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LEMErS: Learnability, Efficiency, Memorability, Errors, Satisfaction

Spotify was the first phone app my non-tech savvy dad was able to learn how to use. It is not the first app we’ve tried to teach him, but it is the first that he has learned very well and is able to and wants to keep using. This made me want to explore all the things that Spotify was doing right, as well as areas for improvement of course!

Learnability: It took a day, a couple of practice rounds, maneuvering with the settings, but eventually my dad got the hang of it. The nature of the app is highly visual with lots of pictures of artists and albums. Spotify also has a straightforward purpose free of distractions, as well as a predictable user flow- allowing the user to apply repetition to learn the app.

As part of my assignment for DesignLab for UX Academy for Week 2, we were asked to reflect on good versus great products. We spent the first week getting familiar with what makes successful products. For the beginning of the second week, we are exploring the product development process. In this article, I will reflect on my own product usage experiences, as well as discuss the products that I use every single day and what makes them so addictive.

In The Principles of Product Design by Aaron Walter, he states that “the difference between a good and great product is the last 10%. Everyone has the same 90%…the same core features and similar pricing and a similar story. But that last 10% is the real differentiator.” I truly resonate with this statement, and agree that the difference between great and good products lies in the details. …

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I’ve decided to take the big leap of faith forward to transition careers from teaching to UX Design. Throughout this article, I’ll be talking about the process of how I decided on the transition, which industry I chose to transition into, and what path I chose to take to get there. I am by no means giving advice, or advising against the teaching career. Some of the teachers I work with are the best and happiest people I know and I genuinely appreciate and admire anyone who enters the world of education.

Deciding to transition from teaching

For some background, this is my 3rd year as a math teacher. Around the end of 2019, I had a lunch discussion with some teacher friends- one who has been teaching for 20+ years and, let’s be honest, will probably will be teaching until retirement. My other teacher friend is a little older than I, approaching her 30’s, and was still deciding whether or not this was the career “for the rest of her life”, which sounded extremely daunting for me. It was at that moment that I started thinking about whether I can see myself teaching long-term. …

Background: What, why, how?

  • As a third year classroom teacher who recently had to transition to distance-teaching because of the pandemic, I realized the importance of offering teachers viable options to distance-teach.
  • Google Classroom is a website, with a mobile app, that is used by both teachers and students. Teachers can post assignments, grade assignments and provide feedback directly on Google Classroom. I want to focus on teachers’ experiences of using Google Classroom, features they liked that could be improved, and also suggest new features to improve the efficiency of using Google Classroom as a teacher.
  • I sent out a survey to a group of high-school teachers between the ages of 25–65 years old in the San Francisco, Bay Area. The survey aims to pinpoint current uses of Google Classroom, and pain points. I categorized common responses to pain points that teachers expressed in the survey with a pie chart below. …

I am onto my second chapter of Don Norman’s “Design of Everyday Things”, in which he talks about the 7 Fundamental Design Principles: Discoverability, feedback, conceptual model, affordances, signifiers, mapping, and constraints. …

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I’m a 3rd year high school math teacher working with 14–16 year old kiddos in San Francisco. (Are 14 year olds even kiddos anymore?) I’ve decided to spend my summer learning about design, something I’ve always had a yearning to learn but never had the time to. Now that time has presented itself, I have no more excuses!

After reading the first twenty pages or so of Don Norman’s “Design of Everyday Things”, I realized that a lot of core concepts mentioned so far in the book can be applied to teaching, and that learning design can actually make me a better teacher. …

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Dan: Look I’m standing!

Kelly: Oh gosh Kyle is about to fall on me

Kyle: I’m so happy I can fly

Daniela: Trying to balance and smile at the same time is hard

Vidhi: Is the picture taken yet?!

Alie: I’m so glad I wore mittens today

Brittany: You put your right foot in, you put your right foot out…

Morrissa: Guys, when are we getting boba?

Kam: Hair looks good, scarf game on point. Okay ready for the picture!

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a beautiful array of colors all around!

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San Francisco shines and sparkles everywhere during the holiday season!

As a teacher in making, I like asking a lot of my mentor teachers how they got into teaching and what motivates them. “You have to have a lot of patience and care for what you do, and you gotta love it. It isn’t going to be easy, but when the shiny and sparkly moments come, they’re going to be really shiny and sparkly, and will remind you of why you’re doing this in the first place.”

We were asked to write a manifesto in my Education class this semester, reminding us of why we’re here and doing what we do as educators, because sometimes we’ll need it in the tougher times where things aren’t so sparkly. …


Kelly Wong

A high school math teacher looking to break into the world of design

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