User Journeys and Case Analysis

I constructed a database from scratch for locating teacher videos in corpus of 300+ zoom-recorded segments. This involved building a dynamic library "data lake" for unstructured videos using xlookup, multiple spreadsheets, and inventive Box integration. Throughout, I took immense care to manage personally identifiable information and to guide my team of 12 researchers through the effort.

Allison hears about our project from a colleague who is connect to @NGSSChat online each Thursday evening She fills out a questionnaire to join the project and receives an email response She gathers a few pieces of paperwork and attends an informed consent meeting Her principal agrees to sign her up.

She gathers data through Spring 2022. She attends our class in Fall 2023. 

Key pain points for Allison:
She is less engaged in session 1-3

Attends small groups with others in her same content area.

Able to lead and learn from her colleagues

She submits final data in Winter 2023.  She shares what she's learned with her colleagues in her rural school and state.

Demetri sees the ad to recruit teachers in an email sent from the state newsletter. He fills out a questionnaire to join the project and receives an email response.  He gathers a few pieces of paperwork and attends an informed consent meeting on the student bus home from a coaching commitment. His principal doesn't really understand the commitment in science and is reluctant to support video recording since many are hesitant. The principal has never had a research team in their building before. He gathers data through Spring 2022. He attends our class in Fall 2023.

Key Pain Points for Demetri

1. 1. Feeling of overwhelm in sessions 1-3 on standards. 

   2. Too many acronyms. Uses the STEM Teaching Tools 3D bookmark to understand the acronyms.

   3. Relies on being able to ask questions during sessions in order to understand. Use Finds it helpful to relate to other teachers and see detailed examples.

He submits final data in Winter 2023 and shares in interviews that this was very helpful for individual students that he had designed for.  He cares about how the application of this course will help less-engaged students see themselves in science.

60   rural teachers supported 

40  "5D" assessments designed

4     coaches trained

3     National conference acceptances

2     published courses

1     peer-reviewed publication

4    databases built from scratch

We continue to analyze these data to determine the paths that different users took. Our initial hunches are that teacher profiles can be determined by understanding the curriculum they are currently using, the types of things they value in assessment, and the vision they have for science education. Each of these factors likely support their journey.

We plan to identify:

• pain points for users

• issues for facilitators

• further supports for infrastructure

• adaptations we can make to tools for learning