Sign in as a Teacher/Student — a secure, easy way to troubleshoot and see content from a user’s perspective.

OVERVIEW

• Team: Led a cross-functional team by partnering with design, customer support, and engineering
• Tools: Figma, Confluence, JIRA, Asana, Slack, and LucidChart
• Impact: Long-term reduction in customer tickets, easier troubleshooting for customer support, and improved NPS.

One of the many responsibilities of a teacher is to provide support for their students. In a classroom, that usually involves face-to-face interaction. With the spread of COVID-19 and remote learning being the norm, this interaction was impossible. As a product manager, my goal was to design a user-friendly solution to this problem.

I worked hand-in-hand with engineers, a designer, and customer support agents to conceptualize and launch a feature that would solve this problem.

DEFINTION

Defining the Problem

To get more context on this problem, I set up user interviews with 5 teachers. A discussion script was created beforehand with stakeholders to brainstorm questions, such as:

• Let’s imagine I’m a student in your class and I’m having issues with the TCI website. Tell me how you would try to troubleshoot my issues.
• What are some of the most common issues your students have on the website?
• What’s the hardest part about trying to troubleshoot for students?

During these interviews, I discovered a common theme. Teachers expressed difficulty in being unable to see exactly what their students were seeing online and troubleshooting usually involved a Zoom meeting where students shared access to their account with their teacher.

Working with Engineers

After completing the user interviews, I provided context into the problem with engineers. With the context provided, they reccommended building a user impersonation tool. This opened up several questions regarding implementation, such as:

1. Do we need to provide read-only access with this user impersonation feature?
2. Are we building this feature from scratch or are there any libraries/existing components we can use?
3. What does the user flow for this feature look like?

To determine these solutions, I worked with engineers to define an agile spike and get these questions answered.

PLANNING

User Flows

While engineers focused on exploring technical solutions, I planned out the user flow for this user impersonation feature. I started by defining must-have requirements and then created a flow diagram to illustrate the pathway:

1. The teacher must be able to access a list of students in their classroom(s)
2. The teacher must be able to enter the user impersonation mode
3. The teacher must be able to exit the user impersonation mode

Design

With the user flow created, I

EXECUTION

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CONCLUSION

What I Learned