A much needed update

It’s been a minute. Here’s some of what we’ve been working on (with anagrams, since I haven’t done those in awhile!)

Thimble Dashboard {Anagram: Oh, medal birdbaths!}

Luke has been working on an awesome dashboard that will allow us to see what people are up to, discover trends, get inspiration for new curriculum modules, and do some of the necessary work for eventually displaying metrics to users (e.g. # of Remixes of my project).

thimble-dash1thimble-dash2thimble-dash3 thimble-dash4 thimble-dash5Curriculum Template {Anagram: Met crucial plum. True!}

Luke also worked on comps for a new curriculum template—we focused on making the content more digestible by adding a sidebar nav to chunk the content better.

Screen Shot 2015-10-30 at 4.13.53 PM
MozFest Schedule App {Anagram: A zestful pop schemed}

Mavis has been working with Ryan from Open News to adapt the SRCCON schedule app for MozFest purposes. It’s looking great, and offers several different views for browsing MozFest sessions. Users can also “favorite” sessions to create their own personal agenda.

Screen Shot 2015-10-30 at 4.23.00 PM
Goggles FTU Experience {Anagram: Super Fox: Telegenic Egg}

Pomax and Kristina have been working together to create a much-improved first time use experience for Goggles users. Check out this fun animal mash-up activity! This is a great way to introduce new users to the magic of Goggles.

Screen Shot 2015-10-30 at 4.25.48 PM

Web Literacy Map Feedback {Anagram: Play back if a wet December}

Sabrina has been working with An-Me to design an interactive session at MozFest to solicit input on the skills, design, and applications of the Web Literacy Map. Imagine this wall full of input from our community:

Screen Shot 2015-10-30 at 4.36.43 PM

It’s been amazing watching this team work over the past month. They are on fire.

Our team is growing! + News and Updates

It’s been a really exciting couple of weeks!

First of all, we welcomed two new members to the MLN Product team. Long time Mofo Pomax has taken the lead on transitioning X-Ray Goggles to a new home and Kristina, our newest designer, has had a productive first couple of weeks, focusing on creating wireframes for our badging platform. Welcome to the MLN product team!

Vidyo weirdness with the new team! Why is Kristina covered by Sabrina?

Vidyo weirdness with the new team! Why is Kristina covered by Sabrina?

Second, we released the new Thimble! It’s been really well-received (my favorite example is this Polish article – I ran it through a translator), and feels like a major step up from the last version. Be sure to watch Humph’s demo from last Friday. This release represents months of work. Read about it here.

"New Thimble is Fantastic" Poland loves Thimble!

“New Thimble is Fantastic” Poland loves Thimble!

We also added the care and feeding of the MozFest site and schedule app to our list of projects. Mavis wrote a script to export the 400+ session proposals into a github repo, where event staff and Space Wranglers are now working their magic to create an amazing program. Also in MozFestLand, Ryan Pitts spun up a version of the SRCCON schedule app for MozFest, and it works beautifully. We have some UI and UX changes to make (to make it more MozFest-y), but this will be a great resource for attendees.

Sneak Peek of the MozFest schedule app

Sneak Peek of the MozFest schedule app

On the teach.mozilla.org front, Sabrina has made major headway on the design for the MLN Directory. We’ve now got streamlined, mobile wireframes for the member profile and the Clubs page.

For editing your Club page on the go!

For editing your Club page on the go!

Mavis installed Optimize.ly which allows us to run A/B tests on teach.mozilla.org. Our first test compared the control homepage, which has three CTAs, to a variation which has a single CTA (Pledge to Teach the Web). So far, the single CTA does not seem to create a dramatic difference in the number of people taking the pledge. We’re plotting two more variations for the next heartbeat, to see if we can increase our conversion rate.

Here's the control version with three CTAs

Here’s the control version with three CTAs

And here's the single CTA variation, which so far, has not increased conversions.

And here’s the single CTA variation, which so far, has not increased conversions.

Finally, I just wanted to provide an updated list of documentation and links to things we’re working on:

Vancouver Trip Summary

I spent Thursday and Friday of last week with my lovely colleagues in Vancouver. Some things to note:

  • The Vancouver office is awesome, especially the art (h/t David Ascher’s wife)
  • Thanks to Jennie and the rest of the YVR team for making me feel welcome around the lunch table!
  • Luke promised to play guitar but he never did :(

Here’s how the two days went down:

  • Sabrina and I started off by having a morning meeting with Michelle via Vidyo. This produced several clarifying insights including the use of “portfolio” as the key metaphor for Clubs pages in the MLN Directory. This helped shaped our conversations during the rest of my visit.
  • Sabrina and I then reviewed what we already know about our audience, our programs and offerings, and value adds for the user.
  • We then sketched out a model for an engagement funnel


    • Then we got to work on the MLN Directory model. We came up with streamlined sketches for the various content types, thinking in terms of mobile-first.
      • Member profile:
        • See field listing
        • Implied functionality: certain Leadership roles might be auto-applied (e.g. if the user owns an approved Club page, the system can apply the “Club Captain” role), while others might require an admin interface (e.g. Regional Coordinator, Hive Member). We’d like to allow for flexible Role names, to accommodate local flavor (i.e. Hive Chicago has specific role names they give to members).
      • Club and Hive pages:
        • Club page field listing
        • Hive page field listing
        • A key insight was that we should treat each distinct entity differently. That is, Club pages and Hive pages might be quite different, and we don’t need to try to force them into the same treatment. We also recognized that our MVP can simply address these two specific types of groups, since this is where our programs are focused.
        • We decided that focusing on Reporting for Clubs would be the highest value functionality, so we spec’ed out what that would look like (wireframes coming soon)
        • For Hive pages, we want to re-create the org listings and contact cards that the current Hive Directories have
  • We also met with Laura de Reynal and David Ascher to hash out plans for the audience research project. More on that soon, but you can see our “most important questions” at the top of this pad.
  • The issue of badges came up a few times. First, because we found that the plan for “Club Captain” and “Regional Coordinator” badges felt a little redundant given the concept of “roles.” Second, because we saw an opportunity to incentivize and reward participation by providing levels of badges (more like an “achievements” model). Seems like our colleagues were thinking along the same lines.

All in all, it was a really productive couple of days. We’ll be getting wireframes and then mockups out to various stakeholders over the next heartbeat, along with hashing out the technical issues with our engineering team.

Feel free to share any comments and questions.

Pledge to Teach Survey Results (first month)

At the very end of June, we added a “Pledge to Teach” action to teach.mozilla.org. After people complete the pledge, they are able to take a survey that allows us to find out more about their particular context for teaching the Web, and their needs.

I’d like to share results from the first month, during which 77 people completed the survey, out of 263 users who took the pledge (29% response rate).

First, we asked what people are interested in, in terms of teaching the Web, and provided some options for people to choose from (people could choose as many as they liked).

  • Starting a Mozilla Club: 57%
  • Getting access to Digital Literacy curriculum: 79%
  • Running learning events (Maker Party, Hive Pop-Ups, etc.): 61%
  • Professional Development to help me get better at teaching digital skills: 81%
  • Connecting with a network of peers: 77%
  • Exploring tools to make the Web: 66%

The results from this question align with our strategic plans to develop more curriculum, provide more professional development offerings, and build tools to help people connect with one another.

We asked about the age range of learners:

  • 6-13: 40%
  • 14-24: 78%
  • 25-34: 44%
  • 35-44: 26%
  • 45-54: 17%
  • 55+: 19%

These findings align with the age-range that most of our existing curriculum is optimized for (14-24). That said, we know our audience is broader, and that content can be adapted for different audiences. Certainly we have community members that work in the K-12 space and higher ed. Given the numbers for learners over 24, we may consider more intermediate/advanced web literacy content, and/or address this audience with more in-depth Teach Like Mozilla and MDN content.

We asked how many learners people expect to reach this year:

  • 0-50: 32%
  • 51-100: 22%
  • 101-200: 26%
  • 201-500: 5%
  • More than 500: 14%

This data speaks to the fact that survey participants are more likely individuals who have direct interactions with learners, vs larger partners with wider networks. The survey was intended to reach individual educators/mentors, but we might consider a similar survey directed to partners, too.

Note: we’ve since added a question to the survey that will allow us to know how many learners people reach at any one time. This will inform our curricular design process.

We asked about the contexts in which people teach (again, respondents were able to choose multiple answers):

  • At standalone events (for example, a one-day workshop, hackathon or Maker Party event):  51%
  • In a classroom during the school day: 52%
  • As part of an afterschool or summer program: 31%
  • With my friends and family at home: 56%
  • At professional meet-ups or training events with other adults/mentors/educators: 51%
  • At a college or university: 27%
  • At a library or other community space: 26%

Some of these results surprised us. For example, the responses for teaching at home and with friends is higher than we’d expected, as were the number of people teaching in professional meetups. If these trends continue, they will inform our curricular and professional development content offerings. We are also having a Web Literacy Training Fellow join us later in the year, and she will specifically address these contexts.

These findings also show that people are teaching across various contexts, which may speak to some leadership pathways (e.g. classroom teachers also hosting standalone events to reach more people).

Finally, we asked people about their motivations for teaching the Web. Here is a sample of those responses:

  • The Internet is a place where any information is available, and people ought to know how to access the best of the information they seek, and know how to protect themselves beyond anti-virus programs. I want the opportunity to teach and engage with learners and peers outside of the classroom. (Canada)
  • I always believe that I should never wait for opportunities to help other people rather I should let myself open doors to help others. I want to share a part of what I know to people who wants to learn more about the digital world. (Philippines)
  • I think technology especially the Web could be a wonderful facility to awaken and support children being creative and using free thought as a positive means of fully participating in communities, society and the world. (UK)
  • Am driven by the passion to make the world a better place. I want students from my school to have extra skills apart from the normal curriculum taught in school. (Kenya)

This is a very small sample so far, but we’ll look at results for the second month soon and see if trends continue.

In the meantime, the results of the survey will inform several of our next steps, including:

  • Consider iterations on site information hierarchy and calls-to-action
  • Create content strategy that reflects community needs—this includes everything from site copy to blog content to curricular content to social media
  • Advance partner strategy given these insights

We are also starting a new research effort with support from the Webmaker product team, to complement the survey. The project hasn’t been fully designed yet, but will likely help us dig deeper into questions about our community’s assets, needs, and contexts.

Quick update: engagement on the MLN Site

Pledge to Teach

In my last post, I mentioned that we had recently launched the Pledge to Teach the Web. Since we launched it three weeks ago, 240 people have taken the pledge.

Screen Shot 2015-07-24 at 3.25.11 PMScreen Shot 2015-07-24 at 3.26.32 PMScreen Shot 2015-07-24 at 3.27.10 PMOf those who’ve taken the pledge, about a quarter of them have also completed a survey that we sent as a follow-up. The survey is helping us gain a better understanding of our audience, their contexts for teaching, and their needs. We’ll share an analysis of the survey results next month.

Site Traffic

Since we launched teach.mozilla.org back in April, we haven’t been particularly focused on driving traffic to the site. That changed recently, as we began our Maker Party promotion efforts in earnest. We started promoting Maker Party on both beta.webmaker.org and on mozilla.org. Those two referrals, along with our email campaign, led to our most highly trafficked week on the site since launch, during the lead-up to Maker Party. Our highest day was July 13th, when we had over 11K sessions. Since the initial bump, traffic has dropped back down again to between 1200 and 2500 sessions per day.

Unsurprisingly, the Maker Party page is the most popular content, after the homepage. The Activities page is the next most popular.

What we’re doing next with regard to user engagement

  • Adding analytics tracking to several things so we can better measure conversion rates.
  • Experimenting on pledge flow to increase conversion rate. One possibility is to make the pledge the only CTA on the homepage.
  • Determining our post-Maker Party strategy for people who take the pledge. We’re discussing ideas here.
  • Experimenting with “Community” link to increase Discourse activity. This is a larger-than-the-site effort , though. We can be promoting Discourse across all of our work.

Whistler Wrap-up

What an amazing week!

Last week members of the Mozilla community met in beautiful Whistler, BC to celebrate, reflect, brainstorm, and plan (and eat snacks). While much of the week was spent in functional teams (that is, designers with designers and engineers with engineers), the Mozilla Learning Network website (known informally as “Teach”) team was able to convene for two meetings—one focused on our process, and the other on our roadmap and plans for the future.


From my perspective, the week inspired a few significant breakthroughs:

  1. The Mozilla Learning Network is one, unified team with several offerings. Those offerings can be summarized in this image: Networks, Groups, and Convenings.MLN ProgramsThe breakthrough was realizing that it’s urgent that the site reflects the full spectrum of offerings as soon as possible. We’ve adjusted our roadmap accordingly. First up: incorporate the Hive content in a way that makes sense to our audience, and provides clear pathways for engagement.
  2. Our Clubs pipeline is a bit off-balance. We have more interested Club Captains than our current (amazing) Regional Coordinators can support. This inspired an important conversation about changes to our strategy to better test out our model. We’ll be talking about how these changes are reflected on the site soon.
  3. The most important content to localize is our curriculum content. To be fair, we knew this before the work week, but it was definitely crystallized in Whistler. This gives useful shape to our localization plan.
  4. We also identified a few areas where we can begin the process of telling the full “Mozilla Learning” story. By that I mean the work that goes beyond what we call the Mozilla Learning Network—for example, we can highlight our Fellowship programs, curriculum from other teams (starting with Mozilla Science Lab!), and additional peer learning opportunities.
  5. Finally, we identified a few useful, targeted performance indicators that will help us gauge our success: 1) the # of curriculum hits, and 2) the % of site visitors who take the pledge to teach.

Site Updates

I also want to share a few site updates that have happened since I wrote last:

    • The flow for Clubs has been adjusted to reflect the “apply, connect, approve” model described in an earlier post.
    • We’ve added a Protect Your Data curriculum module with six great activities.
    • We added the “Pledge to Teach” action on the homepage. Visitors to the site can choose to take the pledge, and are then notified about an optional survey they can take. We’ll follow up with tailored offerings based on their survey responses.pledge

Questions? Ideas? Share ’em in the comments!

Medium-term roadmap

Earlier this week, I wrote about the short-term roadmap for teach.mozilla.org. Now I’d like to share a few details about what we envision a little farther out (Q3 and into Q4).


The bulk of the work here will be improving the user experience for both badge applicants and badge reviewers. We’ll also be rolling out some new badges that are aligned with our programmatic plans, and will recognize the key volunteer roles we’ve identified (i.e. Regional Coordinators and Club Captains).


I’m really excited about this project because it will transform the site from simply being a place to find resources to a community, and because we’ll be able to offer more customized experiences for users once we know more about them. The Mozilla Learning Network Directory will include rich mentor profiles and group pages (where “groups” include Clubs, Hives, and organizations), as well as the ability to search and browse. The initial build will also include a full integration of Discourse. (We’re drawing heavily on the Hive Directory for inspiration.)

Curriculum functionality

It’s been a long time coming, but soon we’ll begin designing a more permanent solution for making our curriculum content dynamic. This will include adding basic user interactions (“Likes,” ratings, comments), as well as dynamically facilitating the creation and display of remixes and translations. We’ll likely also have a tool for users to create and share their own playlists, and to submit curriculum for consideration.

Ongoing iteration on the engagement flow

We’ll continue to learn what works in terms of connecting people quickly to what they need, and we’ll likely continue to make changes as a result of those learnings. Our engagement strategy will get some serious power behind it as we move forward with the email tooling project that’s happening in parallel.


Finally, our team at CDOT are actively working on making improvements to Thimble, our open source code editor for teachers and learners. We wrote about those improvements a few weeks ago.