A user-centered approach using the service design and delivery process
The discovery phase of the initiative will explore how learning progressions and online formative assessment might be successfully implemented to support Australian teachers. The education agencies – Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Institute for Teaching and School Leadership (AITSL) and Education Services Australia (ESA) – are committed to conducting a thorough and extensive review of current education technology and practice and to holding a genuine open dialogue with teachers, students, parents/carers, school leaders and jurisdiction leaders. They will focus on uncovering the needs of and challenges faced by each group and determining recommended next steps.
Education ministers will consider findings from the discovery phase at their meeting in December 2019. They will decide whether to progress the work further.
Listening is at the heart of all activity in the discovery phase.
The service design and delivery process
The initiative will adopt the Digital Transformation Agency’s service design and delivery process to obtain a deep understanding of teacher needs.
We are currently here
Start mapping the broader service landscape, researching the real needs and problems faced by users.
Test out your hypotheses by building prototypes to explore different ways you might be able to meet your users’ needs.
Start building based on the scope you defined at the end of Alpha.
Put the team and processes in place to continue operating and improving the service.
How will insights be gathered?
An agile and user-centred approach will be adopted to gain a deep understanding of prospective user needs and to understand how learning progressions and online formative assessment might be successfully implemented to support learning growth.
During the discovery phase, a variety of methods will be used to gather and analyse information, including one-on-one interviews, focus groups, school visits and surveys. Participation and contribution from teachers, students, parents/carers, school leaders and jurisdiction leaders is crucial to the success of this process.
The initiative is also researching how broad integration of national learning progressions with existing systems can be achieved. This includes interviews with the relevant system vendors, assessment companies, digital content providers and the purchasers and users of these products.
At the end of the discovery phase, key findings on the need for and benefits of the initiative and recommendations for next steps will be presented to the education ministers in December 2019.