Middle School Virtual Learning: Topic Statement Middle School Virtual Learning Platform In most schools, the current standard delivery method of education is a virtual or format. In the future, building on this model we can teach children using a blended model, incorporating in person and virtual learning simultaneously. This tool can be used to supplement and enhance in person learning. Many middle school students struggle to adapt, navigate, understand, and learn using virtual learning platforms and materials. Using graphic design I will help middle school children to adapt, navigate, and learn in the on-line learning environment by designing a platform specific to their needs. Middle School Virtual Learning: Audience Statement The primary target audience is the middle school student. Teachers and assistant teachers are also target audience as they would also use the platform for interacting with students and implementing lessons. Principals, parents and school board members are stakeholders. They do not directly use the platform, but are investors and purchasers. Elementary and high-school students fall outside the audience spectrum because The new platform needs to be specific to the middle school learner. Elementary students and high school students have platforms specifically designed for their needs, so this platform would never be used by a student while in elementary or high school. DS Chart: Topic: Middle School Virtual Learning Goal: To help middle school children to adapt, navigate, and learn in the on-line learning environment. Audience: Middle School Students & Teachers Visual System: Keywords • Organized • Simple • Structure • Educational • Youthful • Concise • Pop-Culture • Communicative • Stream-lined • Logical • Interactive • Fun • Hands-On • Gamified • Intermediate • Middle School • Scholastic • Multi-Media • Synchronous • Inclusive Middle School Virtual Learning: Persona Cards Insights: From Focus Group
1. "There are a lot of different programs. It is confusing to know which one the teacher is on, even when they are sharing the screen, between OneNote, Canvas, and Google Docs." –Virtual Student Providing a more streamlined environment for the students to work in would decrease student frustration and confusion. There are too many apps being used on a regular basis and the students do not know where to navigate to. This wastes time as well as the attention of the student and the teacher. Create a streamlined platform that contains everything the student needs within the platform, instead of needing to navigate to outside apps and websites. 2. "It would be helpful if I could interact more with my classmates. " –Virtual Student If the virtual classroom felt more like a real classroom it would feel less isolating. Creating an on-line environment for the virtual learner that incorporates classroom and peer engagement would make students feel more included. Using interactive programs such as Nearpod or Peardeck as inspiration for inclusion. Allow for in class virtual chatting, screen sharing and audio and/or video of the entire class. 3. "Class is boring, they just talk on the screen and share their screen the whole time and they give us like ten minutes to actually do the work. " –In Person Student Students want to be engaged. Interactive lessons that allow the students to respond and interact in real-time with the teacher and their peers would increase comprehension, attendance and retention. She followed up by saying, "I like the Nearpods because there’s like different activities inside it. You kinda learn about something and answer a question. Then there are also things you can draw and describe. It is not as pressured as like the quizzes in Canvas." The key is more interaction. Draw tool, real-time responses, interactive games and games that encourage practice and repetition. When kids are bored they resort to playing on-line games. Creating an environment that "locks" the students in during instructional time would limit this distraction. 4. "It is kind of confusing. If we do things on One Note, we have to transfer it to Canvas to submit it. One place for everything would be better. " –Virtual Student Simplify the submission process and have one platform that does it all. Keep assignments in one platform. There are too many platforms and too many ways to submit assignments. There are multiple steps to getting assignments from one program to the other, Often the students complete the work and never submit it. They get halfway through the process and either get confused, distracted overwhelmed or give up. In Person Student agreed and stated, " I don’t like how we have to transfer things from OneNote. Cause you have to like export it, then name it something you can remember, it is a lot of work." 5. "It’s too much, it’s too fast, it’s too overwhelming" –Personal Care Assistant / Teaching Assistant The virtual environment needs to be simplified. The teacher should be able to organize her space for only what the students need to accomplish the tasks of the day. If the teacher could design her lesson with only what they need for the lesson on the screenby dragging or linking those features into her lesson. It would be very clear cut and she could move faster because it is all right there on the screen. Class is usually a 45 minute period. There is not enough time and instructions are too fast for many of the students. When they open the screen there are too many options and too many tabs open, it is sensory overload, especially for learning support kids. Often times the students are overwhelmed and fail to start or start late and then they are behind. If is common for students to give up before class is over. 6. "It is no longer hands on learning, it is a one dimensional flat screen. The kids can’t follow along because it is too small on the screen. (working split screen or on the projected screen in person)" –Personal Care Assistant / Teaching Assistant If there was a system where the kids where receiving the teachers notes in real time, they could focus on her speaking instead of typing feverishly and missing half the lesson. The act of typing, copying, processing, absorbing is too much in this environment (many students have low skills in typing). Again, this would also work in a more interactive environment. Teachers notes appear in real-time. Students can annotate thoughts and ideas as they come and focus on listening to the lesson. Including interactive responses would help with engagement on-line and in-person. Insights: From Insights I need more data to show the benefits of in person learning using the virtual platform vs just virtual or hybrid blended classrooms. I would like to gather grades at the end of the 1st marking peroid from different classes that represent each of the different learning environments: 100% virtual, 100% in person (using the virtual platform), and hybrid/blended (half virtual, half in person simultaneously). I think this would solidify my TFI and proposal. Insights: What Is Working and What Is Not? I have gathered a lot of insights on what to include in a virtual platform and how to engage more students. • Students enjoy the organization of programs like OneNote. • Students enjoy learning games like Quizlet and interactive lessons like Nearpod and Peardeck. • Students need a simpler platform so that they can focus on learning and retaining information and less on where they should be and how to submit an assignment. • Students are overwhelmed and simultaneously distracted. They need less available distractions and more classroom engagement. • Hybrid/Blended environments (half virtual, half in person simultaneously) are not working. Teachers are overwhelmed and cannot engage each group simultaneously. Students are bored or distracted. Students are overwhelmed. I need to find a way to help both teachers and students so that this environment can be more successful in the future. Focus Group Participants: Participant 1: Middle School Parent / Personal Care Assistant (Teaching Assistant) Participant 2: Middle School Student (in person) Participant 3: Middle School Student (virtual) **OFF CAMERA Participant 4: Middle School Teacher **PHONE CONVERSATION For my focus group I ran two sessions because the teacher that I had lined up for the Zoom conversation had to drop out at the last minute. I had a phone conversation with another teacher individually to gather more information and a different perspective. The zoom focus group session was with a middle school parent who is also employed as a PCA (personal care assistant/teaching assistant) at the middle school where I work, her daughter who is a middle school student, and another middle school student who is learning virtually. The virtual student was not comfortable being filmed, so she remained off camera. The first half of our conversation seemed to focus on the student perspective. It took some time for them to warm up and they seemed nervous to say that they were struggling and that they did not love the virtual experience. From both the in person and the virtual perspective, learning was not as interactive as they would like. There are too many programs and it is difficult to know where to be and when. The students both agreed that it was confusing at times and that it was hard to submit assignments from programs outside of the main learning platform (Canvas). In Person student said that she liked the organization of One Note but disliked the lack of instructions in the notebook. She said exporting and submitting assignments from OneNote into Canvas was not always easy. She preferred when the assignment was outlined in Canvas with an embedded Google document. That is the easiest to submit. Both students agreed that video or written instructions are helpful. They also expressed frustration with the lack of engagement. There is a lot of downtime as the teacher lectures most of the time and goes back and forth trying to get virtual students and then in person students to contribute to the discussion. They both said that they wished they could interact more within the virtual environment. The Virtual Student says she hates being online and wants to feel like she is in a classroom. The students left the conversation after about 20 minutes and the Parent/Teaching Assistant delved deeper into her frustrations with the way things were going for her and her student with learning disabilities. She explained that the student is often several steps behind the teacher and other students. The teachers seem to be lecturing most of the time and expecting the students to take notes on One Note, but there is very little interaction or engagement beyond that. This is especially true in classes that should be hands on like science. She feels that learning needs to be streamlined into one program that the students do not need to navigate away from. She felt as though a landing page that was organized with direct links and all the tools the students would need for the day would be helpful. Also, a lock-down type of browser where the students could not navigate away to play video games in the middle of instruction would be a huge necessity. The phone conversation I had with the Middle School Teacher emphasized some of the same insights and needs that were highlighted in the earlier virtual focus group. She teaches 8th grade history in a blended environment. Some of her classes have 10-15 students online and 6-8 students in the classroom being taught simultaneously. She finds it very difficult to engage all of the students at the same time. In years past her classes were run with a lot of in class discussions and student interaction. Now she feels as though all she does is stare at blank screens (the students do not turn their cameras on). She spends so much time trying to get the online students to interact that she barely interacts with the students in the classroom. Many of her virtual students have not turned in a single assignment all semester. When finally works with them one on one, she discovers that they struggle to hear her and in many cases do not know how to access or submit their assignments. From these conversations I think the top priorities for the middle school learning platform is to create a streamlined platform that contains everything the student needs within the platform, instead of needing to navigate to outside apps and websites. It needs to contain more interactive options for learning. The submission process needs to be simplified. Students want to feel more included and to be able to interact with classmates. And lastly, the students need to be contained within a “virtual classroom” to discourage the navigation to online gaming. I learned a lot from these conversations and many of my observations were substantiated. Audience Statement
Middle School Virtual Learning Platform The target audience is the middle school student. Teachers and assistant teachers are also target audience as they would also use the platform. Principals, parents and school board members are stakeholders. They do not directly use the platform, but are investors and purchasers. Elementary and high-school students fall outside the audience spectrum because The new platform needs to be specific to the middle school learner. Elementary students and high school students have platforms specifically designed for their needs, so this platform would never be used by a student while in elementary or high school. Middle School Virtual Learning: Target Audience
Focus Group Participants:
Topic for Investigation
Original TFI:
Introduction I asked 59 rhetorical questions about middle school virtual learning using the Socratic method. The questions center around evidence of need, target audience, the future of virtual learning, and the idea of blended learning. These questions will lead to further research opportunities and possible solutions to the problem of middle school students struggling to adapt, navigate and learn in the virtual learning environment. Middle School Virtual Learning Platform
In most schools, the current standard delivery method of education is a virtual or format. In the future, building on this model we can teach chidlren using a blended model, incorporating in person and virtual learning simultaneously. Many middle school students struggle to adapt, navigate, understand, and learn using virtual learning platforms and materials. Using graphic design I will help middle school children to adapt, navigate, and learn in the on-line learning environment by designing a platform specific to their needs. Refined TFI: 1. Middle School eLearning Platform 1: In most schools, the current standard delivery method of education is a virtual format. 2: Many middle school students struggle to adapt, navigate, understand, and learn using virtual learning platforms and materials. 3: Using graphic design I will help middle school children to adapt, navigate, and learn in the online learning environment. Connections: Competitive Analysis Insights:
1. Canvas A virtual learning platform. This is what my school district uses. I am very familiar with this platform and what it is capable of and its drawbacks for the average middle school student. Successful:
A virtual Notebook. My school district uses this to organize, store and distribute online worksheets, assignments and notes. I am very familiar with this platform and what is capable of and its drawbacks for the average middle school student. Sucessesful:
1. TEDTalk with Shal Khan “Let’s Use Video to Reinvent Education” Shal Khan is the founder of Khan Academy, an online collection of instructional videos in math, science, history, and other curricula. He recommends that teachers “flip the script” and assign videos for students to watch on their own and use class-time to work on assignments where they have the teacher available to help them. 1. Encourage video lessons, use class-time for modeling and activities so that students can have access to teacher interaction and help. 2. Watching a video students can pause, repeat, and review over and over again at their own pace. 3. Teachers can make their own videos or link to websites like Khan Academy for lessons 4. Lessons are no longer one size fits all. They can individualize assignments and lessons. 5. Multiple opportunities to try to solve problems over and over again until they get it. Use instant feedback on assignment questions so students know if they are doing it right or wrong. Repetition encourages mastery. 6. Use online grading to track what kids are understanding or not. 7. Motivation & Feedback. Game mechanics, badges and points. Helps to motivate improvement. https://www.ted.com/talks/sal_khan_let_s_use_video_to_reinvent_education#t-10634 2. TEDTalk with Daphne Koller “What We’re Learning from Online Education” Daphne Koller is the co-founder of Coursera. Using feedback and data from the students and grades of the students taking online courses through Coursera, Koller was able to develop some insights on the best practices for online education. While Coursera is a collection of continued education and college courses, many of the insights apply to all e learning platforms. 1. Procrastination is a global problem. (How can we help students with this?) 2. Moving away from the constraints of a physical classroom provides an opportunity to break up content. Instead of a 1 hour course, you can have shorter modular units (recorded videos of lessons. 3. Students can watch and re-watch portions depending on need and background knowledge. This provides a greater opportunity for mastery. 4. Students don’t learn from sitting and watching. Make it interactive. Videos can pause every few minutes to ask questions for comprehension checks. Gives all students an opportunity to engage. 5. Use the technology to grade multiple choice and math equations. https://www.ted.com/talks/daphne_koller_what_we_re_learning_from_online_education#t-1098365. Quantitative Data Insights: 1. The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature This study shows the effectiveness of online learning (which can be purely online or a combination of online and in person, as known as blended) shows higher student learning outcomes than using purely face to face instruction. In addition, student outcomes were higher for blended instruction than purely online instruction. Using this data I can conclude that developing an online learning platform that can be used purely in a virtual environment as well as blended into a classroom using a combination on online and face to face instruction would be most beneficial. Means, Barbara, et al. (2013). “The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature”, Teachers College Record. 115, pp 01-47. 2. The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature This study addresses the concept that, “There is also some anecdotal evidence that technology based education at the elementary and secondary levels enables school districts to expand the range of courses available to their students and may facilitate more flexibility in student schedules and instructional delivery (Wildavsky 2001; Doherty 2002; Kennedy-Manzo 2002; Trotter 2002). In order to answer this question, as survey was taken to analyses the data of schools using online education in the 2002-03 school year. Most schools up to this point have only used online education modules for home-school and virtual students that have chosen this type of enrollment. Because of the global pandemic schools are being forced to expand on their instructional platforms and offer, onsite, virtual and blended options. Much of the data collected is over 15 years old. At the time of this survey only 36% of public schools had students enrolled in distance learning. Of these 68% were high schools and only 2% were middle schools. Currently most school districts are unprepared to provide adequate online schooling. Developing an effective middle school platform can change this. Setzer, J. C., and Lewis, L. (2005). Distance Education Courses for Public Elementary and Secondary School Students: 2002–03 (NCES 2005–010). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Wildcard Insights: 1. “America is about to start online learning, Round 2. For millions of students, it won’t be any better.” The Washington Post This article discusses the current state of education in America amide the global pandemic. Barriers to online education are abundant. Many students have a lack of access to technology and school districts do not have the funding to provide technology. Many families have a lack of access to internet. Many schools are either entirely virtual, or have offered families the options of 100% virtual, in person, hybrid (online and in person) or 100 % in person. Providing options to use a platform in all these environments will benefit all students and teachers. https://www.washingtonpost.com/local/education/america-is-about-to-start-online-learning-round-2-for-millions-of-students-it-wont-be-any-better/2020/08/05/20aaabea-d1ae-11ea-8c55-61e7fa5e82ab_story.html 2. “The Biggest Distance-Learning Experiment In History: Week One” npr, WHYY This article discusses the challenges of teaching amid the Corona Virus pandemic and what it was like to transition to an online learning environment with virtually no warning. “Three days to create, print and distribute about 5 million pages of instructional content. Three days to load classes onto an online platform. Three days to gather online resources so aligned instruction could continue to take place. Three days to train about 8,000 teachers in a whole new way of work.” It is important to develop a platform that students and teachers are familiar with and comfortable with so that they can seemlessly transition from at home, virtual learning, to in person or blended learning. Students need to be able to easily navigate, learn and understand the platform so that it does not get in the way of them learning content. https://www.npr.org/2020/03/26/821921575/the-biggest-distance-learning-experiment-in-history-week-one Topic 1:
Refined TFI Middle School Learning Materials Step 1: With the persistent global pandemic, in most schools, the standard method of delivery of education is in a virtual format. Step 2: Many students with learning disabilities struggle to adapt, navigate, understand, and learn using virtual learning platforms and materials. Step 3: Using graphic design I will create materials to help middle school children with learning disabilities to adapt, navigate, and learn in the on-line learning environment. Competitors 1. Canvas A virtual learning platform. This is what my school district uses. https://www.instructure.com/canvas/ 2. Seesaw A virtual learning platform typically used in elementary schools. https://web.seesaw.me/ 3. One Note This is an onloine notebook used to organize school materials and notes. It is a Microsoft 365 product. https://www.microsoft.com/en-us/microsoft-365/onenote/digital- note-taking-app?ms.url=onenotecom&rtc=1 4. Google Classrooms This is a virtual learning platform often used in conjunction with other online platforms. https://classroom.google.com/u/0/h 5. Microsoft Teams This is virtual classroom environment that helps keeps teachers and students connected. https://www.microsoft.com/en-us/education/products/teams 6. Slack This is a virtual workspace to help keep teachers and students connected. https://slack.com/resources/using-slack/covid-help 7. StudyBee This is a grading a student feedback system that works in conjunction with Google Classroom. https://studybee.se/?lang=us 8. Loop This app provides teacher and student connections privately for feedback and help. https://info.loophq.io/loop-for-remote-learning 9. Start.me This web-page provides a hub for all the various apps, platforms and websites used within the virtual learning environment. https://start.me/start/us/startpage 10. Quizlet This is an online learning tool that provides games, study guides flashcards and more. https://quizlet.com/ Gaps & Opportunities 1. There are many different learning platforms for on-line learners. • These apps can word independently or in conjunction. The more add ons, the more confusing it gets for atypical learners. • Create an app that uses more graphics and simple steps to access, complete, and submit assignments. • Less is more: simplify! 2. There are a plethora of add ons to help students stay engaged and use active learning, but the more add ons, the more complex navigating becomes. • Simplify the processes. Create an organized hub and develop add ons that use the same steps and processes as the hub learning platform. • Include the virtual classroom, app hub, learning tools, and notebook all in the same plat form. Keep navigation away from the platform to a minimum. Use the same navigation and toolbars across all apps and add ons. 3. Many on-line worksheets are filled with instructions and reading. • Include immersive readers on all pages • Decrease the amount of text on one screen. Include images and consistent icons. • Use video where possible. • Chunk information into smaller sections. Insights (from Reading) 1. “Reviewing Educational Children’s Books in Terms of Graphic Design in the Context of Multimedia” by Banu Bulduk Bulduk, B. (2016). “Reviewing Educational Children’s Books in Terms of Graphic Design in the Context of Multimedia”, Global Journal on Humanities & Social Sciences. [Online]. 03, pp 07-13. • This article breaks down the connection between the elements of communication design and the educational process in regards to multimedia platforms. The main focus is on e-learning and multi-media learning. I like this source because it breaks down the multimedia design principles that support the learning process. These concepts can be applied to all learning and educational platforms. The author reviews various materials using these criteria. I can apply these same concepts to the materials I will be designing. 2. The Role Of Graphic Design In e Learning https://elearningindustry.com/role-graphic-design-in-e learning • This article reviews the ways in which graphic design can enhance the effectiveness of e Learning platforms. The four main topics discussed are 1. Creating focal points 2. Using design elements to establish content relationships. 3. Navigation 4. Readability. It is important to create a consistent navigation system. Students with learning disabilities need repetition, consistency, images with text, and a streamlined submission process. Good graphic design will help with the layout and to provide an easy to read and navigate web-page. Insights (from Watching / Listening) 1. OnlineLearning with Learning Disabilities https://youtu.be/3D_5duXHnMo • This YouTube video provided some insight on online learning from a professional tutor whose daughter has ADHD. Students with varying learning abilities and disabilities all adapt different to the online learning environment. Keeping students engaged can be a challenge for students with ADHD. Children with difficulty processing, cognitive delays, low level readers and sensory deficits can feel overwhelmed by the online learning environments. Not having an adult to read body cues and give visual, and auditory prompts limits their ability to stay on task. Routines and schedules need to be built in as well as breaks and sensory opportunities. Consistency and repetition is also important. 2. Using Google Classroom for special education accommodations https://www.youtube.com/watch?v=q_Y4qxDSGWU • Google Classroom is the most consistent of all the platforms I have come across. The system is more user friendly. There are a lot of add ons that do not all use the same procedures and icons. Teachers can use this to stay in contact and follow up with students. There are options to access the students work and view it in real time while the student is working. This video teaches special education teachers how to utilize this platform to help provide accommodations to their students. Using Google classrooms provides an all in one option, but it still not user friendly. There are a lot of steps and options for submitting. Topic 2: Refined TFI Gluten Free Lifestyle Step 1: Many people follow a gluten free diet due to health concerns, allergies or other dietary restrictions. Step 2: Finding gluten free food items in grocery stores and restaurants is often difficult and time consuming. Step 3: Using design I will create materials to help people on gluten free diets find, save and organize gluten free food options and restaurants more easily. Competitors 1. Gluten-Free Me (My Recipes Journal And Organizer) A bound journal and organizer for Gluten free recipes. Found on Amazon. https://www.amazon.com/Gluten-Free-Recipes-Journal-Organizer- Essentials/dp/1086121805 2. Life After Wheat This blog style website provides gluten free recipes, tips for eating gluten free, and suggestions for gluten free products. https://thereislifeafterwheat.com/ 3. Gluten Free Palate This is another blog website that offers gluten free recipes, tips for eating gluten free for adults and children, and places to eat gluten free while traveling. 4. Celiac and the Beast This is a blog providing insights on gluten free foods, traveling gluten free and events that cater to gluten free diets. https://www.celiacandthebeast.com/ 5. Flippin’ Delicious This blog website provides gluten free recipes, tips what to eat while traveling, and gluten free holiday recipes. 6. Find Me Gluten Free This app helps people find restaurants nearby that offer gluten free menu items. 7. The Gluten Free Scanner This app scans bar-codes to provide more information on foods in the grocery store. It has a database of over 500,000 products. 8. Fooducate – Eat Better Coach This app helps people keep track of what they are eating and how and when they are exercising. It also has a bar-code scanner that gives the user information on nutritional content and ingredients. 9. Healthy Recipes & Calculator This app provides a database of recipes with detailed nutritional information. Users can save and share recipes. 10. 2020 Gluten Free Buyers Guide This book provides a list of all the best gluten free grocery items with ratings and awards for the best gluten free products on the market. Found on Amazon. https://smile.amazon. com/2020-Gluten-Free-Buyers-Guide/ Gaps & Opportunities 1. Most websites are blogs that provide recipes and the writers view on living life gluten free. A few provide some grocery suggestions or travel suggestions. • Provide a more personal, customizable experience for the user. • Create a one-stop-shop website with shopping suggestions, GF travel options, a place to save recipes, links to social media sharing, and access to the gluten free community. 2. Bound gluten free journals only provide space for recipes. • Provide a customizable food journal: place for favorite recipes, favorite gluten free products, diet and symptom tracker, and a restaurant menu guide. 3. Most mobile apps only provide one gluten free element. • Provide a more personal, customizable experience for the user. • Create a one-stop-app with gluten free products, travel options, a place to save recipes, favorite products, links to social media sharing, a diet tracker and access to the gluten free community. Insights (from Reading) 1. Best New Gluten-Free Breakfast Finds at Expo West 2020 https://www.celiacandthebeast.com/2020/04/ best-new-gluten-free-breakfast-finds-at-expo-west-2020/ • This blog post discusses the best gluten free foods found at the Expo West a natural product expo. There are also gluten free expos that travel around the country. Getting input from these expos on new gluten free food options would keep the product line up to date. Users would also be interested in hearing about new gluten free options. Many of these foods are also dairy free and/or vegan, which would benefit users who are more than gluten free. 2. Gluten Free Guide for Beginners https://thereislifeafterwheat.com/gluten-free-resources-2/ • This blog entry from Life After Wheat provides and introduction to people who are newly adopting the gluten free lifestyle. There are many reasons why someone might chose to eat gluten free, from a desire to be healthier to medical need. Starting a gluten free diet can be very intimidating and daunting. Having a resource where you can learn about what foods are safe and what are not, where to find gluten free options and what to avoid as well as how to avoid cross contamination would be helpful and reassuring. Insights (from Watching / Listening) 1. We Try & Review GLUTEN-FREE Fast Food ~Honest~ https://youtube/awuf0prIYH8 • This YouTube video provided a good example of reviewing gluten free restaurant options. The people in the video purchased gluten free fast food items, ate them, reviewed the taste, texture, and cost of each item. Having these types of reviews would be helpful in written or video format. 2. Celiac Disease: Living Gluten Free (Story-time & Q&A) https://youtube/HMWL9NP1pwY • This video was by the same girl who did the fast food restaurant review above. In this video she provided her story and how she copes with her gluten free lifestyle. Hearing other people’s stories, or having a social forum within the app would help people on gluten free diets feel more connected. Another good point that was brought up was eating in restaurants where the servers do not know what gluten is. Providing materials to share with others to help educate about what gluten is as well as gluten sensitivities and celiacs disease would be helpful. Topics 1 & 2: Most Viable Topic The topic that is most viable is middle school virtual learning materials. I feel that this is an area of need across the country as schools newly need to navigate the online learning environment. There are a plethora of platforms and add ons available, but no consistency. This causes students to struggle with navigation and the ability to find, complete and submit assignments. When you add on the challenges of having learning disabilities, and different learning styles, all of this becomes even more difficult. I would like to develop a streamlined platform that incorporates all the needed add ons in a easy to navigate desktop application. Because I work in a middle school, I know first hand the struggles that both students and educators face and I have direct access to materials and resources. |
Andrea Tscheschlog
MFA Graphic Design Student at Academy of Art University of San Francisco (on-line) Archives
May 2022
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