User Experience Design Immersive – Daniella Kisza

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User Experience Design Immersive – Daniella Kisza

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User Experience Design Immersive

Daniella Kisza

THE UXDI STUDENT

THE UXDI STUDENT

Jen recently graduated college from Columbia University with a degree in marketing and is looking to expand her skillset before finding a job. She saw that her friend liked General Assembly on Facebook, so she decided to check it out for herself. She signed up for the newsletter and a week later received this email about GA’s UXDI course.

Mike is an entrepreneur at heart and prefers to work on his own time. He’s a freelance designer and is currently building up his startup company. Mike just started designing his own website and decided to optimize his business by learning more about how users would interact with his designs. While attending the monthly NY Tech Meetup, he was introduced to General Assembly, the event sponsor. A representative from GA presented the company and handed him this pamphlet.

Josh just left his position as an investment banker to follow his true passion for art and design. He’s seeking a hands-on learning experience that won’t involve the cost and time it would take to get another degree. While browsing graphic design groups in LinkedIn, he sees a targeted ad for GA’s upcoming info session on user design experience and decides to attend.

MARKETING CHANNELS

Social media maintenance and customer interaction (contests, etc.) / Blogger outreach / Informational newsletters / Event suggestions and speaker opportunities / Promote value-driven content and free informational sessions / Source local partnerships with entrepreneurial, tech, and design New York Meetup groups

ADDITIONAL COST INITIATIVES:

  • Video creation (webinars, interviews with industry leaders, etc.)
  • Facebook ad campaign
  • Twitter sponsored ads
  • LinkedIn targeted ads

PRODUCTION CYCLE

PRODUCTION CYCLE: PRE-COURSE DEVELOPMENT

Admissions:

(T-8 Weeks)

  • Coordinate with email team to send out community newsletter introducing course launch
    • Create additional email to send to alumni that previously attended design-related (online) classes, workshops, or courses
  • Promote course on GA’s social media pages and meetup events
  • Leverage established partnerships to market course launch to their community
  • Hand out flyers/informational brochures to students taking current design courses

(T-4 Weeks)

  • Organize and promote a UXDI info session
  • Begin review of applicant submissions

Instructor Sourcing:

(T-8 Weeks)

  • Search GA roster for all qualified and talented instructors and subject matter experts
    • Contact all previous instructors who taught User Experience Design courses
    • Leverage GA community and network of practicing designers
  • Begin search for qualified teacher assistants
  • Complete a thorough background check of instructor’s experience and qualifications if he/she is new to community

(T-4 Weeks)

  • Evaluate all prospects and secure instructor and teacher assistants
  • Guide instructor through course curriculum
    • Stress the importance of appropriate use of class time

Curriculum Development:

(T-8 Weeks)

  • Work with GA curriculum developer to plan and organize course
  • Begin planning classroom setup and location
    • Gather necessary tools and materials for teaching course
  • Oversee development to make sure curriculum is meeting course objectives

(T-4 Weeks)

  • Assure that curriculum is understood by assigned instructor
  • Determine best teaching approach (materials, presentations, etc.)

KEY STAKEHOLDERS

Curriculum Developers:

Designs and builds the structural content and direction of the course.

Designers:

Responsible for coordinating GA’s materials, tools and resources to optimize the student learning process.

Email & Marketing Team:

Aids in spreading brand awareness, and valuable content relevant to the product in order to sustain and grow the GA community.

"Nothing will work unless you do."

- Maya Angelou

PRODUCTION CYCLE: IN-CLASS EXPERIENCE

Feedback Touch Points:

  • Weekly instructor call/email to assess class progress
  • Weekly talks with teacher assistants to gather feedback and discuss any student issues
  • Assess mid-course student evaluation forms

Course Content Quality:

  • Communicate with students during weekly class sit-ins
  • Make sure students are immersed in and understand course content
  • Oversee that the instructor’s lesson plan and exercises clearly meet course objectives

Instructor Team Experience:

  • Sit in on class each week to observe engagement
    • Maintain instructor enthusiasm and positive attitudes
    • Check that class is organized and instructor is well-prepared
    • Ensure classroom environment is fostering a system of support

Student Attrition:

  • Interactive instruction
    • Observe exercises and hand-on activities to ensure a collaborative experience
    • Check-in with students to confirm expectations are being met
  • Determine whether students are attainting the right skills and information needed to stay on track and keep up with the pace of the course
  • Continually modify and refine course according to student feedback
  • Inform students of resources and social events to interact with GA’s community outside of class

KEY STAKEHOLDERS

Instructor:

Talented industry professionals and thought leaders who are committed to sharing their knowledge and practices with GA students in a hands-on collaborative experience.

Teacher Assistant(s):

Dedicated to helping individual students with questions and hands-on exercises led by the instructor.

"I've been absolutely terrified every moment of my life - and I've never let it keep me from doing a single thing I wanted to do."

- Georgia O'Keeffe

PRODUCTION CYCLE: COMMENCEMENT

Assessment:

  • Measure and analyze student experience:
    • Were all course objectives met?
    • Was the course taught at a consistently steady pace?
    • Did the class exceed, or at least meet student expectations?

Graduation:

  • Along with a certificate, provide students with a list of GA resources to further their involvement in the community
  • Organize a celebratory ceremony to create a memorable experience of their accomplishments

Outcomes:

  • Goals to be met:
    • Did every student graduate?
    • Would each student recommend the course? If not, find out why.
    • Did students improve their skills, knowledge, and attitude as a result of taking the course?
  • Introduction to GA network and career opportunities
  • Maintain communication with graduates through social media, newsletters, and events
    • Encourage students to share their recent experience at GA
  • Follow-up with alumni 2-3 months after course completion to check progress

Instructor Team & Student End Of Course Feedback:

  • Keep an inventory of positive and negative feedback to refine and improve the next course
  • One-on-one meetings with instructors and teacher assistants to discuss their teaching experience

KEY STAKEHOLDERS

GA Partnerships:

Employers that recruit talented individuals who have recently graduated from GA’s long-form courses.

GA Alumni:

Recent graduates whose post-course life initiatives and program completion mark the success of GA’s educational initiatives and growth of GA’s community.

"We must overcome the notion that we must be regular. It robs us of the chance to be extraordinary, and leads us to the mediocre"

- Uta Hagen

EDUCATIONAL EXPERIENCE

EDUCATIONAL EXPERIENCE

Best Practices

Carefully Select Teachers and Students:

Fostering a dedicated community of individuals who are committed to growing and learning improves GA’s reputation as a successful educational institution and decreases student attrition.

Promote a Healthy Learning Support System:

Dynamically adjusting to student feedback and offering designated weekend office hours for extra assistance allows students to feel supported, satisfying the emotional and academic needs of students.

Engage Recent Graduates in GA’s Community:

Continue the conversation with students after the course is over. Maintain a relationship with alumni using value-driven content and GA’s resources to sustain and grow an active and loyal following.

Rehire Instructors for Repeat Courses:

Returning instructors typically have a better feel for how the course should be run, which makes for a more enhanced student learning experience.

Red Flags

Lack of Enthusiasm and Feedback:

The instructor’s behavior directly effects the student learning process. Passionate teachers create productive learning environments.

Curriculum Isn’t Taught at the Right Pace:

Speeding through the course curriculum can cause a communication breakdown between the instructor and student. On the other hand, going too slow can cause students to lose interest and motivation. A balanced curriculum can be accomplished if the instructor remains receptive and provides and asks for feedback.

Lack of Course Direction and Structure:

An organized curriculum with a clearly communicated set of goals and objectives is essential for a smooth learning experience.

Incomplete Exercises/Assignments:

Students that don’t complete assignments from the instructor are red flags that the student has given up or lost interest. Addressing and resolving the issue immediately can prevent student attrition.

Thank you