◂ CONTENTS PROJECT 03 · JUMP MATH · P. 15–18 ONE DESIGN DECISION, IN DEPTH

PROJECT 03 · THE FORKED PATHWAY

JUMP Math Lab

A student finishes the core questions, and what happens next is decided by what they just did. This project stays with that one decision and shows how it was made.

ROLE · EDTECH SPECIALIST & ELEARNING DEVELOPERREMOTE · BILBAO & TORONTO · 2024–2025
PROBLEMEvery student followed one flow, and teachers needed to see at a glance what to do next lesson.
MY PART
  • Forked pathwaySHIPPED
  • Lab template and UI patternsES · CL · CO
  • Teacher dashboard3 FIGMA ROUNDS
OUTCOME
StudentsOne surfaceTeachers
Students move through the maths content with more ease. Teachers see student progress and what to do next lesson.
THE JOB COVERED · APPROXIMATE SHARE OF MY TIME
UX AND UIForked pathway, UI patterns, teacher dashboard
DEVELOPMENTLab template build, xAPI data spec
CONTENTContentful guides and lessons, Making Math Click
MORE ABOUT THE ROLE ▾
ROLEREMOTE · BILBAO & TORONTO · 2024–2025
JOB TITLEEdTech Specialist & eLearning Developer
QUESTThe JUMP Math Lab template, its UI patterns, accessibility features and the forked pathway, and the teacher dashboard over three rounds of Figma prototypes. Also Making Math Click on Coursera and the five-course professional learning site.
TEAMContent leads and developers across Canada and Spain.
JUMP TO THE FORK ▸
DESIGN ITERATIONS · 3 ROUNDS

How the teacher dashboard changed

Three rounds of Figma prototypes, from a teacher survey and usage data. The question each round had to answer: can a teacher read this and know what to do next lesson?

  1. ROUND 1CountsRaw counts of activity.
  2. ROUND 2ProgressProgress through the work.
  3. ROUND 3 ✓DecisionsDecisions a teacher can act on in class.
WHAT SCHOOLS ASKED FOR

Schools across North America asked for more quizzes to support formative and summative assessment. That became check-in quizzes after each lesson, and the dashboard sorts results into diagnostic, formative and summative views.

ROUGH WORK · SKETCHED FIRST · 2 SKETCHES ▾
TWO PLAYERS

Two people, one decision

When a student finishes the core questions…

P1 · THE TEACHERI want to know whether to challenge or support them next,so that I don’t waste their time on questions they’re not ready for, or bore them with ones they’ve already shown they know.
P2 · THE STUDENTI want the next questions to match what I actually know,so that I don’t feel punished for struggling or bored by repetition.

THE FORK · CORE QUESTIONS, THEN TWO WAYS ON

Core questions the same for everyone what the results say ▲ BONUS PATH stretch, without repeating ▼ SCAFFOLD PATH another way in the teacher sees it

The route is chosen by the student’s own results, and the teacher sees which one opened. The decision is made at the point the evidence exists, so a teacher reads a result and acts on it before the next lesson.

THE RULE · EVERY SECTION SET TO FIVE CORE QUESTIONS
1–3 right opens two scaffold questions
4–5 right opens two bonus questions

The lab does the sorting a teacher used to do by hand, and a student meets bonus questions once their results show they are ready.

ROUGH WORK · SKETCHED FIRST · 1 SKETCH ▾
A JUMP Math lesson screen. Three multiplication problems are set out, the first worked through in a grid with the carried digits in red. A Practice button sits to the right, locked.
TEACHING STEPThe method is worked through first. Practice stays locked until it is done.
A JUMP Math practice question with four multiple-choice answers. The chosen answer is highlighted and a banner at the top reads Correct, you aced that question. Next and Answer buttons sit to the right.
PRACTICE STEPFeedback lands on the answer itself, and an answer video stays one tap away whether or not the student got it right.
ROUGH WORK · BEHIND THIS PROJECT · 4 SKETCHES ▾
ROUGH WORK · BEHIND THIS PROJECTFLIP TO THE ROUGH WORK ▸
LOOKING BACK

What I would do differently

I would look for more creative ways to measure the game elements of the lab. They could give teachers more points of assessment, and a fuller picture of each student through how they play.

STAGES CLEARED · 6/6

Where I worked across the lifecycle

  1. 01 · DISCOVER ✓
    • Teacher survey
    • Usage patterns
  2. 02 · PROTOTYPE ✓
    • Figma dashboard mocks
    • Three rounds
  3. 03 · PILOT ✓
    • Forked pathways
    • Check-in quizzes
  4. 04 · VALIDATE ✓
    • Teacher feedback on shipped screens
  5. 05 · BUILD ✓BEYOND THE BRIEF
    • xAPI?XAPIA data standard that records what learners do inside a course, so dashboards can use it. data spec
    • Needs versus wants for developers
  6. 06 · MEASURE ✓BEYOND THE BRIEF
    • Diagnostic, formative?FORMATIVEChecks that happen during learning, to adjust teaching. Summative checks measure what was learned at the end. and summative views

From a teacher survey to xAPI data the dashboards read.