EPICS-Purdue Human-Centered Design. Carla B. Zoltowski EPICS Conference 2009. The EPICS Design Cycle. Problem Identification. Specification Development. Redesign. Retirement. Conceptual Design. Detailed Design. Service Maintenance. Production. Disposal. Motivation.
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Carla B. Zoltowski
EPICS Conference 2009
Experience and literature provide many examples of lack of understanding of user in design
Examples in EPICS
Design of Everyday Things (Norman)
Set Phasers On Stun (Casey)
“Design thinking … enables us to collectively tackle problems and ideas that are more complex than the lone designer can imagine:
inaccessible healthcare, billions of people living on a few dollars a day, energy usage outpacing the planet\'s ability to support it, education systems that fail students, and beyond.
These problems all have people at their heart. They require a collaborative, human-centered, iterative, and practical approach to finding the best ideas and ultimate solutions. Design thinking is just such an approach to innovation. “ (IDEO Website)
Utilizing human-centered design processes
Reduce training and support costs
Improve people’s acceptance of new products
Enhance companies’ reputations
Increase user satisfaction
Reduce development costs
“Approach to design that grounds the process in information about the people who will use the product. UCD processes focus on users through the planning, design and development of a product.” (UPA website)
“Commitment to worker participation in design and an effort to rebalance the power relations between users and technical experts and between workers and managers” (Kensing and Blomberg)
Beyer and Holtzblatt
Context on which product is used
Clarkson, Coleman, Keates, Lebbon
Goal is to allow the greatest number of people to user the product being designed and does not exclude people from using it unnecessarily.
1. Plan UCD: Decisions about
which methods to use
2. Specify context of use:
Description of users,
tasks, context, problems
5. Evaluate against rqmts:
Data on how well system
3. Specify user/org rqmts:
Statements about what
the design should fulfill
4. Produce Design Solutions:
Slide by Dennis Wixon; adapted from Maguire 2001, p. 589 & ISO 13407
Maguire 2001, p. 590
“It’s a lesson that too few companies have learned even today. ‘If a picture paints a thousand words, a prototype is worth a thousand pictures,’ says Eisermann,” director of strategic design agency Prospect.
Learning tied to academic learning outcomes, content and standards
Service meeting real needs in community, especially under-served
Reciprocal in nature
Engineering service-learning models:
Engineers Without Borders
Engineers for a Sustainable World
Service-learning User-centered Design
How can educators help students develop understanding and skills needed for human-centered design?
What experiences contribute most to students’ learning of human-centered design and development of understanding of the user?
First educators need to map the space, i.e., understand the variations in the way that the students experience and understand
Understand the user and the role of the user in design
Incorporate the users’ needs into the product
What are the qualitatively different ways that students who design for “others” experience and understand human-centered design, understand the user and the role of the user in design, and incorporate the users’ needs into the products?
What are the attributes of service-learning courses that help students develop an understanding of human-centered design process?
Qualitative method of research in which the object of research is the “variation in ways of experiencing phenomena.” (Marton and Booth)
Sustainable design (Mann)
Learning object-oriented programming (Stamouli and Huggard)
Engagement and creativity in design (Reid and Solomonides)
Design across the disciplines (Daly)
Explore the range of meanings within a sample group
Collective experience vs. individual experience
Typically uses interviews
Interviews considered within context of all of the other interviews
No other evidence used in analysis except transcripts
Daly, ASEE 09