Rwc design document

Design Document
DGM 2240 | James Bailey, Michaela Brown
Tanner Fronk, Sean Jensen
REAL WORLD
CLASSROOM

Real World Classroom | Project Brief & Research | Group 4: James Bailey, Michaela Brown, Tanner Fronk, Sean Jensen
Table of Contents
Strategy03-08
Problem Statement04
Primary Persona (1)05
Secondary Persona (2)06
Secondary Persona (3)07
Design Principles08
Scope09-10
Functional Requirements10
Structure11-12
Site Map12
Skeleton (Wireframes)13-19
Surface (Surface Comps.)19-24
Prototype25-28
Prototype URL26
Usability Test Tasks27
Usability Test Findings28
Research Appendix29-33

Real World Classroom | Project Brief Research | Group 4: James Bailey, Michaela Brown, Tanner Fronk, Sean Jensen
Strategy

Vision Classroom (Why?)
Problem Statement
Target Audience
Research Methods
The greatest educational experiences in life are a direct result of our own choices be-
cause life is the greatest teacher of all. Although, the consequences of our bad deci-
sions can be a very expensive bill to pay.
How to convince others that this is a necessary product for students learning?
High School Teachers
• Survey
• Eye Tracking Test
• Usability Test
Real World Classroom is providing students with financial literacy that will let them
experience it though a blended learning environment. They will focus on personal re-
sponsibility for their own finances through a simulated version of real world decisions.
Strategy/Problem Statement

JANE
High School Economics Teacher
“It is wrong to go into debt
for education and housing.”
Focus: Passionate about students
Age: 52
Location: Holden, MO
Employment: Holden High school
Occupation: Teacher (15 years)
Education: Bachelor Degree
Salary: $50,000
Goals
• Bring her background in the corporate
world in order to help her students
• Wants her state to move to improve
personal finance education
• Attend conferences to help my
students learn
Needs
• Scholarship for conferences
• Time off to go to things like conferences
Behaviors
• Communicates regularly with colleagues on
social media like Facebook
• Researches in the area of financial literacy
• Looks for financial resources to improve
program at her school for financial literacy
Her story
Jane has been teaching for 15
years but she wasn’t always
a teacher this is her second
career. She spent the first part
of her life training people in the
corporate world. Jane worked
in St. Louis in the financial sec-
tor for various banks. Although,
at a certain point in her life
she felt that she could make a
bigger impact on people if she
started earlier at training them.
At that point she got a teaching
certificate and went back to
her hometown to live and teach
high school.
Scenario
Jane wants to attend the con-
ference but does not have
money in the school budget
so she learns about a schol-
arship that is being offered by
the education group that she is
involved with.
Passionate
Extrovert
Involved
with
community
Internet
Familiarity
Wants to
learn new
methods of
teaching
Money
problems
Strategy/Primary Persona (1)

MARTIN
High School Principal
“I want the best for my teach-
ers but there is not always
enough money”
Focus: Passionate about his school
Age: 56
Location: Holden, MO
Employment: Holden High school
Occupation: Principle (25 years)
Education: Bachelor Masters Degree
Salary: $65,000
Goals
• Have his school recognized by the state for
great programs
• Stay within budget
Needs
• To keep staff happy
• Time walking his dog
Behaviors
• Uses social media like Twitter to keep
in touch with what is new in education
• Attends conferences once a year
• Uses technology and is not afraid of
new things
His story
Martin has always been in
education first starting out as a
teacher and then being pro-
moted to principle of his home-
town high school. Because
he has been a teacher he has
great empathy for his staff and
their needs. Martin has no other
time for most things outside of
his job except for his large
dog “Duke”.
Scenario
He attends the conferences in
his region to keep up to date
with the latest and greatest
trends in education but he is
trying to get some of his teach-
ers the money to attend too.
Supports
teachers
Extrovert
Social
Media
Internet
Familiarity
Keeps up
with trends in
education
Attends
Conferences
Strategy/Secondary Persona (2)

Strategy/Secondary Persona (3)
FELICIA
Administrator
“The school district needs to
have national recognition”
Focus: Need to
Age: 60
Location: Kansas City, MO
Employment: Kansas City District
Occupation: District (25 years)
Education: Bachelor Masters Degree
Salary: $80,000
Goals
• Have the district recognized by the state
for great programs
• Expand budget for more innovation in
districts curriculum
Needs
• Advancement in her career
• Travel
Behaviors
• Uses social media like Twitter to keep
in touch with what’s new in education
• Attends conferences around the state
• Uses technology and is not afraid of
new things
Her story
She is a very ambitious woman
and that has gotten her where
she is today at the top of her
field. Felicia thinks most other
people are like her so she has
high expectations for others
and especially for her school
district in general.
Scenario
She attends conferences
around the state to keep “up to
date” with the latest and great-
est trends in education but
would like to attend others out
of state.
Professionally
Driven
Extrovert
Social
Media
Internet
Familiarity
Keeps up
with trends in
education
Attends
Conferences

Keep it Simple (KISS)
Chunking, Fitts’ Law
Nudge Classical Conditioning Framing
1 2 3 4
Simplify the website so that there is a minimal learning curve. Also, less content to wade through. Maybe dispersing
content to other platforms (ie: Social Media)
Encourage or nudge users to participate in conferences that RWC will be at.
Teacher spotlight/testimonials by using Facebook and Twitter to promote product
Marketing or framing by using social media to drive traffic to the website where users will want to learn more
about the product.
1
2
3
4
Design Principles

Scope

Functional
Feature
Purpose/
Description
Main Audience (Personas)
Teacher (1) Principle (2)
Admin. (3)
Priority
High 3 / Med. 2 / Low 1
Teacher testimonial on
Twitter
User who utilizes the
program sharing
experience
1 3
Focus on school that
uses the product (maybe
by region)
Shows use of financial
Literacy product with the
school
3 3
Maze Presentation Why RWD is better than
others on the market
2 2
Booth with presentation,
material and giveaways.
Flyers, pencils,
brochures
2 1
Panels with question and
answer session
Schools or successful
teachers to learn about
the product
2 3
Reorganize the maze
animation
Have it in a different sec-
tion of the website, give
users the ability to start/
stop animation, add a
caption under animation
1 2
Call to action buttons Limit the amount 1 2
SocialMediaConferencesWebsite
Functional Requirements

Structure

Site Map
Home
RWC ModelOur Mission
Curriculum
Student
Experiences
Order Form Educators
Conferences
Partners/Sponsors
Parents/Sponsors
Pricing Contact Us
Life Lab Login
0.0 1.0
2.0 3.0 4.0 5.0
6.0
9.0 10.0
11.0
12.0
7.0 8.0

Skeleton

Wireframes/Home Page 0.0
Progressive Disclosure
Instead of showing all the testi-
monials put the control back in
the hands of the user.
KISS (1.0)
Keeping it simple by not having a
logo which competes with
the RWC logo but use a
simple button.
Social Media Icons
Connecting users to Facebook
and Twitter to see more content
about RWC.
Desktop Mobile
Note: Due to space constraints wireframes do not show the whole page. Please
see prototype for more accurate portrayal.

Wireframes/Our Mission 2.0
Control back to users
By giving a way for users to
control the animation it will be
less distracting for them.
Captions
Let the user know what the
animations are about without
having to read much.
Desktop Mobile
Menu
Instead of About Us,
Our Mission.
Animations
Moved here from
RWC Model page

Wireframes/RWC Model 3.0
Progressive Disclosure
(6.0)
Make arrows more obvious
than on RWC website.
Desktop Mobile
Chunking
Simplifying the content so it is
easier to digest.

Wireframes/Pricing 4.0
Desktop Mobile

Wireframes/Contact Us 5.0 Note: Due to space constraints wireframes do not show the whole page. Please
Desktop Mobile
Nudge (12.0)
Encourage teachers and
principals to visit RWC at a
conference.

Surface

Surface Comps/Home 0.0 Note: Due to space constraints surface comps do not show the whole page.
Please see prototype for more accurate portrayal.
Desktop Mobile
Life Lab Login (1.0)
Made the same as overall
color scheme used in
original website.

Surface Comps/Our Mission 2.0 Note: Due to space constraints surface comps do not show the whole page.
Desktop Mobile
Banner
Moved text and added
color banner.

Surface Comps/RWC Model 3.0 Note: Due to space constraints surface comps do not show the whole page.
Desktop Mobile
Footer
Made gray to differentiate
from the header.

Surface Comps/Pricing 4.0 Note: Due to space constraints surface comps do not show the whole page.
Desktop Mobile
Classical Conditioning
Using a picture that is associat-
ed with pricing so that the user
doesn’t have to read the copy.

Surface Comps/Contact Us 5.0 Note: Due to space constraints surface comps do not show the whole page.
Desktop Mobile

Prototype

Prototype/URL
Desktop
https://projects.invisionapp.com/share/V8RL07GKFGS#/screens/358567275
Mobile
https://projects.invisionapp.com/share/EVRKZA2RHCP#/screens

Prototype/Usability Test Tasks
Tasks
1. What is the website about?
2. Can you find the price of a full
lesson plan?
3. Can you find the lesson section?
* Time in minutes to complete the tasks

Prototype/Usability Test Findings
Findings
1. Participants were able to figure out what the site was about.
2. The site was easy to navigate.
3. Too much to read, content has to be more succinct.
4. Logo should be “home” button.

Research Appendix

Research Appendix /Usability Test Screener Questions
Screener Questions
1. What is your approximate age? (ie: 20-35, 35-55)
2. What is your gender?
3. Do you have a child in school?
4. Do you use the web and are you proficient?
Questions to be asked after test
1. How long did it take for them to do the tasks?
2. Did something distract you from your task?
3. Was it easy to navigate the website?
4. Any other things you noticed during the test?

Research Appendix /Eye Tracking Test
Findings
1. Test subjects spent a lot of time on the login icon to the right of original website.
2. They looked at the testimonials but did not read them, they focused on the “stars” rating system.
3. Got distracted by the animations and did not read the copy.
4. Payed a lot of attention to the RWC logo, maybe thinking it was a “Home” button .

Research Appendix /Second Survey of MO Teachers
Findings
1. Used Facebook and Twitter.
2. Did not use Instagram.
3. Majority of participants have financial literacy course required.
4. Financial literacy course is stand alone and 1 semester.
5. Financial literacy course is a mix (Freshman-Seniors) or just Sophomores.
6. Most teachers curriculum was a “custom blend” of resources.
7. Best way to learn about a new program is split between learning resources
websites and conferences.

Research Appendix / Conferences, NEO, Contacts from Survey
Conferences
https://www.ngpf.org/
https://www.jumpstart.org/who-we-are/states/missouri/
http://missouri.councilforeconed.org/
http://mbea.weebly.com/summer-conference.html - Monday July 22 - Thursday July 25, 2019 at Fairfield Inn
Suites in Springfield. They’re actively looking for presenters for this year’s conference.
https://www.acteonline.org/missouri/missouri-acte-conferences/ - Monday July 22 - Thursday July 25, 2019
National Educational Organizations
http://missouri.councilforeconed.org/
https://www.financialeducatorscouncil.org/
https://www.360financialliteracy.org/
https://www.jumpstart.org/
Contacts
Sally Burnett: H.S. Economics teacher in Holden, MO | Email: sburnett@holden.k12.mo.us
(Be clear specific in the subject line)
Jeremy Mitchell

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