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Administrivia

Administrivia. EPost and Portfolio Analysis of Design process. Project Sharing. Group discussion Share results of analysis (5 mins each) Discuss the users, goals, context, tasks Class-level discussion What makes it a good candidate? What challenges are present? Any surprises?.

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Administrivia

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  1. Administrivia • EPost and Portfolio • Analysis of Design process

  2. Project Sharing Group discussion • Share results of analysis (5 mins each) • Discuss the users, goals, context, tasks Class-level discussion • What makes it a good candidate? • What challenges are present? • Any surprises?

  3. Form Project Teams Teams • 4-5 students per team

  4. Discussion of Readings • Facilitate class discussion of topics / ideas / themes garnered from the online discussion, related to assigned readings. • Discussion Leaders 1. Jenna Rovegno2. Lori Salmonsen 3. Annie Liao • Insights from supplemental reading.

  5. Thoughts on Design • Typical design process • Analysis • Design • Evaluation • Iteration • User-centered approach • Early Focus on Users • Empirical Measure of User Data • Iteration of the design

  6. Contextual Inquiry • Just one method of observation • Other elicitation methods: • Interviews • Contextual inquiry • Card sorting exercises (for IA) • Surveys (for satisfaction) • Main principles • Context: Gathering data in the context of user’s work • Focus: The inquiry has an overriding focus • Partnership: People participating in the inquiry work together

  7. Observing Users • Looking for much more than information about problems • Expert designers spend more time defining the situation than creating a solution • Understanding users – human behavior, cognitive psychology • Why observe? • Self-reporting is typically poor • Things people don’t think to tell you

  8. Premise • People are expert at their own work practices, but not talking about their work practices. • You are expert at asking questions and helping users talk about their work practices, but not about their work.

  9. Additional Pointers • Tips • Look for outcroppings, wear patterns, artifacts, lucky opportunities • Learn domain • Keep research ethics in mind • Take notes, consider audio and video • Maintain a productive mindset – inquisitive, professional stranger • Be careful about inferences • If you are a user, be wary about assuming you already know what is going on • Keep first principles in mind – learn about the user and how users do tasks

  10. Designing the contextual inquiry • Ideal situation • Existing product • lots of use • predictable environment • many potential users to choose from • limited types of users • limited expected variability in use

  11. What’s challenging? • Learning to observe (see what you normally overlook) • Learning to describe what you are seeing • Learning to manage inferences • Learning to ask questions (without leading) • Learning to avoid bias • Implying what they did was wrong • Subtle approval of what they did • Be aware of need to share • Recording

  12. Project ExerciseUser Analysis • Contextual Inquiry preferably with 3 users (but at least 2). • Prepare a one-page description of these results and potential implications for redesign. • Bring copies of the deliverable to class (one copy for each member of the team, one copy for the instructor) and also post it to your design portfolio. • Due next Thursday

  13. Where we’ve been Topics – Readings and discussion What is UCD? What to know about users? Collecting information about users… Doing contextual inquiry… Project Insights about users, tasks, and contextual issues Where we’re going Project Deliverable: Results of Contextual Inquiry Readings: On tasks and context, characterizing and synthesizing, communicating Deliverable #1: One page Issue Statement: A reminder 1. Susan Saranovich2. Montine Rummel3. Scott Somohano Looking back / Looking ahead

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