Challenge
Matching individuals' fluctuating schedules with the immediate staffing needs of schools, especially during unforeseen absences, is a complex and pressing issue. Schools need timely and reliable replacements to maintain a seamless learning environment, while people seeking flexible work require a quick and efficient way to find suitable opportunities.
The core challenge was to bridge this gap by designing a streamlined solution that connects qualified individuals to part-time teaching roles, ensuring schools can quickly fill vacancies with the right substitutes for smooth workforce continuity
My role
UX-designer and researcher.
Timeline
5 weeks
Guided by design thinking, my goal was to innovate the way students and schools in Norway connect. I set out to create a solution that seamlessly links individuals seeking part-time work with schools in need of substitute teachers. By prioritizing user-centric design, I focused on the needs of both students and educational institutions. Through creative problem-solving, I aimed to build a platform that streamlines job matching and enhances the experience for everyone involved.
Result
The final solution significantly enhances the efficiency of finding and managing substitute teaching assignments. It offers an intuitive experience for substitutes, allowing them to quickly set their availability, browse job listings, and accept assignments that align with their schedules. With real-time notifications and in-app direct communication, substitutes can instantly connect with schools, reducing the time and effort required to secure suitable work.
Additionally, educational institutions benefit from a faster, more effective way to connect with qualified substitutes, ensuring a smoother and more reliable staffing process through seamless, real-time interactions.
Flexibility meets opportunity
Getting to the heart of the problem
Imagine waking up to a phone call. A teacher is unexpectedly out sick, and the school scrambles to find a substitute. Meanwhile, people seeking flexible work opportunities are left scrolling through scattered job listings, struggling to find positions that fit their fluctuating schedules. Both sides face frustration: schools urgently need qualified substitutes, and job seekers need roles that adapt to their availability. I knew there had to be a better way.
To get to the heart of this problem, I immersed myself in research. I conducted surveys to hear directly from individuals searching for flexible work, gaining insights into their preferences and pain points. I then interviewed school staff responsible for substitute management to uncover their daily challenges. Additionally, I performed a competitive review and literature review to understand the current landscape. This comprehensive process revealed a shared pain point: the absence of an efficient, streamlined system to quickly match available substitutes with schools' immediate staffing needs.
Research methods
Literature
review
Interviews
Competitive
analysis
Survey
From data to clarity
UX design is about crafting meaningful and engaging interactions that truly resonate with users. At the core of this process is in-depth research to understand user behaviors, needs, and motivations.
In the next section, I’ll present key insights from the research, organized by employees and employers. These findings will guide the rest of our design process, ensuring that every decision moving forward is rooted in a deep understanding of our users.
Insights employees
Student demographics
A majority of students are aged between 21 and 25 (51%), indicating a young and dynamic user base.
Norway had a substantial student population of 304,900 in autumn 2021.
Students aged below 30 make up a significant portion of the user base, with vocational college students being slightly older.
Mobile centric user base
Nearly 70% of job applications in 2021 were made from mobile devices, emphasizing the importance of mobile-friendly UX solutions.
Time constraints and work patterns
Full-time students with part-time jobs dedicate a significant amount of time (an average of 50 hours per week) to both studies and work, making efficient work management crucial.
Teacher and nursing students are known to work extensively related to their studies, suggesting that they may have unique needs regarding work opportunities.
Motivations for work
Money is a primary motivation for working during studies, followed by gaining experience for CV enhancement.
65% of Norwegian students believe that their part-time job earnings are necessary to be able to study at all, underlying the financial necessity of part-time work.
Preferences for part-time work
Students prefer part-time jobs due to their flexibility and suitability for combining work with studies.
Part-time work is a common adaptation to the workforce, especially for women, who often work part-time voluntarily or involuntarily.
Challenges in balancing work and studies
Many students find it challenging to combine work and studies due to time constraints, making it the top reason for difficulty.
Difficulty finding jobs related to their studies is a common issue.
Lack of flexibility, rigid schedules, and non-responsive employers frustrate students.
Desired features for a job related app
Students express interest in a digital solution or app for job related tasks.
Desired features include easy access to available positions, electronic documents (CV, work agreement), employer ratings, competence requirements, a Q&A page, and advanced filtering options.
Students prefer a mobile-first approach with features like swiping job listings, "superlike" options for preferred jobs, and simple navigation.
User-centric design
The user's perspective is crucial in designing the app. Features like early morning notifications and a "Tinder-like" job swiping mechanism are suggested to cater to user preferences.
Employers listing specific job requirements can help students determine if they fit the role.
Insights employers
Urgency and availability
Finding substitutes is often an urgent task, especially when teachers call in sick unexpectedly.
Availability of substitutes when needed is a critical challenge.
User pain points
Substitute management involves a lot of work and is time-consuming.
Keeping track of available/schedules substitutes is very challenging.
The high rate of sick leave among teachers compounds the difficulty of finding substitutes.
System and tools
Users often rely on their own systems, lists, and forms to manage substitutes, but these may not be efficient.
Access to information about substitutes' competence and availability is essential.
Communication and Contact
Communication with substitutes is primarily through phone calls or email, often in the morning.
Clear and efficient communication methods are needed.
User preferences
Users prefer substitutes who are familiar with the school and students, such as students in later years or teachers willing to substitute.
Having a system that shows substitute availability and competence would be beneficial.
Users value getting qualified substitutes but may resort to ad hoc solutions in emergencies.
Compliance and documentation
Substitutes need to fulfill certain requirements, including police certificates and confidentiality agreements.
Documentation processes, such as signing contracts and providing evidence of competence, are important for hiring substitutes.
Legal considerations:
The Education Act allows for the temporary hiring of substitutes who may not fully meet qualification requirements.
Importance of competence:
The competence of substitutes is a significant factor in their selection.
Shaping insights into a clear vision
With these insights in hand, the real challenge became clear. Schools needed a quick and reliable way to find substitutes during sudden absences, while students sought job opportunities that could flexibly fit into their busy lives. I crafted a problem statement that captured this gap, defining the need for a solution that not only streamlined the job-matching process but also empowered users to take control of their schedules. It was time to shape this problem into an actionable vision: to create a platform that seamlessly connects individuals with schools in need, offering a win-win for both sides.
Personas and scenarios
Each day, Ola wakes up early, eager to tackle the demands of his role as a boyfriend and father, and his studies. His mornings are a whirlwind of activity because his girlfriend is heading out early to work. He prepares breakfast for his family, gets his kids ready for kindergarten, and then heads off to the university. The scheduling of his program varies, and he has some time off during the week. Ola actively seeks out substitute teaching assignments that match his qualifications.
He wants to work as much as possible, but it is difficult balancing his academic commitments with the unpredictability of substitute teaching opportunities, and his role as a father and boyfriend. He also have to go to the gym regularly to maintain his back after the injury. The best for him is to work when he has an opening in his schedule, in between classes or after classes before picking up the kids.
Despite his determination and strong work ethic, Ola sometimes grapples with feelings of inadequacy. The demands of juggling family life, studies, and work can be overwhelming, and he worries about whether he's doing enough for his family and succeeding in his educational pursuits.
It's a Tuesday morning, and Sarah Olsen is preparing for her day as a student and hopefully substitute teacher. She checks her schedule for the day and sees that she's available for a substitute teaching assignment from 11:00 to 13:00.
8:30: Sarah opens the substitute teacher app on her smartphone. She logs in to her account and sets her availability for the day. The app displays a dashboard with available teaching assignments in her area, and she notices that a new job opportunity has just been posted.
8:45: Sarah clicks on the job opportunity to view the details. It's a 4th-grade science class at a nearby elementary school from 11:30 to 13:00. This fits todays schedule well, her next class is not before 14:00. The system shows that it's a last-minute assignment. The app provides clear instructions on the school's location and any special requirements for the class. She send her interest on that particular substitute assignment.
8:50: Sarah decides to accept the assignment and clicks the "Accept" button. She receives an instant confirmation and a message from the school's administrator, thanking her for stepping in on short notice.
09:00 : Sarah attends the morning class at the university.
10:30 : As she prepares to leave for the school, Sarah receives a notification from the app with directions to the school and a reminder of the class details. She also sees a teacher's note about the lesson plan and any specific student needs.
11:00 : Sarah arrives at the school, confident in her preparation. She introduces herself to the school's front office staff, who are already expecting her. They provide her with keys and a laptop, and guide her to the classroom.
11:30: Sarah starts her teaching assignment, following the lesson plan provided and making the class engaging for the students. She notices that some students are particularly interested in the science experiment she's conducting.
13:00: The school day ends, and Sarah wraps up her assignment. The app prompts her to submit feedback on her experience, which she does promptly.
13:20: Sarah heads back to the university, satisfied with her day's work and is ready for the pedagogy class after a cup of coffee and her packed lunch in the cafeteria.
Atle wakes up at 6:30, ready to start his day as the assistant principal at a bustling primary school in Oslo. As he sips his morning coffee, Atle's thoughts drift toward his love for Manchester City and his plans to watch their champions league match later in the evening.
By 7:30, Atle is at his desk at work, going through emails and preparing for a meeting with some of the school's teaching staff. The morning seems promising, but he knows that managing teacher absences can be unpredictable.
At 8:45, during a meeting, Atle receives a notification on his phone. It's a message from one of the teachers who's suddenly fallen ill and can't come to school. Atle's heart sinks as he knows what this means – the substitute teacher hunt begins.
He excuses himself from the meeting to deal with the situation. Atle quickly opens his computer and begins searching for available substitute teachers. He knows the drill by now: checking his contacts, sending messages, and making phone calls. The clock is ticking, and the students need a teacher for the day.
The first substitute teacher he contacts is unavailable due to prior commitments. Atle moves on to the next on his list, sending out a lot of text messages and emails. He finally gets a response from one substitute teacher who agrees to take the class, but the back-and-forth communication has cost him valuable time. He missed most of the meeting.
With the substitute teacher arranged, Atle returns to the meeting.
As the school day progresses, Atle juggles various administrative tasks, checks on classrooms, and provides support to teachers. He's constantly stressed, stressed if another teacher might need a substitute. It is not uncommon.
By the time the school day ends, Atle is relieved that everything has gone smoothly. He rushes home, looking forward to spending time with Marianne, having a cold one and watching City. But the stress of the day still lingers, and he can't help but think about how demanding it is to be in charge of substitutes.
Problem statement
People are struggling to find part-time and flexible jobs in the educational field that match their fluctuating schedules. The process is demanding, requiring significant effort and communication across multiple platforms.
By solving this problem, we can streamline the job-seeking process for students looking for substitute opportunities, making it more accessible and flexible, and ultimately improving their everyday lives and matching their lifestyles.
From ideas to innovation
At this stage, I began to imagine the possibilities: What if finding a substitute job could be as easy as swiping right? What if schools could send out job requests and receive responses in minutes? Armed with sticky notes, a whiteboard, and plenty of coffee, I dove into brainstorming. I explored different ideas, keeping the user at the forefront—those seeking flexible work and schools in need of substitutes.
I created mind maps, sketched out various scenarios, and experimented with different features to address the key pain points. It was important to prioritize functionalities that would make the process seamless, such as setting availability, swiping through job listings, real-time notifications, and direct communication with schools. From this whirlwind of ideas, a focused concept began to take shape: a platform designed to connect job seekers and schools effortlessly, bringing flexibility and efficiency to both sides.
How might we?
How might we create a innovative mobile-centric platform that accommodates the fluctuating schedules of student job seekers?
How might we improve communication efficiency between students and employers seeking temporary staffing solutions?
How might we design a flexible job matching system that adapts to students' ever changing schedules?
How might we enhance transparency by clearly outlining job requirements and qualifications for both students and employers?
How might we secure the employees and employers by creating a solution that can provide necessary information(Contract, police certificate, confidential agreement) implemented in det solution?
How might we help students balance their academic commitments with part-time employment through improved scheduling options?
How might we leverage an app based solution to create a user-friendly platform for job-related tasks?
Brainstorming
N.U.F
Mind map - mapping the idea out
Content hierarchy
Features
Transforming concepts into reality
Next, I moved from imagination to creation. I began sketching wireframes to visualize how users would interact with the app, mapping out each step of their journey. Starting with paper sketches, I transitioned into low-fidelity wireframes, integrating key features such as the swipe functionality for assignments, a personalized profile setup, a simple calendar for setting availability, and direct messaging to streamline communication between substitutes and schools. It was all about bringing the concept to life in a way that directly addressed the real-world challenges identified during research.
Before moving to high-fidelity, I conducted usability testing with the low-fidelity prototype to gather feedback and identify areas for improvement. Using those insights, I refined the design into high-fidelity wireframes, focusing on every detail to enhance usability. I ensured that each interaction was intuitive and the app's interface was visually appealing. This prototype was more than just a set of screens; it was a comprehensive, user-centered solution built to simplify the connection between job seekers and schools.
From paper to low-fidelity
Sketches
Low-fidelity with annotations
Evolving into High-Fidelity
Prototype
Leveraging low-fidelity usability testing allowed me to quickly gather feedback, identify pain points, and refine the solution before moving to the high-fidelity prototype
(PDF with iterations annotations). Click on the wireframe to explore the prototype.
Usability testing
Participants: 3
Testing Method: Moderated remote sessions with a think-aloud approach.
Focus areas:
Tasks
Overall task completion rate
Task completion
Satisfaction
Overall satisfaction rate
Overall concept
The feedback on the overall concept was good, they were enthusiastic about how this will make flexibility about combining studies and substitute life. All felt it was playful.
Results and findings
Overall
The usability testing allowed the participants to interact with the Teach On the Go app, that aims to make it easier to get substitute assignments. within the educational system, and a goal of making the process more flexible. All the participants have recently combined studies with jobs within the educational system. Two of the participants participated in the previous usability testing, and one new had to step in due to covid.
Task completion
All the participants were able to complete the tasks, but they met some challenges during the completion of tasks. There were several ways to complete some of the tasks, and the testing revealed their thought process, and gave us valuable insights for further development.
Synthesizing of data
The data from the test was gathered in a spreadsheet, synthesized using affinity mapping. The observations was applied to post it notes, and gathered in miro, before sorting them into categories. After first sorting I narrowed them down into insights before creating recommendations based on those insights.
Successes
● The concept was well received and the participant were enthusiastic about how this will make flexibility about combining studies and substitute life in education
● All the participants think this will make the process more effective, and be an asset to both employees and employers.
● The participants liked the playfulness of the app, and that the features are logical and will benefit the user.
Iterations needed
● There was some navigational issues, that needs to be iterated.
● Some participants suggested that you do not need sign up, just verification.
● One of the participants wished more flexibility regarding preferences, grades and subjects.
● Some participants want clearer notifications on the pages, regarding what they need to do to accept assignments.
View annotations for recommendation to iterations, here.
Creating impact through user-centered design
"Teach On the Go" is more than just an app; it's a bridge between flexible job seekers and schools in need. By simplifying the process of finding and managing substitute teaching assignments, it empowers users to take control of their schedules and pursue meaningful work in education. What was once a stressful and time-consuming task became an opportunity for individuals to make a real difference in schools.
Reflecting on this project, it reinforced my belief that technology can transform challenges into opportunities. The key to success was creating a solution that not only streamlined processes but also empowered users with flexibility and choice. Through this journey, I learned that designing impactful experiences often means focusing on the human element—enabling people to connect, contribute, and thrive. Moving forward, I am more dedicated than ever to creating solutions that not only solve problems but also empower individuals to take action.