You can tell a lot about how we value spaces-and the people who use them-by how well we design them. Google Classroom, which I’ve come to use with my kids on a daily basis since remote schooling began back in March, is as good an example of this as I’ve seen. It’s a virtual space, of course, but in a quarantined world it’s become a vital space, one that millions of children and parents are entering daily, usually for hours at a time. And it sends an unmistakable message about how it values the students who use it.
What follows is a thoughtful critique of Google Classroom. But more broadly, the post highlights how our investments in online spaces reflect our priorities. If we take Google Classroom as an indicator, we don’t value the experience of learning as much as we do working.
I’ve used Google Classroom for teaching at CCA’s graduate interaction design program since 2018. Not only is Mr. Vinh’s critique spot-on; the system has serious issues not covered in the post. For example, Google Classroom’s feedback mechanisms are inconsistent: sometimes students aren’t notified of my comments, depending on where I leave them. And conversely, sometimes I’m notified of student comments, but when I log into the system, I can’t find them. What’s worse, I’ve seen little improvement over the last three years.
Google Classroom could be amazing. Its integration with the rest of Google’s products has great potential. However, in practice, the system has many rough edges and some structural issues. It could use a substantial information architecture overhaul. As it stands, Google Classroom feels like a minimal effort — and as Mr. Vinh points out, that says a lot about the priority we assign to the experience of education.