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Context

Current Solution

Process

Research

Define

Design

Reflection

Ongoing Project

Kumu Connect

Kumu: Teacher in ʻōlelo Hawaiʻi.
Empowering Hawaiian computer science education with culturally informed asset-based AI tools for teachers.

This project is part of the the educational efforts of Ka Moamoa Lab, in collaboration with a K-9 Hawaiian Immersion Language School in Oahu, Hawaii.

The partnership focuses on enriching students' learning experiences through local Hawaiian language and culture (place-based education).

TEAM

This project in collaboration with educators, researchers, designers, scientists, and community partners from within and outside the Native Hawaiian community, whose support is essential in this project.

Teachers and staff from partner school
Rachel (Lead UX Designer)
Will (UX Researcher)
Leah (UX Researcher)
Jahnavi (UX Desginer)
Dr. Josiah Hester and Dr. Judith Uchidiuno (Lab Advisors)
Collaborators from Hawaii Dept of Education (HIDOE)

TOOLS

Figma, FigJam, Qualtrics, Notion, Dovetail

TIMELINE

This project was conceptualized in August 2023 by and is ongoing with design and development efforts today.

ROLE

Competitor analysis, ideation and prototyping, contributed to design system.

CONTEXT

Reframing UX Practices

User Problem

Throughout this project, we critically examine standard UX methods and learn from Indigenous scholars about appropriate research practices that elevate Indigenous knowledge systems, promote equity, and foster co-creation with the community.

CURRENT SOLUTION

The current solution is the 2nd iteration based on teachers feedback. We are currently working out the development details based on which the design will be revised.

Kumu Connect allows teachers to efficiently contact substitute teachers, through input fields tailored to their class and administrative needs.

Use Kumu Connect AI to generate plans that are place-based and culturally informed.

Edit sub plans using the platforms Document Editor that aligns with teachers' mental models when creating teaching materials.

Print and share subplans to support in-class teaching and provide a blueprint for other teachers.

HERE'S HOW WE GOT THERE

Design Process

RESEARCH

Goals

Methods

01 Establishing a knowledge foundation of history and culture

02 Understanding what Hawaiian Language Immersion experience looks like

03 What assets do teachers leverage in the classroom?

04 Understanding Computer Science Education

Secondary Research: Resources shared by partner school teachers, history documentaries, current events, and academic papers.

Talk Story with teachers and classroom observations.

Secondary Research: HI Department of Education: Statewide Survey on CS Education

Goals & Methods

Analysis

Affinity Mapping

Qualitative Coding

Assets Analysis

DEFINE

Key Findings

observation, interviews

observation, interviews, lit review

conference, lit review

conference, observation

F1. Stand-in teachers have varied backgrounds

F2. Frequent subbing creates discontinuity in learning

F4. Place-based schools lean on low tech solutions

F5. Teachers are open to new tools that improve efficiency

F3. Most teachers do not feel confident teaching CS

F6. The ʻŌlelo branch has fewer teaching resources

interviews, lit review

observation, interviews

DESIGN

Concept Sketching

1. Smart Search

Class Coverage

Class Compass

We explored several AI-driven solutions for supporting substitute teachers. I ideated concept 1 feedback for which surfaced accessibility of laptops for and the time demands for lesson prep. Teachers preferred a centralized communication platform (concept 2) that facilitates sub-to-teacher arrangements with AI-assisted, editable lesson plans (concept 3).

User Flow & Wireframes

Concept testing led to a focus on streamlining the user flow for requesting a sub and preparing a sub plan when a teacher is unexpectedly absent. Feedback on this user flow confirmed the relevancy of this approach, integrating with existing sub binder practices and not requiring substitutes to have laptops.

Laying the Design System

I helped establish the design system, including a calendar dropdown that allows for selecting multiple dates and an AI prompt input modal for specifying the tone and purpose of content to be generated.

Design Iterations

Using our design system, we created screens and user flows for three tasks: creating a sub request, prompting AI to generate a sub plan, and modifying activities in the sub plan. After in-person testing and analyzing both quantitative and qualitative feedback, we developed the second and current version of the design iteration.

Task 2: Prompt AI to Create Sub Plan

1st Iteration

Feedback insights:

(-) Teachers struggled to remember which class and subjects to prompt for when creating a binder.

(-) They needed more guidance for prompting the AI.

(+) They appreciated how the solution simplifies the sub creation process, allowing them to start rather than begin from scratch.

2nd Iteration

Introduced a new side panel that summarizes the class information for which a sub binder needs to be created.

We introduced example prompts to provide clearer guidance for users when creating AI prompts.

Task 1: Creating a Sub Request

Feedback insights:

(-) Teachers were confused about what requests were active, pending or covered.

(+) Olelo to English and calendar view toggle

1st Iteration

2nd Iteration

Changing the layout to vertical sections allowed for more space and functionality to add filtering requests tabs.

Using colored tags in the cards to convey the status of the request.

Task 3: Change Activities in Sub Plan

Feedback insights:

(-) The previous sub plan editor mimicked a physical binder, causing confusing visual hierarchy and misinterpretation of left-side resources. AI editing was also buried, requiring clicks on individual activities.

(+) Teachers praised the generated sub plan for its step-by-step guidance and class-specific resources.

1st Iteration

The layout is now centered on the sub plan, with navigation in a side menu and AI assistance in a floating right-side module.

Manual editing now mirrors the familiar document editor model, enabling users to edit directly and intuitively.

2nd Iteration

We improved the print and share flows by following the zig zag eye grazing pattern, a high-priority feature because it ties into existing assets used by teachers. This addressed a usability issue where teachers struggled to locate the share/print button.

REFLECTION

Relationships and trust matter, both within the team and with our partner school. This foundation of trust and understanding was the bedrock of the project's impact.

There is a balance between breaking the grid in design and adhering to good design practices. Innovative design needs testing and refinement to ensure usability.

Identifying what is possible and available to build within the environment is as important as having a future vision. Understanding what can be integrated into existing systems is crucial, rather than introducing technology thar can be perceived as invasive.