Professional Project

Professional Project

Professional Project

HMH Science Dimensions

HMH Science Dimensions

HMH Science Dimensions

HMH Science Dimensions

HMH Science Dimensions

HMHSCI_Project_Banner

Project Overview

HMH Science Dimensions is a national science program for K-12 students and teachers, being released in 2018. It offers students and educators new and innovative solutions for digital instruction. As a lead digital designer for the program, my focus was on providing rich and immersive experiences that amplify lesson content and get students excited about learning.

Project Overview

HMH Science Dimensions is a national science program for K-12 students and teachers, being released in 2018. It offers students and educators new and innovative solutions for digital instruction. As a lead digital designer for the program, my focus was on providing rich and immersive experiences that amplify lesson content and get students excited about learning.

Project Overview

HMH Science Dimensions is a national science program for K-12 students and teachers, being released in 2018. It offers students and educators new and innovative solutions for digital instruction. As a lead digital designer for the program, my focus was on providing rich and immersive experiences that amplify lesson content and get students excited about learning.

Project Overview

HMH Science Dimensions is a national science program for K-12 students and teachers, being released in 2018. It offers students and educators new and innovative solutions for digital instruction. As a lead digital designer for the program, my focus was on providing rich and immersive experiences that amplify lesson content and get students excited about learning.

Project Overview

HMH Science Dimensions is a national science program for K-12 students and teachers, being released in 2018. It offers students and educators new and innovative solutions for digital instruction. As a lead digital designer for the program, my focus was on providing rich and immersive experiences that amplify lesson content and get students excited about learning.

My Role 
Lead Interaction Designer, UX Designer, User Testing Moderator

Target Market
Eleven million students and educators throughout the United States

My Role 
Lead Interaction Designer, UX Designer, User Testing Moderator

Target Market
Eleven million students and educators throughout the United States

My Role 
Lead Interaction Designer, UX Designer, User Testing Moderator

Target Market
Eleven million students and educators throughout the United States

My Role 
Lead Interaction Designer, UX Designer, User Testing Moderator

Target Market
Eleven million students and educators throughout the United States

My Role 
Lead Interaction Designer, UX Designer, User Testing Moderator

Target Market
Eleven million students and educators throughout the United States

HMHSD_Logo_GIF

The Problem Being Solved

Modern science education lacks good UX.
Too often, educational experiences are broken by poor UX. Platforms are fragmented, quality is low, and content is confusing. Rather than relying on legacy materials, my team designed this program completely from scratch to better serve the needs of modern users. The program empowers students and educators with unique digital experiences that are explicitly designed for learning about science, so every grade's experience feels intuitive and uniquely tailored to users' needs.

 

The Problem Being Solved

Modern science education lacks good UX.
Too often, educational experiences are broken by poor UX. Platforms are fragmented, quality is low, and content is confusing. Rather than relying on legacy materials, my team designed this program completely from scratch to better serve the needs of modern users. The program empowers students and educators with unique digital experiences that are explicitly designed for learning about science, so every grade's experience feels intuitive and uniquely tailored to users' needs.

The Problem Being Solved

Modern science education lacks good UX.
Too often, educational experiences are broken by poor UX. Platforms are fragmented, quality is low, and content is confusing. Rather than relying on legacy materials, my team designed this program completely from scratch to better serve the needs of modern users. The program empowers students and educators with unique digital experiences that are explicitly designed for learning about science, so every grade's experience feels intuitive and uniquely tailored to users' needs.

The Problem Being Solved

Modern science education lacks good UX.
Too often, educational experiences are broken by poor UX. Platforms are fragmented, quality is low, and content is confusing. Rather than relying on legacy materials, my team designed this program completely from scratch to better serve the needs of modern users. The program empowers students and educators with unique digital experiences that are explicitly designed for learning about science, so every grade's experience feels intuitive and uniquely tailored to users' needs.

The Problem Being Solved

Modern science education lacks good UX.
Too often, educational experiences are broken by poor UX. Platforms are fragmented, quality is low, and content is confusing. Rather than relying on legacy materials, my team designed this program completely from scratch to better serve the needs of modern users. The program empowers students and educators with unique digital experiences that are explicitly designed for learning about science, so every grade's experience feels intuitive and uniquely tailored to users' needs.

Testing Against Assumptions

My team at HMH has vast design experience spanning a wide variety of educational products. Since we've seen it all (and worked on it all), we recognized that user needs have evolved significantly since our last major science initiative. At the outset of the design process for Science Dimensions, I conducted thorough testing against many of our established assumptions about users. We had a legacy understanding of how students operate within digital environments, and we didn't have a solid grasp on how well modern students understood digital products. Through scientific test moderation, data collection, and analysis, I helped lead our team in discovering crucial truths about how we should design a program of this scope. Here are some of the things we discovered:

Testing Against Assumptions

My team at HMH has vast design experience spanning a wide variety of educational products. Since we've seen it all (and worked on it all), we recognized that user needs have evolved significantly since our last major science initiative. At the outset of the design process for Science Dimensions, I conducted thorough testing against many of our established assumptions about users. We had a legacy understanding of how students operate within digital environments, and we didn't have a solid grasp on how well modern students understood digital products. Through scientific test moderation, data collection, and analysis, I helped lead our team in discovering crucial truths about how we should design a program of this scope. Here are some of the things we discovered:

Testing Against Assumptions

My team at HMH has vast design experience spanning a wide variety of educational products. Since we've seen it all (and worked on it all), we recognized that user needs have evolved significantly since our last major science initiative. At the outset of the design process for Science Dimensions, I conducted thorough testing against many of our established assumptions about users. We had a legacy understanding of how students operate within digital environments, and we didn't have a solid grasp on how well modern students understood digital products. Through scientific test moderation, data collection, and analysis, I helped lead our team in discovering crucial truths about how we should design a program of this scope. Here are some of the things we discovered:

Testing Against Assumptions

My team at HMH has vast design experience spanning a wide variety of educational products. Since we've seen it all (and worked on it all), we recognized that user needs have evolved significantly since our last major science initiative. At the outset of the design process for Science Dimensions, I conducted thorough testing against many of our established assumptions about users. We had a legacy understanding of how students operate within digital environments, and we didn't have a solid grasp on how well modern students understood digital products. Through scientific test moderation, data collection, and analysis, I helped lead our team in discovering crucial truths about how we should design a program of this scope. Here are some of the things we discovered:

Testing Against Assumptions

My team at HMH has vast design experience spanning a wide variety of educational products. Since we've seen it all (and worked on it all), we recognized that user needs have evolved significantly since our last major science initiative. At the outset of the design process for Science Dimensions, I conducted thorough testing against many of our established assumptions about users. We had a legacy understanding of how students operate within digital environments, and we didn't have a solid grasp on how well modern students understood digital products. Through scientific test moderation, data collection, and analysis, I helped lead our team in discovering crucial truths about how we should design a program of this scope. Here are some of the things we discovered:

Students Expect Age-Appropriate Design
Our plans to create uniquely styled interactions for each grade band were affirmed by the discovery that students really expect digital experiences to age alongside them. Young test subjects frequently (and unexpectedly) commented on the age-appropriateness of their program UI, while older students were sensitive to any UI elements that downplayed their grade level by looking too young.

Students Expect Age-Appropriate Design
Our plans to create uniquely styled interactions for each grade band were affirmed by the discovery that students really expect digital experiences to age alongside them. Young test subjects frequently (and unexpectedly) commented on the age-appropriateness of their program UI, while older students were sensitive to any UI elements that downplayed their grade level by looking too young.

Students Expect Age-Appropriate Design
Our plans to create uniquely styled interactions for each grade band were affirmed by the discovery that students really expect digital experiences to age alongside them. Young test subjects frequently (and unexpectedly) commented on the age-appropriateness of their program UI, while older students were sensitive to any UI elements that downplayed their grade level by looking too young.

Students Expect Age-Appropriate Design
Our plans to create uniquely styled interactions for each grade band were affirmed by the discovery that students really expect digital experiences to age alongside them. Young test subjects frequently (and unexpectedly) commented on the age-appropriateness of their program UI, while older students were sensitive to any UI elements that downplayed their grade level by looking too young.

Students Expect Age-Appropriate Design
Our plans to create uniquely styled interactions for each grade band were affirmed by the discovery that students really expect digital experiences to age alongside them. Young test subjects frequently (and unexpectedly) commented on the age-appropriateness of their program UI, while older students were sensitive to any UI elements that downplayed their grade level by looking too young.

Students Intuit New Digital Interactions
Test subjects very rarely struggled to understand new interactions in the Science Dimensions digital environment. Across all grade bands (from K-12), they repeatedly demonstrated an innate sense of understanding when answering questions using our library of over 100 interaction types. This was an encouraging discovery, pointing both to the success of our interaction design, as well as the familiarity of most modern users with digital products.

Students Intuit New Digital Interactions
Test subjects very rarely struggled to understand new interactions in the Science Dimensions digital environment. Across all grade bands (from K-12), they repeatedly demonstrated an innate sense of understanding when answering questions using our library of over 100 interaction types. This was an encouraging discovery, pointing both to the success of our interaction design, as well as the familiarity of most modern users with digital products.

Students Intuit New Digital Interactions
Test subjects very rarely struggled to understand new interactions in the Science Dimensions digital environment. Across all grade bands (from K-12), they repeatedly demonstrated an innate sense of understanding when answering questions using our library of over 100 interaction types. This was an encouraging discovery, pointing both to the success of our interaction design, as well as the familiarity of most modern users with digital products.

Students Intuit New Digital Interactions
Test subjects very rarely struggled to understand new interactions in the Science Dimensions digital environment. Across all grade bands (from K-12), they repeatedly demonstrated an innate sense of understanding when answering questions using our library of over 100 interaction types. This was an encouraging discovery, pointing both to the success of our interaction design, as well as the familiarity of most modern users with digital products.

Students Intuit New Digital Interactions
Test subjects very rarely struggled to understand new interactions in the Science Dimensions digital environment. Across all grade bands (from K-12), they repeatedly demonstrated an innate sense of understanding when answering questions using our library of over 100 interaction types. This was an encouraging discovery, pointing both to the success of our interaction design, as well as the familiarity of most modern users with digital products.

Young Students Struggle with Scrolling
One of the most crucial discoveries of early testing was specific to the K-2 grade band: young users often struggle with scrolling. To address this, we revised the UX specifically for the K-2 grade band to be built around a completely unique user flow, unlike anything we'd developed for other programs.

Young Students Struggle with Scrolling
One of the most crucial discoveries of early testing was specific to the K-2 grade band: young users often struggle with scrolling. To address this, we revised the UX specifically for the K-2 grade band to be built around a completely unique user flow, unlike anything we'd developed for other programs.

Young Students Struggle with Scrolling
One of the most crucial discoveries of early testing was specific to the K-2 grade band: young users often struggle with scrolling. To address this, we revised the UX specifically for the K-2 grade band to be built around a completely unique user flow, unlike anything we'd developed for other programs.

Young Students Struggle with Scrolling
One of the most crucial discoveries of early testing was specific to the K-2 grade band: young users often struggle with scrolling. To address this, we revised the UX specifically for the K-2 grade band to be built around a completely unique user flow, unlike anything we'd developed for other programs.

Young Students Struggle with Scrolling
One of the most crucial discoveries of early testing was specific to the K-2 grade band: young users often struggle with scrolling. To address this, we revised the UX specifically for the K-2 grade band to be built around a completely unique user flow, unlike anything we'd developed for other programs.

Young Students Struggle with Reading
K-2 students often struggle with reading. In analyzing our qualitative data, we observed that a key challenge for any new K-2 digital experience will be the user's inability to understand written text. While it's crucial to start learning science from a young age, complexity of lesson material can sometimes outpace users' reading abilities. We needed a solution for this.

Young Students Struggle with Reading
K-2 students often struggle with reading. In analyzing our qualitative data, we observed that a key challenge for any new K-2 digital experience will be the user's inability to understand written text. While it's crucial to start learning science from a young age, complexity of lesson material can sometimes outpace users' reading abilities. We needed a solution for this.

Young Students Struggle with Reading
K-2 students often struggle with reading. In analyzing our qualitative data, we observed that a key challenge for any new K-2 digital experience will be the user's inability to understand written text. While it's crucial to start learning science from a young age, complexity of lesson material can sometimes outpace users' reading abilities. We needed a solution for this.

Young Students Struggle with Reading
K-2 students often struggle with reading. In analyzing our qualitative data, we observed that a key challenge for any new K-2 digital experience will be the user's inability to understand written text. While it's crucial to start learning science from a young age, complexity of lesson material can sometimes outpace users' reading abilities. We needed a solution for this.

Young Students Struggle with Reading
K-2 students often struggle with reading. In analyzing our qualitative data, we observed that a key challenge for any new K-2 digital experience will be the user's inability to understand written text. While it's crucial to start learning science from a young age, complexity of lesson material can sometimes outpace users' reading abilities. We needed a solution for this.

User Flow

Establishing a Unique User Flow

When user testing revealed that K-2 students frequently struggled with scrolling, my team cooked up an entirely new user flow. This grade band now follows a horizontal user flow that solves two problems at once. First, it eliminates the need for scrolling, making lessons easier to navigate for young students. Secondly, it allows us to segment the lesson material in the appropriate places, ensuring we deliver new concepts at the right pace for young learners.

Unique K-2 User Flow

Designing for young students means working for one of the least understood demographics in digital design. K-2 students absorb information differently than older users—delivering new challenges at the right pace is key to successful engagement. The digital experience for students in this grade band follows a horizontal user flow that introduces new concepts at the right time. This format also eliminates the need for scrolling, since our testing has shown young students struggle with it. The experience is audio-driven—an optional and unique accessibility feature that ensures students don't miss out on new material if they're not strong readers.

Unique K-2 User Flow

Designing for young students means working for one of the least understood demographics in digital design. K-2 students absorb information differently than older users—delivering new challenges at the right pace is key to successful engagement. The digital experience for students in this grade band follows a horizontal user flow that introduces new concepts at the right time. This format also eliminates the need for scrolling, since our testing has shown young students struggle with it. The experience is audio-driven—an optional and unique accessibility feature that ensures students don't miss out on new material if they're not strong readers.

Unique K-2 User Flow

Designing for young students means working for one of the least understood demographics in digital design. K-2 students absorb information differently than older users—delivering new challenges at the right pace is key to successful engagement. The digital experience for students in this grade band follows a horizontal user flow that introduces new concepts at the right time. This format also eliminates the need for scrolling, since our testing has shown young students struggle with it. The experience is audio-driven—an optional and unique accessibility feature that ensures students don't miss out on new material if they're not strong readers.

Unique K-2 User Flow

Designing for young students means working for one of the least understood demographics in digital design. K-2 students absorb information differently than older users—delivering new challenges at the right pace is key to successful engagement. The digital experience for students in this grade band follows a horizontal user flow that introduces new concepts at the right time. This format also eliminates the need for scrolling, since our testing has shown young students struggle with it. The experience is audio-driven—an optional and unique accessibility feature that ensures students don't miss out on new material if they're not strong readers.

Designing an Audio-Driven Experience

Another key discovery from K-2 user testing was users' challenge with reading about new science material. Although K-2 science isn't very complex, it requires introducing a lot of new words for young readers. To provide a better user experience, we designed K-2 Science Dimensions as an audio-driven experience. This means that every individual screen offers the ability to have content read aloud to users. Every interactive element is linked to available audio for young readers and the vision-impaired. It's an important accessibility feature that ensures students don't miss out on new material if they're not strong readers.

Designing an Audio-Driven Experience

Another key discovery from K-2 user testing was users' challenge with reading about new science material. Although K-2 science isn't very complex, it requires introducing a lot of new words for young readers. To provide a better user experience, we designed K-2 Science Dimensions as an audio-driven experience. This means that every individual screen offers the ability to have content read aloud to users. Every interactive element is linked to available audio for young readers and the vision-impaired. It's an important accessibility feature that ensures students don't miss out on new material if they're not strong readers.

Designing an Audio-Driven Experience

Another key discovery from K-2 user testing was users' challenge with reading about new science material. Although K-2 science isn't very complex, it requires introducing a lot of new words for young readers. To provide a better user experience, we designed K-2 Science Dimensions as an audio-driven experience. This means that every individual screen offers the ability to have content read aloud to users. Every interactive element is linked to available audio for young readers and the vision-impaired. It's an important accessibility feature that ensures students don't miss out on new material if they're not strong readers.

Designing an Audio-Driven Experience

Another key discovery from K-2 user testing was users' challenge with reading about new science material. Although K-2 science isn't very complex, it requires introducing a lot of new words for young readers. To provide a better user experience, we designed K-2 Science Dimensions as an audio-driven experience. This means that every individual screen offers the ability to have content read aloud to users. Every interactive element is linked to available audio for young readers and the vision-impaired. It's an important accessibility feature that ensures students don't miss out on new material if they're not strong readers.

Designing an Audio-Driven Experience

Another key discovery from K-2 user testing was users' challenge with reading about new science material. Although K-2 science isn't very complex, it requires introducing a lot of new words for young readers. To provide a better user experience, we designed K-2 Science Dimensions as an audio-driven experience. This means that every individual screen offers the ability to have content read aloud to users. Every interactive element is linked to available audio for young readers and the vision-impaired. It's an important accessibility feature that ensures students don't miss out on new material if they're not strong readers.

Designing our Style Guide

I designed our internal K-2 style guide as a rich, in-depth document that defines our design aesthetic and outlines the logic behind it. Every interactive UI element across the program follows the guide, ensuring that the digital experience is consistent and that it grows with the student as they journey through school.

Designing our Style Guide

I designed our internal K-2 style guide as a rich, in-depth document that defines our design aesthetic and outlines the logic behind it. Every interactive UI element across the program follows the guide, ensuring that the digital experience is consistent and that it grows with the student as they journey through school.

Designing our Style Guide

I designed our internal K-2 style guide as a rich, in-depth document that defines our design aesthetic and outlines the logic behind it. Every interactive UI element across the program follows the guide, ensuring that the digital experience is consistent and that it grows with the student as they journey through school.

Designing our Style Guide

I designed our internal K-2 style guide as a rich, in-depth document that defines our design aesthetic and outlines the logic behind it. Every interactive UI element across the program follows the guide, ensuring that the digital experience is consistent and that it grows with the student as they journey through school.

Designing our Style Guide

I designed our internal K-2 style guide as a rich, in-depth document that defines our design aesthetic and outlines the logic behind it. Every interactive UI element across the program follows the guide, ensuring that the digital experience is consistent and that it grows with the student as they journey through school.

Creating the Interaction Library

A core feature of Science Dimensions is its diverse library of interactions. The K-2 interaction library consists of over 70 custom interactions designed for young learners. Such a wide array may seem like we're introducing too many new functions to students, but they are a straightforward and intuitive bunch. They never get in the way of the material. Instead, they help users make sense of it.

Creating the Interaction Library

A core feature of Science Dimensions is its diverse library of interactions. The K-2 interaction library consists of over 70 custom interactions designed for young learners. Such a wide array may seem like we're introducing too many new functions to students, but they are a straightforward and intuitive bunch. They never get in the way of the material. Instead, they help users make sense of it.

Creating the Interaction Library

A core feature of Science Dimensions is its diverse library of interactions. The K-2 interaction library consists of over 70 custom interactions designed for young learners. Such a wide array may seem like we're introducing too many new functions to students, but they are a straightforward and intuitive bunch. They never get in the way of the material. Instead, they help users make sense of it.

Creating the Interaction Library

A core feature of Science Dimensions is its diverse library of interactions. The K-2 interaction library consists of over 70 custom interactions designed for young learners. Such a wide array may seem like we're introducing too many new functions to students, but they are a straightforward and intuitive bunch. They never get in the way of the material. Instead, they help users make sense of it.

Creating the Interaction Library

A core feature of Science Dimensions is its diverse library of interactions. The K-2 interaction library consists of over 70 custom interactions designed for young learners. Such a wide array may seem like we're introducing too many new functions to students, but they are a straightforward and intuitive bunch. They never get in the way of the material. Instead, they help users make sense of it.

As a lead digital designer, my focus was on providing rich and immersive experiences that amplify lesson content and get students excited about learning.

As a lead digital designer, my focus was on providing rich and immersive experiences that amplify lesson content and get students excited about learning.

As a lead digital designer, my focus was on providing rich and immersive experiences that amplify lesson content and get students excited about learning.

As a lead digital designer, my focus was on providing rich and immersive experiences that amplify lesson content and get students excited about learning.

As a lead digital designer, my focus was on providing rich and immersive experiences that amplify lesson content and get students excited about learning.

Interaction: Multiple Choice Question

Multiple choice questions are one of the most familiar question formats for young students. Although the K-2 program contains over 70 custom interactions, this is one of the most commonly used because of its familiarity and proven success with young students. This question is an example of an instant feedback interaction—users don't need to check it manually. Instead, the software gives them visual and audio feedback instantaneously.

Interaction: Multiple Choice Question

Multiple choice questions are one of the most familiar question formats for young students. Although the K-2 program contains over 70 custom interactions, this is one of the most commonly used because of its familiarity and proven success with young students. This question is an example of an instant feedback interaction—users don't need to check it manually. Instead, the software gives them visual and audio feedback instantaneously.

Interaction: Multiple Choice Question

Multiple choice questions are one of the most familiar question formats for young students. Although the K-2 program contains over 70 custom interactions, this is one of the most commonly used because of its familiarity and proven success with young students. This question is an example of an instant feedback interaction—users don't need to check it manually. Instead, the software gives them visual and audio feedback instantaneously.

Interaction: Multiple Choice Question

Multiple choice questions are one of the most familiar question formats for young students. Although the K-2 program contains over 70 custom interactions, this is one of the most commonly used because of its familiarity and proven success with young students. This question is an example of an instant feedback interaction—users don't need to check it manually. Instead, the software gives them visual and audio feedback instantaneously.

Interaction: Multiple Choice Question

Multiple choice questions are one of the most familiar question formats for young students. Although the K-2 program contains over 70 custom interactions, this is one of the most commonly used because of its familiarity and proven success with young students. This question is an example of an instant feedback interaction—users don't need to check it manually. Instead, the software gives them visual and audio feedback instantaneously.

Interaction: Line Matching

In this text-based version of the Line Matching interaction, users select a word from either column and link it to the correlating word it in the opposite column. This is an example of a delayed feedback interaction—students hit Check before receiving feedback. Every interaction in the K-2 interaction library is available with either instant or delayed feedback. Bright, solid colors and straightforward interactive functions are crucial for users at this age. Too much flourish can be overwhelming. When designing these patterns, my emphasis was on simplicity and ease of use.

Interaction: Line Matching

In this text-based version of the Line Matching interaction, users select a word from either column and link it to the correlating word it in the opposite column. This is an example of a delayed feedback interaction—students hit Check before receiving feedback. Every interaction in the K-2 interaction library is available with either instant or delayed feedback. Bright, solid colors and straightforward interactive functions are crucial for users at this age. Too much flourish can be overwhelming. When designing these patterns, my emphasis was on simplicity and ease of use.

Interaction: Line Matching

In this text-based version of the Line Matching interaction, users select a word from either column and link it to the correlating word it in the opposite column. This is an example of a delayed feedback interaction—students hit Check before receiving feedback. Every interaction in the K-2 interaction library is available with either instant or delayed feedback. Bright, solid colors and straightforward interactive functions are crucial for users at this age. Too much flourish can be overwhelming. When designing these patterns, my emphasis was on simplicity and ease of use.

Interaction: Line Matching

In this text-based version of the Line Matching interaction, users select a word from either column and link it to the correlating word it in the opposite column. This is an example of a delayed feedback interaction—students hit Check before receiving feedback. Every interaction in the K-2 interaction library is available with either instant or delayed feedback. Bright, solid colors and straightforward interactive functions are crucial for users at this age. Too much flourish can be overwhelming. When designing these patterns, my emphasis was on simplicity and ease of use.

Interaction: Line Matching

In this text-based version of the Line Matching interaction, users select a word from either column and link it to the correlating word it in the opposite column. This is an example of a delayed feedback interaction—students hit Check before receiving feedback. Every interaction in the K-2 interaction library is available with either instant or delayed feedback. Bright, solid colors and straightforward interactive functions are crucial for users at this age. Too much flourish can be overwhelming. When designing these patterns, my emphasis was on simplicity and ease of use.

Interaction: Image-Based Multiple Choice Question

The Image-Based Multiple Choice Questions is an alternative form of the original interaction, seen above. Many teachers have expressed that great imagery plays a crucial role in student engagement. Like many of the other K-2 interactions, this one can be highly customized during the lesson authoring process. It works with three or four answer options, instant or delayed feedback, and can even be set as a Multiple Select Question—allowing for more than one correct answer.

Interaction: Image-Based Multiple Choice Question

The Image-Based Multiple Choice Questions is an alternative form of the original interaction, seen above. Many teachers have expressed that great imagery plays a crucial role in student engagement. Like many of the other K-2 interactions, this one can be highly customized during the lesson authoring process. It works with three or four answer options, instant or delayed feedback, and can even be set as a Multiple Select Question—allowing for more than one correct answer.

Interaction: Image-Based Multiple Choice Question

The Image-Based Multiple Choice Questions is an alternative form of the original interaction, seen above. Many teachers have expressed that great imagery plays a crucial role in student engagement. Like many of the other K-2 interactions, this one can be highly customized during the lesson authoring process. It works with three or four answer options, instant or delayed feedback, and can even be set as a Multiple Select Question—allowing for more than one correct answer.

Interaction: Image-Based Multiple Choice Question

The Image-Based Multiple Choice Questions is an alternative form of the original interaction, seen above. Many teachers have expressed that great imagery plays a crucial role in student engagement. Like many of the other K-2 interactions, this one can be highly customized during the lesson authoring process. It works with three or four answer options, instant or delayed feedback, and can even be set as a Multiple Select Question—allowing for more than one correct answer.

Interaction: Image-Based Multiple Choice Question

The Image-Based Multiple Choice Questions is an alternative form of the original interaction, seen above. Many teachers have expressed that great imagery plays a crucial role in student engagement. Like many of the other K-2 interactions, this one can be highly customized during the lesson authoring process. It works with three or four answer options, instant or delayed feedback, and can even be set as a Multiple Select Question—allowing for more than one correct answer.

Who I Worked With

Great products—especially those with such a large reach—are not built in a silo. Throughout the course of my design work for this program, I worked with dozens of other people to make it a reality. That list includes plenty of other talented designers, a large international team of engineers, project managers, editors, and a variety of stakeholders. As with any project, strong communication was key to our success.

Who I Worked With

Great products—especially those with such a large reach—are not built in a silo. Throughout the course of my design work for this program, I worked with dozens of other people to make it a reality. That list includes plenty of other talented designers, a large international team of engineers, project managers, editors, and a variety of stakeholders. As with any project, strong communication was key to our success.

Who I Worked With

Great products—especially those with such a large reach—are not built in a silo. Throughout the course of my design work for this program, I worked with dozens of other people to make it a reality. That list includes plenty of other talented designers, a large international team of engineers, project managers, editors, and a variety of stakeholders. As with any project, strong communication was key to our success.

Who I Worked With

Great products—especially those with such a large reach—are not built in a silo. Throughout the course of my design work for this program, I worked with dozens of other people to make it a reality. That list includes plenty of other talented designers, a large international team of engineers, project managers, editors, and a variety of stakeholders. As with any project, strong communication was key to our success.

Who I Worked With

Great products—especially those with such a large reach—are not built in a silo. Throughout the course of my design work for this program, I worked with dozens of other people to make it a reality. That list includes plenty of other talented designers, a large international team of engineers, project managers, editors, and a variety of stakeholders. As with any project, strong communication was key to our success.

Why It All Matters

Science Dimensions represents a complete overhaul of K-12 science education in the United States. Since science is a notoriously difficult subject for many students, it was crucial that our new program provides a stellar user experience. Now teachers can teach, and learners can learn, all without having to worry about the reliability of their learning platform.

Why It All Matters

Science Dimensions represents a complete overhaul of K-12 science education in the United States. Since science is a notoriously difficult subject for many students, it was crucial that our new program provides a stellar user experience. Now teachers can teach, and learners can learn, all without having to worry about the reliability of their learning platform.

Why It All Matters

Science Dimensions represents a complete overhaul of K-12 science education in the United States. Since science is a notoriously difficult subject for many students, it was crucial that our new program provides a stellar user experience. Now teachers can teach, and learners can learn, all without having to worry about the reliability of their learning platform.

Why It All Matters

Science Dimensions represents a complete overhaul of K-12 science education in the United States. Since science is a notoriously difficult subject for many students, it was crucial that our new program provides a stellar user experience. Now teachers can teach, and learners can learn, all without having to worry about the reliability of their learning platform.

Why It All Matters

Science Dimensions represents a complete overhaul of K-12 science education in the United States. Since science is a notoriously difficult subject for many students, it was crucial that our new program provides a stellar user experience. Now teachers can teach, and learners can learn, all without having to worry about the reliability of their learning platform.

3-12

Designing a Digital Interaction Library for Upper Grades

The way students learn is continuously evolving as they move between grades. In designing a program that spans every grade, there was a definite need for digital interactions that scale in complexity along with students' capacity for critical thinking. The user experience needed to grow with them, all the while remaining cohesive between grade bands. Most importantly, interactions needed to be intuitive for brand new students who had never used the program before. More information is coming soon about the 3-12 interaction library, as the market permits.

Designing a Digital Interaction Library for Upper Grades

The way students learn is continuously evolving as they move between grades. In designing a program that spans every grade, there was a definite need for digital interactions that scale in complexity along with students' capacity for critical thinking. The user experience needed to grow with them, all the while remaining cohesive between grade bands. Most importantly, interactions needed to be intuitive for brand new students who had never used the program before. More information is coming soon about the 3-12 interaction library, as the market permits.

Designing a Digital Interaction Library for Upper Grades

The way students learn is continuously evolving as they move between grades. In designing a program that spans every grade, there was a definite need for digital interactions that scale in complexity along with students' capacity for critical thinking. The user experience needed to grow with them, all the while remaining cohesive between grade bands. Most importantly, interactions needed to be intuitive for brand new students who had never used the program before. More information is coming soon about the 3-12 interaction library, as the market permits.

Designing a Digital Interaction Library for Upper Grades

The way students learn is continuously evolving as they move between grades. In designing a program that spans every grade, there was a definite need for digital interactions that scale in complexity along with students' capacity for critical thinking. The user experience needed to grow with them, all the while remaining cohesive between grade bands. Most importantly, interactions needed to be intuitive for brand new students who had never used the program before. More information is coming soon about the 3-12 interaction library, as the market permits.

Designing a Digital Interaction Library for Upper Grades

The way students learn is continuously evolving as they move between grades. In designing a program that spans every grade, there was a definite need for digital interactions that scale in complexity along with students' capacity for critical thinking. The user experience needed to grow with them, all the while remaining cohesive between grade bands. Most importantly, interactions needed to be intuitive for brand new students who had never used the program before. More information is coming soon about the 3-12 interaction library, as the market permits.

© Joseph Brueggen 2018