allen j cochran · 2016-02-27 · allen j cochran 2016 portfolio columbus, ohio allenjcochran @...

Allen J Cochran 2016 PORTFOLIO

COLUMBUS, OHIO

ALLENJCOCHRAN @ GMAIL.COM

(513) 633-8888

UX, SERVICE, & RESEARCH DESIGNER

mailto:allenjcochran%40gmail.com?subject=Regarding%20your%202015%20Professional%20Portfolio

http://www.allenjcochran.com

mailto:allenjcochran%40gmail.com?subject=Regarding%20Your%202015%20Professional%20Portfolio

I have been discoveringbeautiful evidence in

messy data since 2006

PROFESSIONAL & ACADEMIC EXPERIENCE

Ohio State University, Dept. of DesignMasters of Fine Arts in Service & Interaction Design

Tecumseh High SchoolDiploma

University of Cincinnati, DAAPBachelors of Fine Arts, Minor in Business

Sinclair Community CollegeGeneral Academic Study

(Columbus, Ohio)

(Cincinnati, Ohio)

(Dayton, Ohio)

(New Carlisle, Ohio)

(Columbus, Ohio)

References available on request.

• Adobe Creative Suite, Cloud• Microsoft Office• Axure RP 7• Omni Graffle• Final Cut Pro 10• Balsamiq • UsabilityTools.com• Click Tails• Google Analytics• Done Done Bug Tracking• Marketo• PhoneGap / Xamarin• Basecamp• HTML 5 / CSS 3• PHP / Javascript / Wordpress

2013

2001

2006

2001

At Themesoft, I am in charge of managing the entire creative division

which spanned two continents and three time zones. My roles and

responsibilities include managing the day-to-day for 15 team members,

on-boarding and coordinating new clients, managing the design

process from research to design to development, introducing new

technologies to the company and clients, and coordinating financials

Themesoft Creative LabDirector of Interactive Technologies Mar. 2015 - Present

Apr. 2012 - Feb. 2013

(Ohio State University)Tech CommercializationSenior User Experience Designer

Jun. 2011 - Dec. 2011

(Columbus, Ohio)Sonic RimJunior Design Researcher

(Ohio State University)

Jun. 2011 - May 2012

Graduate Student BodyGraduate Student Body President

Jun. 2010 - Dec. 2010

(Columbus, Ohio)Frame 360Brand Designer Contractor

Jun. 2007 - Oct. 2009

(Cincinnati, Ohio)University of CincinnatiUC Foundation, Assist. Director, Events

Mar. 2006 - Jun. 2007

(Cincinnati, Ohio)ArtWorks, Time Warner GalleryGallery Coordinator

At McGraw-Hill Education, my role as Senior UX Digital Designer

has been both user experience and research oriented. For user

experience, I have contributed to enterprise level system architecture,

marketing websites and product interfaces. For research, I have

contributed service design strategy, corporate/consumer relationship

modeling, and marketing and analytics.

McGraw-Hill EducationDesign & User Researcher Jun. 2013 - Mar. 2015

(Columbus, Ohio)

http://design.osu.edu/

http://daap.uc.edu/

http://www.sinclair.edu/

http://www.tecumseh.k12.oh.us/

http://www.mheducation.com/

http://tco.osu.edu/

http://sonicrim.com/

http://cgs.osu.edu/

http://www.frame360.com/

http://www.uc.edu/

http://www.artworkscincinnati.org/

http://www.mheducation.com/

USE ME TO NAVIGATE!

CORE COMPETENCIES

Using systems thinking and

principles of service design, I am

skilled at developing touchpoint

strategies for delivering the highest

quality encounters between

companies, products, and end-users.

GO TO THE STRATEGY SECTION

STRATEGY

As products become more

service-driven, concepts must be

communicated effectively both

internally and externally. Using

scholarly frameworks, customer

journeys, and service blueprints in

conjunction with prototypes helps

me to present the next generation of

products and services.

GO TO THE CONCEPT COMM. SECTION

CONCEPT COMMUNICATION

Data is always the core of my work.

The outputs of any project I’m asked

to work on must begin with a market

realized problem and continue to be

evidenced during development

with end-users.

GO TO THE RESEARCH SECTION

RESEARCH

No longer can a designed artifact

be thought of in solidarity. Instead, I

always incorporate the journey that

end-users take to become aware of

the product, orient themselves to the

product, interact with and use the

product, and ultimately advocate to

other end-users

GO TO THE USER EXPERIENCE SECTION

USER EXPERIENCE

STRATEGIC TOUCHPOINT CREATION TO MEET CORPORATE GOALS

LEVE

L O

F U

SER

EN

GAG

EMEN

T

TIME

EXPE

RIE

NC

E C

YCLE

WE CREATE LEARNING EXPERIENCES EFFECTIVE | INNOVATIVE | INSPIRING

To introduce the MHE Brand and products to our customer.

To complete the purchase and provision of a method by which the customer can share their experience.

To create a familiarity with the MHE Brand and products through overviews and previews.

To allow the customer to interact with a selection of products in a limited way.

To allow the customer to use a specific product and drive them towards final selection.

01 AWARENESS & CONNECTION 05 SELECT & ADVOCATE02 RESEARCH & ORIENT 03 EVALUATE 04 PREFERENCE, RETAIN, & UPSELL

CYCLE REPEATS

TEASER

OVERVIEW

INSIGHT

REVIEWCASE

STUDY

SIMULATION

SAMPLE

DEMO

TRIAL

PILOT

LIVE PRODUCT

McGraw-Hill established

a strategic goal to reduce

production of printed product

samples and to better nurture

customers to purchase.

McGraw-Hill EducationClient

Problem

To exceed this goal, I worked with

a task force to develop a set of

consistent content chucks that

could be re-purposed over and

over within different touchpoints.

The chucks of content were

also aligned to the Experience

Cycle, which aims to develop

relationships with customers.

Solution

TAXONOMY

Offering Description Intent Example Customer commitment Teaser A ‘throwaway’ item. Catch the attention of the buyer by appealing emotionally. Encourages them to engage further

with a product/program/service/brand via another MHE touch point. At its core a teaser is primarily a call-to-action of some form (it’s a ‘look at me’ item). Multiple teasers may be delivered at the same time through a single touch point (e.g. a bulk email my contain several teasers).

Tear-off strip on a sample box, a postcard or short video. Very low

Overview A short introduction to a program, product/service offering.

Highlights the attributes, features and benefits of a product/program/service. 2 minute motion-graphics. Low

Insight Informative piece with no relation to the product.

Meant to provide impactful information into the need or problem that the customer is concerned with. An Insight is not focused on a specific MH product or service.

A whitepaper Low

Review A third-party evaluation of a MHESE program, product/service offering.

Provides independent advocacy to support the company’s viewpoint that our product/service/program is superior to that of our competitors. A review could be a tweet (e.g. Awesome service from MHE today) or a multi-page, long form article.

A blog article. Medium

Case-study A ‘real world’ story that describes the impact of a product/program or service.

Demonstrate value, utility and effectiveness through examples of actual practice and advocacy. A white-paper or video case-study. Medium

Simulation A narrowly focused, interactive facsimile of selected features of a product.

Make abstract descriptions of the features of a digital product more tangible by providing additional context and a superficial sense of realism.

An interactive ‘walkthrough’ Medium

Sample A discrete extract from a product provided in physical or virtual form. A sample is a ‘slice of content’.

Allows the customer to experience selected features of a product through full access to a component that is too limited to be used in practice by the buyer.

A PDF chapter from a Teacher’s Edition or a single app from a collection of apps

Medium

Demo A timeboxed view of a program/product/service delivered by an MHESE sales person or other representative.

Provide a buyer with an opportunity to review key product features with the support of an expert user.

Medium-high

Trial Limited access to program/product/service. Access may be limited by timeboxing (e.g. 30 day trial) and/or by limiting features/content.

Intended to allow a customer to review key product features in a somewhat open-ended, self-directed manner.

Medium

Pilot Open access to a complete program for a period of time that is typically much longer than a trial.

To allow an end user to properly assess product ‘fit’ through the use of that product ‘in context’, Very high

Upper: Experience Cycle by Dubberly & Evenson w/ content chucks placed;

Lower: content chunks and associated taxonomy © McGraw-Hill, 2014

CREATING A DIGITAL SAMPLING STRATEGY

I was tasked with creating a

marketing campaign based on

personas that is inclusive of both

digital samples, printed samples

and sales representatives.

McGraw-Hill EducationClient

Problem

In order to complete this task, I

created customer journey maps

that illustrated how a persona

would journey through a sea

of touchpoints and ultimately

end up at the point of purchase.

These maps helped product

marketing understand the

relationship between touchpoints

and customers

Solution

STRATEGY & ANALYTICS // DESIGN RESEARCH DRAFT // 2014.11.03 // VERSION 06 PAGE 11

DRAFT DOCUMENT

ADVOCACY

AWARENESS & CONNECTION RESEARCH & ORIENT EVALUATE SELECT PURCHASE & FULFILLMENT

CYCLE REPEATS

SERVICE

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Mrs. Campbell

DIGITAL ASSET PRINT ASSET

MARKETING, CREATIVE CSOM, ORDER CARE, ONLINE IMPLEMENTATION

MARKETING, CREATIVE MARKETING, CREATIVE, SALES SALES, CSOM SALES, CSOM, ORDER CARE

COMPETITOR ASSET

TOUCHPOINTS IN THE SERVICE PERIOD DEPEND ON PURCHASE

TOUCHPOINTS IN THE PURCHASE & FULFILLMENT PERIOD DEPEND ON PURCHASE

TITLE PERSONA TAGLINE PRODUCT DATE

Superintendent Generic // Digital Sampling Exp. 2014.10.14 // Version 02“We will use technology!”

CONTINUED MARKETO AUTOMATION

MARKETO NURTURE CAMPAIGN

SALES FORCE

EMAIL BLAST W/ TEASER

MICROSITE W/ OVERVIEW

DOWNLOAD CASE STUDY

MICROSITE W/ SIMULATION

VIEW A SAMPLE ONLINE

FACE-TO-FACE ASSET

SALES REP & CSOM

SALES REP

COMMITTEE MEETINGCOMMITTEE

MEETING

SCHOOL / DISTRICT COMMITTEE MEETING MARKETO LANDING PAGE PURCHASE CUSTOMER SUPPORT

SALES REP

Open Territory Model


DRAFT DOCUMENT

ADVOCACY

AWARENESS & CONNECTION RESEARCH & ORIENT EVALUATE SELECT PURCHASE & FULFILLMENT

CYCLE REPEATS

SERVICE

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3rd Grade Elementary Generic // Digital Sampling Exp. 2014.10.14 // Version 01“I’m personally scared and unprepared to use technology”



SALES FORCE

MICROSITE W/OVERVIEW

CATALOGS

SIMULATION W/ SALES REP


TRIAL


MEETING

SALES REP W/ DEMO

DIGITAL ASSET PRINT ASSET COMPETITOR ASSETFACE-TO-FACE ASSET SCHOOL / DISTRICT COMMITTEE MEETING MARKETO LANDING PAGE PURCHASE CUSTOMER SUPPORT

MARKETING, CREATIVE CSOM, ORDER CARE, ONLINE IMPLEMENTATION

MARKETING, CREATIVE MARKETING, CREATIVE, SALES SALES, CSOM SALES, CSOM, ORDER CARE

Mrs. PerezOpen Territory Model

AWARENESS & CONNECTION RESEARCH & ORIENT EVALUATE SELECT

PUR

CH

ASE

&

FULF

ILLM

ENT

SERVICE


DRAFT DOCUMENT

Mrs. Perez

DIGITAL ASSET PRINT ASSET COMPETITOR ASSET


3rd Grade Elementary Generic // Digital Sampling Exp. 2014.10.22 // Version 04“I’m personally scared and unprepared to use technology”

FACE-TO-FACE ASSET SCHOOL / DISTRICT COMMITTEE MEETING MARKETO LANDING PAGE PURCHASE CUSTOMER SUPPORT

Texas Adoption Model



SALES FORCE

2013 2014 2015

FRI, DEC. 6, 2013 DEADLINE FOR PUBLISHERS TO FILE STATEMENTS OF IN-TENT TO BID INSTRUCTIONAL MATERIALS

AT THIS POINT SCHOOLS BECOME “CLOSED”

FRI., JAN. 31, 2014 DEADLINE FOR PUBLISHERS TO PROVIDE A COMPLETE DESCRIPTION OF ALL ITEMS

FRI., JAN. 10, 2014 DEADLINE TO FILE NOMINATION TO STATE REVIEW PANELS FORMS

FRI, APR. 18, 2014 DEADLINE FOR PUBLISHERS TO SUBMIT SEVERAL TYPES OF COMPLET-ED INSTRUCTIONAL MATERIALS

AUG. - NOV. 2014 DEADLINES FOR PUBLISHERS TO SUBMIT ALL NEW CONTENT REVISED BASED ON CORRECTIONS DEADLINES FOR PUBLISHERS TO RESPOND TO QUESTIONS AND CONCERNS FROM STATE, STAT BOARD AND STATE RESIDENTS

ROADSHOWS

JAN. - JUN. 2015 PUBLISHERS TO MAKE SCHOOL VISITS

JUN - AUG. 2015 PUBLISHERS BEGIN DELIVERING INSTRUCTIONAL MATERIALS TO SCHOOLS


COMMITTEE REVIEWS STATE MATERIALS

COMMITTEE MEETING

COMMITTEE MEETING

COMMITTEE MEETING

SIMULATION W/ SALES REP VIEW A SAMPLE

ONLINE

FRI, DEC. 19, 2014 DEADLINE FOR PUBLISHERS TO FILE THE REGISTER OF CONTACT FORM INDICATING ALL VISITS, MEETINGS, OR CONTACT WITH CUSTOMERS

TRIAL

SALES REP W/ DEMO


DRAFT DOCUMENT

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EMAIL BLAST W/ TEASER

DOWNLOAD CASE STUDY



SALES REP & CSOM


MEETING

SALES REP

CATALOGS

SIMULATION W/ SALES REP

TRIAL

SALES REP W/ DEMO

SALES FORCE


SALES REP

AWARENESS & CONNECTIONRESEARCH & ORIENT

EVALUATE

SELECT

PURCHASE & FULFILLMENTSERVICE

Mrs. Campbell & Mrs. Perez CombinedOpen Territory Model

MRS. CAMPBELL

MRS. PEREZ

AWARENESS & CONNECTION RESEARCH & ORIENT EVALUATE SELECT

PUR

CH

ASE

&

FULF

ILLM

ENT

SERVICE


DRAFT DOCUMENT

Mrs. Campbell

DIGITAL ASSET PRINT ASSET COMPETITOR ASSET


Superintendent Generic // Digital Sampling Exp. 2014.10.22 // Version 04“We will use technology!”

FACE-TO-FACE ASSET SCHOOL / DISTRICT COMMITTEE MEETING MARKETO LANDING PAGE PURCHASE CUSTOMER SUPPORT

Texas Adoption Model



SALES FORCE


COMMITTEE REVIEWS STATE MATERIALS

COMMITTEE MEETING

COMMITTEE MEETING

COMMITTEE MEETING



SALES REP

2013 2014 2015

FRI, DEC. 6, 2013 DEADLINE FOR PUBLISHERS TO FILE STATEMENTS OF IN-TENT TO BID INSTRUCTIONAL MATERIALS

AT THIS POINT SCHOOLS BECOME “CLOSED”

FRI., JAN. 31, 2014 DEADLINE FOR PUBLISHERS TO PROVIDE A COMPLETE DESCRIPTION OF ALL ITEMS

FRI., JAN. 10, 2014 DEADLINE TO FILE NOMINATION TO STATE REVIEW PANELS FORMS

FRI, APR. 18, 2014 DEADLINE FOR PUBLISHERS TO SUBMIT SEVERAL TYPES OF COMPLET-ED INSTRUCTIONAL MATERIALS

AUG. - NOV. 2014 DEADLINES FOR PUBLISHERS TO SUBMIT ALL NEW CONTENT REVISED BASED ON CORRECTIONS DEADLINES FOR PUBLISHERS TO RESPOND TO QUESTIONS AND CONCERNS FROM STATE, STAT BOARD AND STATE RESIDENTS

FRI, DEC. 19, 2014 DEADLINE FOR PUBLISHERS TO FILE THE REGISTER OF CONTACT FORM INDICATING ALL VISITS, MEETINGS, OR CONTACT WITH CUSTOMERS

ROADSHOWS

JAN. - JUN. 2015 PUBLISHERS TO MAKE SCHOOL VISITS

JUN - AUG. 2015 PUBLISHERS BEGIN DELIVERING INSTRUCTIONAL MATERIALS TO SCHOOLS

DOWNLOAD CASE STUDY

SALES REP & CSOM

CONFIDENTIAL

ACCESS TO SUPPORT

ATTITUDE

APTITUDE

Mrs. Campbell DISTRICT SUPERINTENDENT

PERSONAL DEMOGRAPHICS

• 45-year-old female

• Ph.D. in Educational Leadership & Policy

• Best described as open-minded, optimistic

SCHOOL DEMOGRAPHICS

• Urban district with 1,300 teachers

• Diverse student population

• Low student performance

RESPONSIBILITIES AND PLANS

• Hire additional media specialists

• Procure grants for student iPad programs

• Strengthen community awareness

• Improve student performance

SIGNIFICANT OTHERS

• School Board

• Principals

• Teachers

PAIN-POINTS

• Pushback from School Board

• Pressure to increase student performance

Version 3: produced August, 2014. High confidence; Persona based on findings from multiple secondary research studies using quantitative data and large sample sizes.

45 YEARS OLD

Dr. Campbell is a firm believer that using technology in her own life will set a good example for

her colleagues. She tries to stay abreast of current online learning tools and advocates tech-related

professional development for her staff. She has a talent for articulating her vision to the school board

and enjoys crafting multimedia presentations for meetings. The topic of a recent board meeting was

an iPad pilot program in the math curriculum of a nearby district and how it positively impacted

student test scores. She meets regularly with principals to discuss their schools’ problem areas and

involves principals and teachers in technology-related discussions.

Dr. Campbell owns a SmartPhone, tablet, and laptop. These devices are synced so she always has quick

access to her calendar, email, and photos. She is an active social network user. She also subscribes to

many school-based YouTube channels, and enjoys spending downtime learning about how other

districts are using technology.

Personal Technology Availability

School-Based Technology Availability

DOCTORATE IN EDUCATIONAL LEADERSHIP

TEC

HN

OLO

GY

Dr. Campbell is the superintendent of an urban school district with adequate funding. She has more than 10 years of high school teaching experience and several years of administrative experience under her belt. She is a hard-working visionary who was hired to invigorate a district that is performing under its potential. She believes in the value of digital learning technologies to improve student engagement and learning outcomes.

Dr. Campbell’s district has adequate funding, but problems with student performance and budget allocations led the board to make changes, including hiring a new superintendent. The majority of schools in the district have modern computer labs and interactive whiteboards, but there is limited tech support or tech-related professional development.

HER CHALLENGESDespite her vision for a culture of technology investment, she senses resistance from several school board members, who believe student performance should be the top priority. Dr. Campbell must find ways to convince the board that technology and digital tools have been shown to increase student engagement and performance. Additionally, Dr. Campbell must work to reforge the school district’s relationship with the local news media, which has a troubled past.

LEADERSHIP VISIONWhile the previous superintendent had little interest in investing in technology, Dr. Campbell has a clear technology integration plan which includes heading up a grant-writing committee to secure funding for a 1:1 iPad program and allocating a portion of the school’s budget to hiring tech support staff, media specialists and a dedicated statistician to analyze curriculum and student/teacher performance data. Dr. Campbell recognizes that teachers want greater involvement in the curriculum decision-making process, so she encourages her schools’ principals to solicit feedback from their teachers about curricula and technologies they are considering adopting.

“A tech-savvy visionary leader”

LIKELIHOOD OF ADOPTING DIGITAL CURRICULA

Mrs. Campbell is very likely to adopt new digital curricula for her district. In many ways, she is an ideal buyer.

Mrs. Perez Third Grade Teacher

HER CHALLENGES

Just when Mrs. Perez started feeling comfortable teaching with a Smartboard, the school received a technology grant for classroom mobile devices. There is a lot of pressure coming from the administration to put the new technology to use, but Mrs. Perez feels overwhelmed and unprepared. She also worries that the technology could be distracting for children, and believes third grade might be too early to introduce students to mobile devices.

41 YEARS OLD

Although it took some time to get used to, interactive whiteboard technology has been a valuable tool for Mrs. Perez in teaching the core third grade learning objectives, which include literacy and math skills, such as understanding graphs, working out multiplication and division problems and understanding fractions and decimals. Integrating tablet devices into the curriculum has been more of a challenge. Mrs. Perez currently allows students to check out iPads only during free time, after formal lesson teaching concludes, until she can find a way to more efficiently integrate them into her teaching. Mrs. Perez still relies heavily on traditional textbooks and paper workbooks.

Mrs. Perez owns a Smartphone and desktop computer, which she uses primarily to browse the internet, visit her Facebook page and email with friends, family and students’ parents. She appreciates the convenience of email communication with parents, especially since many of them have busy schedules and find it hard to schedule parent-teacher meetings.

B.A. IN EARLY CHILDHOOD ED.

PERSONAL DEMOGRAPHICS

• 41-year-old female

• Bachelor’s Degree in Early Childhood

Education

• Known as hardworking, traditional

SCHOOL DEMOGRAPHICS

• Urban elementary school

• Focus on Common Core

• Diverse student population

RESPONSIBILITIES AND PLANS

• Focus on the Common Core State

Standards

• Seamlessly integrate new technologies

into curriculum

SIGNIFICANT OTHERS

• Principal

• Other teachers

PAIN-POINTS

• Fears technology is a distraction for

young students

• Unfamiliar with digital learning tools

• Pressure from administration

Version 3: produced August, 2014. High Confidence; Persona based on findings from multiple secondary research studies using quantitative data and large sample sizes.

Mrs. Perez is a third grade teacher who teaches all core subjects to a dedicated class of students. Mrs. Perez decided later in life to become an elementary school teacher. She earned a bachelor’s degree as a non-traditional student while raising a family and has plans to complete a master’s degree. She feels most comfortable with traditional teaching methods, alternating between group instruction and individual student practice. However, the school’s recent focus on Common Core State Standards has led to a slight shift in her teaching style to include more project-based learning.

Mrs. Perez’s district recently received a grant to implement a 1:1 iPad program in their previously low-tech school. Mrs. Perez is relatively unfamiliar with mobile devices and has many questions about how this new program will affect her teaching and students’ learning. Despite her skepticism, Mrs. Perez is open to incorporating more technology if she receives the professional development necessary to do so efficiently and effectively.

Personal Technology Availability

Classroom Technology Availability

“Traditional Educator in a Changing Learning Environment”

ACCESS TO SUPPORT

ATTITUDE

APTITUDETEC

HN

OLO

GY

CONFIDENTIAL

Upper right: customer journey based on corporate persona; upper left 2 images: corporate personas; lower 4 images: additional customer journeys.

BettrUp (via Themesoft Creative Lab)

Client

Update loose wireframes into

more fully fleshed out screens

that could be used to produce

the graphic user interfaces.

Problem

After establishing user flow

descriptions with features, I

worked in Balsamiq Mockups

to create the wireframe each

user flow. The resulting solution

was 90% or nearly all of the

wireframes which were handed

off to a designer in order to

create the interface designs

Solution

WIREFRAME CREATION FOR A SPORTS BETTING APP

USE CASE STORYBOARDS FOR AN INTERNATIONAL MOBILE APP

STRATEGY & ANALYTICS // DESIGN RESEARCH // JONATHAN GROVE, ALLEN COCHRAN DRAFT DOCUMENT // 2014.11.20 // Version 06

Adaptive Flashcard App Overarching App Story

Created with StoryboardThat.com for allenjcochran

Marco and Maria use the app's scoreboard to findout how they rank compared to their classmates.

Marco uses the app to ask for additional helpfrom Maria.

Marco is a high school student. Mr. Ruiz is their mathteacher. At Marco's school, Mr. Ruiz has started using aflashcard app that works on computers, tablets, andmobile phones. This app allows teachers and students towork together while studying digital decks of flashcardscontaining math content.

Marco is using this app as part of his preparation for animportant test.

Maria and José are Marco’s friends.

Mr. Ruiz wants to provide his students withadditional resources that help them betterunderstand the material for the upcoming test sohe compiles a deck of extra test prep flashcardsand sends it out to his class.

Waiting forSchool Bus

After school,homework time

During Study Hall

Sunday night


Practicing in class


Before bed

On the bus

Did you see thatJosé has the top

score on Mr Ruiz'stest prep flashcard

deck? How did he doso well?

I have no idea!I'll message José

and ask himwhat he did

differently thanus.

Marco Maria

Marco wants Maria to share her notes since Mariatends to prepare extra material for tests. This wayMarco can have additional resources and hislearning can continue regardless of location.

Hey Maria. Canyou share your

pre-calcflashcard notesfrom Mr. Ruiz's

class?

Oh yea, noproblem!

After secondperiod

[MESSAGE]Maria... I don't

get the note youleft on this

flashcard. Canyou explain?

Part 1 of 2

Mr. Ruiz

18:22

[MESSAGE]Students: theseflashcards will

help youprepare for the

test thisThursday

My class has atest soon. They

probably want aset of test prep

flashcards.

Part 2 of 2

18:22

[MESSAGE]Maria... Did you

understand the lasthalf of the flashcard

deck that Mr. Ruizsent out?!?!?

Sunday night

[MESSAGE]Not at allMarco! I'll

message Mr.Ruiz to see if hehas more notes

for them.

Marco and Maria use the flashcard app tocommunicate. They agree that they needadditional help with a challenging concept. Mariauses the app to contact Mr Ruiz.

I don't understandthese flashcards.

Maybe the includedvideos can help me.

While reviewing the flashcard deck, Marco still isn'tquite sure about a few cards. The app detects thisand suggests some video, audio, and other types oflearning resources that will help Marco with theconcept he is struggling with..

Great Job!

We recommendthat you study

more 2-stepequations.

14 / 20

18:22

Jose

Date of final testDec 8, 2014(10 weeks from now)

Notification SettingsBegin study reminders[ON] two weeks from test

The app automatically provides Marco with studyreminders. He can tailor those reminders so thathe doesn't get them too often.

Marco wants to share his successes! After a lot ofstudying he's successfully completed Mr. Ruiz'sentire test prep flashcard deck. He shares hisaccomplishment on his favorite social mediaservices so that others can see his progress!

Sweet! I just gotthe entire testprep flashcard

deck right! 20/20!I'm going to postthis to Facebook.

[SYSTEMCHECKING

NEARBYSTUDY

PARTNERS]

[PING!MESSAGE]

Marco wouldlike to study

with you.

During class Marco uses his flashcard app tosearch for nearby classmates who are using thesame decks to study. He is hoping to collaboratewith learners who are struggling with the sameconcepts as he is.

ProgresstowardsMastery

Marco uses the app to find out which areas heneeds more practice with.

As a learner, extra practice can make a big difference to yoursuccess in math.

You may have used flashcards on your smartphone or tablet asa way to help you remember mathematical concepts. This canbe a great help but it can be difficult to determine whether youare making adequate progress to meet all of the requirementsfor the test or class.

We have an idea for a flashcards app that would be available ona smartphone or tablet computer that might solve this problem -the app will keep track of your progress, and customize thedisplay of the flashcards to meet the needs of your learning.

This app would also allow you to communicate with your friendsand tutor and it has other benefits too.

We are interested in your view of the potential of this productand this story explores some of the benefits that it might offer.

Once Marco reaches the end of his recommendedstudy plan, he's presented with recommendationsfor further study on problems he didn't quiteunderstand.

Wow. Let'smessage him.

Maybe he'llmeet us laterand help us

out.

Did you seethat Marcojust scored

20/20 on theflashcard

app?

Marco's friends notice his high score and theydecide to track him down. They want 20\20 too!

McGraw-Hill Education International Mobile Task Force

Client

The problem was to define

aspirational future use cases

for a responsive, cross-platform

flashcard app for smart phone

users in Mexico and India.

Problem

To create a shared vision

for the design, development

and marketing teams, I created

a series of storyboards

that explained discrete

moments of time when the

flashcard app might be used

by customers (from corporate

international personas).

Solution

Upper: overarching responsive app concept storyboard; lower: specific use

case storyboard for responsive app. All images © McGraw-Hill, 2014.

STRATEGY & ANALYTICS // DESIGN RESEARCH // JONATHAN GROVE, ALLEN COCHRAN DRAFT DOCUMENT // 2014.11.20 // Version 02

Adaptive Flashcard App INTERVENTION STORY

Created with StoryboardThat.com for allenjcochran

Marco is a high school student. Mr. Ruiz is their math teacher.At Marco's school, Mr. Ruiz has started using a flashcard appthat works on computers, tablets, and mobile phones. Thisapp allows teachers and students to work together whilestudying digital decks of flashcards containing math content.

Marco is using this app as part of his preparation for animportant test.

Maria and José are Marco’s friends.

As a learner, extra practice can make a big difference toyour success in math.

You may have used flashcards on your smartphone ortablet as a way to help you remember mathematicalconcepts. This can be a great help but it can be difficultto determine whether you are making adequate progressto meet all of the requirements for the test or class.

We have an idea for a flashcards app that would beavailable on a smartphone or tablet computer that mightsolve this problem - the app will keep track of yourprogress, and customize the display of the flashcards tomeet the needs of your learning.

This app would also allow you to communicate with yourfriends and tutor and it has other benefits too.

We are interested in your view of the potential of thisproduct and this story explores some of the benefits thatit might offer.

The system identifies that Marco, Maria, and Joséneed help with specific content and providespersonalized flashcards that can be sent to eachstudent.

The nextmorning

Maria also receives a new flashcard deck from Mr.Ruiz. She's glad it has fewer cards than the test prepdeck. Using the explanations provided in the app,Maria is able to work her way through the content,achieve higher scores, and be more relaxed aboutthe upcoming test.

Marco receives a new flashcard deck from Mr. Ruiz.He's still not sure about the content, but using Googleand YouTube, Marco discovers resources that helphim score higher so that he feels more confidentabout the upcoming test.

Marco Maria Mr. Ruiz José

Planning theupcoming test

[MESSAGE] TestPreparation Deck scoresreport: 15% above-level,75% on-level, and 10%

below-level.

Mr. Ruiz reviews his class's performance on the testprep flashcard deck. Several students need toimprove their understanding of key concepts.

Hmm... it lookslike some of mystudents need

some extra help.

Supportingstruggling learners

The next morning, Mr. Ruiz is notified that the newdecks he sent to Marco, Maria, and José have helpedeach of them improve their scores significantly. Hetakes a moment and views a report that helps himsee where each student improved their scores.

OK. The apphas good

recommendationsfor intervention forMarco, Maria, and

José.

[MESSAGE]Intervention flashcard

decks sent.

Wow! Marco, Maria,and José improvedtheir scores on the

decks I sent yesterdayafternoon.

[MESSAGE]NEW deck!

After school,doing homework

[MESSAGE]NEW deck!


[MESSAGE]NEW deck!


Oh. I see. Mr.Ruiz wants me

to workon Part 7.

Mr. Ruiz wantsme to workon Part 4.

Mr. Ruiz wants meto concentrate onPart 9, but I don't

understand!

Mr. Ruiz and José spend some time messagingthrough the flashcard app and eventually José feelsmore confident about his ability to complete the newdeck. Once José is done messaging Mr. Ruiz, hecompletes the new deck. His score has improved!

Looks like Joséisn't quite getting it.Glad he messaged

me.

AGILE-STYLE NEED STATEMENTS FOR A READING PRODUCT

READING WONDERSINQUIRY SPACE

TEACHER TESTNEED STATEMENTS

DATE 12/18/14 AT 5:40 PM VERSION 04 PAGE 1 OF 4

# ACTOR 01 THEME NEED or WANT BENEFIT

1.00 TEACHER PROGRAM CONTENT & PRESENTATIONI want the treatment of the content to appeal to my students so they are encouraged to focus on their assignments

2.00 TEACHERSUPPLEMENTAL RESOURCES FOR DIFFERENTIATION

I want embedded audio support that enhances core content

so that students can select content delivery methods that meet their needs


I want to store my educational resources, regardless of file type, in a central, easy-to-access location.

so that I can spend more time teaching and less time looking for resources

4.00 TEACHERSUPPLEMENTAL RESOURCES FOR DIFFERENTIATION I want to connect open educational resources to content

so that I can provide students diferent ways of learning a concept


so that I can provide with students additional content that I control


I want a resesarch-based writing project that includes suggested resources for my students to use

so that I don't have to spend time identifying resources that fit the project


I want a research-based writing project that I can digitally assign to some or all of my students so that my classroom administrative duties are reduced

8.00 TEACHER21ST CENTURY SKILL BUILDING & DIGITAL COMMUNITY

I want a research-based writing project that allows my students to practice digital test taking skills

so that when my students take standardized tests I am confident that they understand the mechanics involved in taking those tests

McGraw-Hill Education Reading Wonders Inquiry Space

Client

The problem was to define

aspirational future use cases

for a responsive, cross-platform

flashcard app for smart phone

users in Mexico and India.

Problem

To create a shared vision

for the design, development

and marketing teams, I created

a series of storyboards

that explained discrete

moments of time when the

flashcard app might be used

by customers (from corporate

international personas).

Solution

Upper: example agile-style need statements to define epic level stories for market testing. All images © McGraw-Hill, 2014.

READING WONDERSINQUIRY SPACE

TEACHER TESTNEED STATEMENTS

DATE 12/18/14 AT 5:40 PM VERSION 04 PAGE 1 OF 4

# ACTOR 01 THEME NEED or WANT BENEFIT

1.00 TEACHER PROGRAM CONTENT & PRESENTATIONI want the treatment of the content to appeal to my students so they are encouraged to focus on their assignments


I want embedded audio support that enhances core content

so that students can select content delivery methods that meet their needs


I want to store my educational resources, regardless of file type, in a central, easy-to-access location.

so that I can spend more time teaching and less time looking for resources


so that I can provide students diferent ways of learning a concept


so that I can provide with students additional content that I control


I want a resesarch-based writing project that includes suggested resources for my students to use

so that I don't have to spend time identifying resources that fit the project


I want a research-based writing project that I can digitally assign to some or all of my students so that my classroom administrative duties are reduced

8.00 TEACHER21ST CENTURY SKILL BUILDING & DIGITAL COMMUNITY

I want a research-based writing project that allows my students to practice digital test taking skills

so that when my students take standardized tests I am confident that they understand the mechanics involved in taking those tests

GRAPHIC USER INTERFACE FOR SPORTS BETTING APP

BettrUp (via Themesoft Creative Lab)

Client

Following wireframes, BettrUp

need a refreshed look and

interfaces from the one initially

provided by the client.

Problem

We choose to enhance the clients

wireframes into a slick, minimal

interface using colors that are not

quite as common in sports teams

emblems. The resulting interface

also broke out the features

into well defined areas. We

benchmarked ESPN, YouTube,

and several other sporting apps.

Solution

Initial From Client Updates by Themesoft Creative Lab (currently in progress)

ATHLETE WATCH WEB APPLICATION

Athlete WatchClient

In 2012, I was approached by a

startup to wireframe and design

a web application for high school

athletes to connect with college

recruiters.

Problem

By the end of the project, I had

mocked up nearly every screen

of the system as wireframes. From

those wireframes, I choose eight

pages to create GUI templates

from. These templates were then

used as graphic standards by the

development team to build out

the system using the wireframes

as overall guides.

Solution

Upper: Athlete Watch user dashboard; lower: desktop mock up.

All images © Athlete Watch, 2012.

TECH COMMERCIALIZATION DEPARTMENTAL WEBSITE REDESIGN

Ohio State University Office of Technology Commercialization

Client

The problem was established

to be that the department

was undergoing a total re-

branding. At the forefront was the

department outward, customer

facing website.

Problem

Using wireframes, low- and mid-

fidelity, and mockups, I went

through a step-by-step approval

process to plan, develop, and

implement the departmental

website with help and approval

from pertinent stakeholders.

Solution

Upper row: low-fidelity wireframes for stakeholder approval and utility testing; lower row: mid-fidelity wireframes based on utility testing.

All images © The Ohio State University, 2012.

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OHIO STATE UNIVERSITY GRADUATE SCHOOL DESIGN THESIS, MASTERS OF FINE ARTS

Ohio State University Department of Design

Client

My masters thesis centered on

developing a global touchpoint

strategy for graduate student

government by researching

the student experience and

developing an ideal journey

of touchpoints for the student

government to use.

Thesis Problem

The final ideal student journey

was developed based on the

analysis of primary research (a

series of co-creation workshops)

and secondary research (third-

party student data and literature

review on student behavior).

Thesis Solution

Left: generative collages, the output from primary research workshops; right: ideal journey of touchpoints based on analysis of generative collages.

OHIO STATE UNIVERSITY GRADUATE SCHOOL DESIGN THESIS, MASTERS OF FINE ARTS

Ohio State University Department of Design

Client

The team I was on was tasked

with understanding how creative

students work and outline

efficiencies and develop a useful

tool that creative students might

benefit from.

Research Problem

Using an initial priming

workbook and a series of

individual participatory Velcro

prototyping sessions, my team

identified commonalities,

differences, overarching themes,

and a set of mobile tools that

could help creative students work

more efficiently.

Research Solution

Right top: pictorial overview of analysis; right middle: participatory research session with Velcro forms; right bottom: excerpt from participant homework workbook; left:

final Velcro prototype created by participant in a workshop session.

Knowledge & Findings

62

Velcro MakeTool WidgetsKelly (Workbook #1)


43

Pictorial Overview of the Analysis Process

QuantitativeWorkbook Findings

Observation,Interviews, &

Velcro MakeTool

QualitativeWorkbookFindings

DISCOVERIES


55

Rebekah (Workbook #7)

To Rebekah, her sketchbook is one of her central working tools. She starts a work session by reviewing notes that she has written in her sketchbook on previous days and sets an agenda for what she needs to accomplish today. When working in a group, she does this with everyone involved as she sees herself as the leader often times and feels that this allows her to help keep the team on track and moving forward. To Rebekah, her sketchbook is for drawing concept ideas, making lists of things that need done, keeping random notes organized, and communicating with her team members. Rebekah also uses her Blackberry to keep organized and communicate. While she checks e-mail on her Blackberry, she responds to e-mail from her laptop computer.

Date Interviewed: March 1, 2010Major: Interior Space Design

Rebekah created a widget that resembled a laptop computer, but it had some pretty high tech functionality. Her device had dedicated buttons for providing food while working and forcing her creative team into “Production Mode.” The device also had a “Magic Zipper Pocket” that would allow her to always have her analogue tools with her. The pocket would make her tools such as rulers, markers, pens, and even her drafting board shrink down to fit in her mobile, laptop-like device. Her device also had a “Time Machine” function that would allow her to go back in time so that she could “say what (she) should have said” in critiques. It would also allow her to see into the future so that she could plan for otherwise unforeseen obstacles in the project. It also has all of the functions of a normal laptop without the issues of operating system compatibility with various software packages. Finally, Rebekah’s device would have a leash that allowed her to always have it connected to her as she tends to lose

I’ll just grab my sketchbook, because it is really not just a ‘sketchbook’ anymore.

- Rebekah

“I check e-mail on my Blackberry constantly… it is sort of a anxiety thing. I do not like seeing the little asterisk saying I have unread things… I put my due dates in my phone too, then set a reminder to go off three days in advance, even though I probably already know that the due date is coming.”

- Rebekah


59

Workbook #18 Annotated

Time management and to-do lists are a huge part of working as a designer, solo or in a team. Students often don’t separate class time from social time, keeping in touch with friends via text message during class.

Analogue tools are still a must and were described as necessary in most of the workbooks.

Thank you Allen J Cochran

SERVICE & RESEARCH DESIGNER

COLUMBUS, OHIO

ALLENJCOCHRAN @ GMAIL.COM

(513) 633-8888

http://www.allenjcochran.com

mailto:allenjcochran%40gmail.com?subject=Regarding%20Your%202015%20Professional%20Portfolio

allen j cochran · 2016-02-27 · allen j cochran 2016 portfolio columbus, ohio allenjcochran @...

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