(Floe) Self-Assessment Learning Toolkit Design
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Use Case: Vicki - First-time Toolkit User
After participating in a holiday sing-along 2 years ago, Vicki discovered her love of singing and started taking lessons. Soon she joined a community choir and has performed with them at various local events. Sometimes Vicki experiences high anxiety and panic attacks, and although singing generally helps with her anxiety, she finds performing very stressful. When she became a mother she had to take a break from the choir and her singing lessons, and the additional responsibilities and new experience of being a parent have increased her anxiety. Recently a friend asked Vicki if she would sing at her wedding, which is coming up in a few weeks. Vicki really wants to support her friend and rise to the challenge, but feels overwhelmed with how to fit in practice time along with all of her other commitments. She is particularly nervous because she has never performed solo before.
Vicki wants to find ways to overcome her stage fright and to plan her singing practice. She remembered that her choirmaster had mentioned using some kind of online tool to help with planning practices as well as tracking her thoughts about each performance over time. Vicki realises that she might be able to use this same tool to help her prepare for the wedding performance and to overcome her stage fright. She contacts her choirmaster to find out more, makes a plan to talk with her again, and installs the toolkit on her desktop computer at home.
The first thing Vicki does when she opens the toolkit is note how she is feeling. She enters “anxious” into the notepad (which is often how she feels when trying anything new). In the “Other Thoughts” section she then lists everything she can think of that frightens her about public performance. She includes forgetting the lyrics, running out of breath, her teacher being in the audience, etc. One other thing that Vicki notes is that she's noticed lately that she has trouble seeing the musical score. She realises if she could increase the size of the score, it would help with her anxiety as well. She shares the list of her fears with her choirmaster who helps her to brainstorm some activities that will help to alleviate her fears. The choirmaster lets Vicki know about the GPII preferences, and helps Vicki adjust the text size setting, so that she can see her digital musical scores better.
After talking with her choirmaster, Vicki uses the toolkit to set a goal to perform at her friend’s wedding, adding related to-do’s:
Goal: perform solo at Sherri’s wedding! (June 10th)
To do: Pick two songs from the ones that I already know (May 29)
To do: Send email requests to friends to be a part of her practice audience and set up practice performance times (June 04?)
Vicki then adds two items to track:
- When I practice and when I miss practice, and how it relates to my mood/level of anxiety
- How much time I practice each day
Use Case: Elli - Return Toolkit User
Elli’s high school has a summer internship program in Costa Rica for grade 10 students. Elli is finishing grade 10 this year and would love to be part of this program. She has asked her dad to let her join the program and pay for the tuition. Her dad has agreed, but has made two conditions. First, Elli needs to improve her math scores by 15%, and second she should join the school’s Spanish club to learn Spanish at an intermediate level.
Elli is determined to get into that program. She already uses the learning toolkit at school to keep track of her academic progress in all her classes, as well as her soccer team practice schedule and game scores. She has set some previous goals related to her classwork, and has used it to schedule her tests and study plan. Elli has also used GPII to set her preferences to meet her particular learning needs, including using captions while watching videos, and listening to voice over while reading text. She also prefers a simplified layout because she finds it less distracting and easier to comprehend the information. Elli realises that using English or Spanish captions while watching Spanish videos could help her to learn Spanish as well.
Elli opens the MyL3 toolkit and adds two new goals, with related to-dos:
Goal: Increase math score by 15%
To do: Find a tutor
To do: Try some Khan Academy videos
Goal: Pass intermediate-level Spanish test
To do: Join Spanish club
To do: Watch Spanish videos with captions every weekend
Elli then decides to track:
My math test scores
My Spanish test scores