of uninterrupted offline use. |
| FS10 | Syncing pending data once connectivity returns | On Friday, the teacher arrives at the foundation's office where there is WiFi; without her having to do anything explicit, the app detects the connection. | The system automatically syncs with the backend (Student Data API) all the assessments, attendance, and sessions accumulated during the offline week. | WiFi connection only available at the foundation's office; several days of data accumulated locally waiting to sync. |
| FS11 | Role-based access to student information | A foundation volunteer tries to open the complete record of a student from a classroom that was not assigned to him. | The system, through the Authentication & Roles API, restricts access and only shows him the information allowed for his role, protecting children's data. | Multiple roles (teacher, volunteer, principal, coordinator) use the same app, Access must respect the sensitivity of children's information. |
| FS12 | Downloading content for offline use before a field visit | Before heading to a zone with no signal, the teacher briefly connects to WiFi at the office and downloads activity templates and lesson plans for the grade she teaches. | The Content API delivers the templates corresponding to her grade and level, and the app makes them available locally to use offline during the week. | Connection available only momentarily before leaving. The rest of the week will be completely offline. |
| # | Scenario name | Quality Attributes | App status and context | Changes in the context | System reaction |
|---|---|---|---|---|---|
| 1 | Internet connection is lost while recording student progress | Eventual connectivity, resilience, availability, data integrity | A teacher is evaluating students and registering their Mathematics or Reading level. The phone currently has internet access. | While the teacher saves the level of a student, the internet connection is suddenly lost. | The evaluation is saved locally and the teacher receives a clear confirmation such as “Saved on this device”. The teacher can continue evaluating other students normally. The record is marked as pending and is sent automatically or manually when connectivity is restored. |
| 2 | Connectivity returns while the teacher continues working | Eventual connectivity, data integrity, resilience, GUI responsiveness | The teacher has been working offline and several attendance, evaluation, and session records are pending. | Internet connectivity returns while the teacher is still entering new information. The application starts sending pending records at the same time. | Synchronization happens in the background without blocking the current task. New records continue to be saved locally. Already synchronized records are not duplicated, and the interface updates the pending-record count without interrupting the teacher. |
| 3 | The operating system kills the app because of memory pressure | Performance, resilience, availability, data integrity | The teacher is using ENAd on a low-end Android phone. Other applications are also open, and the teacher is halfway through an attendance list. | Android detects memory pressure and closes ENAd while it is in the background. | When ENAd is opened again, the teacher returns to a recoverable state. Attendance selections already made are preserved locally, and the app does not require the teacher to restart the complete task. |
| 4 | The phone is almost out of storage | Resilience, availability, data integrity, usability | The teacher has accumulated offline evaluations, attendance records, sessions, and pending synchronization data on the device. | The phone has very little free storage available and a new record needs to be saved. | The app detects that there may not be enough storage to safely save additional information. Previously stored records remain protected, and the teacher receives a clear warning explaining that more storage is needed. The app must not show the new record as successfully saved unless local persistence is confirmed. |
| 5 | The teacher has very low battery during class | Energy efficiency, performance, availability, usability | The teacher is using ENAd during several consecutive classes on a low-end phone without easy access to a charger. | Battery level becomes critically low while the teacher is evaluating students. | ENAd continues supporting essential local tasks while reducing non-essential background network activity and postponing pending synchronization when appropriate. Locally saved records remain available so the teacher can continue working for as long as the device remains powered on. |
| 6 | The teacher uses the app under strong sunlight or very low screen brightness | Accessibility, usability, GUI readability | A teacher is using the phone outdoors or in a classroom with difficult lighting conditions. | Screen visibility becomes poor because of direct sunlight, low brightness, or changes in environmental lighting. | Information remains readable through high contrast, sufficiently large text, and clear icons. Important states never depend only on color; for example, “✓ Saved”, “Pending”, or “Without level” include text or icons in addition to color. |
| 7 | A blind or low-vision user uses ENAd | Accessibility, usability | A teacher or educational collaborator navigates ENAd using Android TalkBack or another screen reader. | The user accesses lists, buttons, tabs, learning levels, and form fields without relying on the visual interface. | Interactive elements have meaningful accessibility labels, a logical focus order, and appropriate semantic roles. Student names and student numbers are announced correctly, selected levels are communicated by the screen reader, and the main tasks can be completed without relying on color or visual position. |
| 8 | A teacher uses the phone with one hand while managing the class | Usability, accessibility, GUI responsiveness | The teacher is standing and interacting with students while taking attendance using one hand. | The teacher needs to quickly mark several children as present or absent while paying attention to the class and without performing precise gestures. | Main controls have sufficiently large touch targets, student rows are easy to select, and attendance does not require confirmation dialogs for every child. The interface avoids hidden gestures and minimizes the number of steps required to complete the task. |
| 9 | The device is under heavy load while the teacher opens a student list | Performance, GUI responsiveness, usability | A teacher opens the student list for a full group on a low-end phone while other applications are consuming device resources. | The device experiences high CPU or memory usage while ENAd loads and displays student information. | The student list remains scrollable and responsive without freezing the interface. Data is rendered efficiently, unnecessary resources are not loaded, and searching or selecting a student remains usable even when device resources are limited. |
| 10 | Several days of offline data must be uploaded at once | Scalability, performance, eventual connectivity, resilience | A rural school has had no internet connection for several days. Multiple teachers have accumulated attendance, evaluations, sessions, and group-related records locally. | Connectivity becomes available again and a large number of pending records need to be sent to the server. | The application sends pending data in controlled batches instead of attempting to upload everything simultaneously. Successfully transmitted records are marked as sent, failed records remain pending, and a temporary failure does not require restarting the complete upload process. |
| 11 | Many schools synchronize at the same time | Scalability, availability, performance, data integrity | The central ENAd platform serves multiple schools. Several institutions have accumulated locally stored records because of intermittent connectivity. | Connectivity becomes available in several schools at approximately the same time, causing many devices to upload evaluations, attendance records, and sessions concurrently. | The backend handles concurrent requests without becoming unavailable. Requests may be queued or throttled when necessary, and clients retry failed requests safely. Duplicate records are prevented even when the same request is retried. |
| 12 | The server is unavailable during synchronization | Availability, resilience, eventual connectivity, data integrity | The teacher has internet access and ENAd begins sending locally stored records to the backend. | The backend becomes temporarily unavailable or stops responding while pending records are being transmitted. | The application does not delete locally stored records until their successful transmission is confirmed. Unsent information remains pending and can be retried later. The teacher receives a non-alarming message such as “We couldn't send it yet. Your data is still saved.” and can continue using the app normally. |
Link: Ethics Video
Link: Projects tab Link: Issues tab Link: Milestones tab
- MS2: Interview campus interactive app, What- how - Why (Interview Campus interactive map), Journey Map 2.
- MS3: Teacher Empathy Map, Persona 1 - Persona 2.
- MS4: Two PAS, VD Map.
- Sprint 1: VD Map and Quality Scenarios.
- MS2: Interview Gaps in childhood learning processes, What- how - Why (Interview Gaps in childhood learning processes) and Brainstorming Description.
- MS3: School Directive Empathy Map, Solution Description.
- MS4: Problem and Solution Description, Two PAS (#11 and #12), Context Canvas.
- Sprint 1: Problem and Solution Description, Organization of the wiki and editing the ethics video.
- MS2: Interview Student Brigade and What- how - Why (Student Brigade).
- MS3: Empathy Map Volunteer Facilator and Persona 3.
- MS4: Two PAS (Problem-Alternative-Solution), some business questions.
- Sprint1: PAS and Empathy Maps
- MS2: Interview Wellness Made Fun, What- how - Why (Wellness Made Fun) and Low-Fidelity Prototype
- MS3: Empathy Map Volunteer Facilator and Persona 3.
- MS4: Two PAS (Problem-Alternative-Solution) and some business questions.
- Sprint1: Value Proposal and integration of MS1-4.
- MS2: Interview Recyclable and reusable materials disposal app, What - How - Why (Recyclable and reusable materials...), Journey Map # 1
- MS3: Empathy Map Mother of a student in a rural area, Decision Process (Converge to one Idea 2.)
- MS4: Two PAS (Problem-Alternative-Solution), Analytic Persona.
- Sprint 1: Revenue Model, integration of MS1-4 and Kanban.
- MS2: Interview Gaps in childhood learning processes, What- how - Why (Interview Gaps in childhood learning processes) and Low Fidelity Prototype Description.
- MS3: Assistent Theacher Empathy Map and Decision Process.
- MS4: Two PAS (#11 and #12) and Context Canvas.
- Sprint 1: Functional Scenarios and Business Questions