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

(Floe) Self-Assessment Learning Toolkit Design

Use Case: Vicki - First-time Toolkit User

Use Case: Elli - Return Toolkit User