The application was aimed at supporting teachers in enabling English Language Learners (ELL) students gain the necessary English understanding for class.
The solutions included multi-device interfaces for teacher support, 360° explorative interface environments, Student result tracking, learning module gamifications and other innovative engagement methods for student learning.
Goals
- Motivate and guide English Language Learners (ELLs) in language acquisition and content specific language in Language Arts, Mathematics, Science, and Social Studies
- Incorporate a course specifically designed for Newcomers
- Support CCSS and align with mainstream core content
Requirements + feedback identified from user testing of prototype 1.0
Respondents had specific opinions on what the lesson introductions should entail. One thing they must do is state the objectives for the lesson a student is about to begin.
Secondly, they should make connections to background knowledge that students may already have.
An introduction to the vocabulary and skills to be learned in the sections to follow is also expected. In addition to the knowledge and skill-based information, introductions should also be engaging to students, to create interest in learning the content to follow.
Videos were suggested because they are highly engage students, and thus, is an excellent fit for introductions. Respondents are currently using videos with their ELLs and spend hours finding them. Having them provided in this program would save time.
Secondly, they should make connections to background knowledge that students may already have.
An introduction to the vocabulary and skills to be learned in the sections to follow is also expected. In addition to the knowledge and skill-based information, introductions should also be engaging to students, to create interest in learning the content to follow.
Videos were suggested because they are highly engage students, and thus, is an excellent fit for introductions. Respondents are currently using videos with their ELLs and spend hours finding them. Having them provided in this program would save time.
Personas
Epics
Learning requirements
We were presented with complicated learning requirements. We needed a structure that enabled assessment and then presented differentiated learning paths depending on the student.
The solution was to chunk the learning requirements into an overall structure that enabled starting the student depending on which beginner, intermediate or advanced strand they belonged to based on the pre-assessment.
We decided to approach this through 3 methods
1. Blend: provide support for independent individual learning and teacher moderated group instruction
2. Differentiate: adapt content based on students’ individual English Language proficiency profiles across the domains
3. Digital: deliver an online experience that meets the needs of today’s students…across multiple devices
SOLUTIONS
Final Structure Map + Learner Paths
Scenarios presented to testers
Individual Learning Paths
1. Rosa is an English language learner in your ELD class who seems to be struggling to keep up. A few of your other students are struggling, but with different skills.
2. You simply can’t find the time within your class to address the specific needs of each of these English language learners.
3. You enter their current/identified proficiency level into the HMH ELD system.
4. Then, the students spend their study hall periods working on this program.
Whole Class and Group Instruction
1. During ELD class time, you engage in whole class and group English Language learning activities with your students. These activities are closely aligned with students’ individual ELD learning paths.
2. For each ELD unit, you assign groups of students to work collaboratively on projects aligned to the unit theme. They work on these projects over the course of a unit--as homework, in class, and during study hall periods.
Journey Map
Adaptive learning user flow
Module Sample - Culture + Belonging
Student facing immersive 360 degree exploration interface + multi-device teacher facing support:
1. The Introduction is an immersive multimedia experience explaining the concept of culture.
2. Learning Goal = activate the students' schema for unit concept (i.e. invite students in, introduce them to big concept, start exposure to key vocabulary)
3. First, Rosa selects a culture to explore
• 360° view—she ‘pans’ to explore the urban culture on the right, or the suburban culture on the left
Examples of interactions
Drag & Drops, Spin Selectors, Pop up Messaging, Multiple Choice, Audio Interactions.
