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A Fundamental Challenge

A Fundamental Challenge. Imagine a world where designers Realize that they are making decisions that affect users and Make these decisions based on knowledge about users, tasks, and contexts rather than assumptions. Project Sharing – Week 2. Team level discussion

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A Fundamental Challenge

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  1. A Fundamental Challenge • Imagine a world where designers • Realize that they are making decisions that affect users and • Make these decisions based on knowledge about users, tasks, and contexts rather than assumptions

  2. Project Sharing – Week 2 Team level discussion • Teams share results of literature search • Teams discuss what they know and need to know • Note: Jennifer & Anita circulate, distribute exercises, and answer questions Class-level discussion • Teams share one insight that they think other groups can benefit from

  3. Discussion of Readings How to divide into the two rooms… • Main room --- Lastnames, A-H • Supplemental room --- Lastnames, K-Z

  4. Topic D: Gathering information, contextual inquiry and other methods Driving Questions: • What types of information are useful for user-centered design? How will this information be used to inform the design process? • What methods exist for collecting the necessary information from users? What types of tradeoffs exist among information types and data collection methods? • What challenges are associated with data collection, in general, and each of the methods specifically? What is involved in using these methods effectively?

  5. Project Exercise 3 Results from Analysis Method • Carry out a contextual inquiry in which you work with at least two users. Prepare a one-page description summarizing the data you collected, and potential implications for redesign (e.g., issues you are seeing, ideas for alternate solutions). Bring to class one copy of this exercise for each member of the team and one copy for the instructors. • Due Tuesday, Feb 3 (Week 4)

  6. Contextual Inquiry: Structure and Example • WHO: The users • WHAT: The focus areas • HOW: The data collection strategy • LEARN: The analysis approach

  7. Planning Contextual Inquiry 1 • WHO: Identify candidate users • Thoughts from exercises • Primary and secondary users, community of primary users • “DJ behavior” vs. “Average listener” • Webpine users – volume users, users who travel frequently • E-tailer Checkout – First time buyer, frequent buyer, etc. • Resources for identifying users • Project Exercises (1:comparative evaluation, 2:professional literature) • Free-write activity, beginning of class on week 2 • Readings (e.g., Hackos and Redish, IBM case study)

  8. Planning Contextual Inquiry 2 • WHAT: Identify potential focus areas • Ideas for project exercises • User mental models (e.g., “check-out”, of website development, HR) • Relevant metaphors (e.g., music site as library vs. music site as portal) • What matters to the user (responsiveness, emotion, confusion) • How kids play with toys • Specific tasks… • Resources • Project Exercises (1:comparative evaluation, 2:professional literature) • Free-write activity, beginning of class on week 2 • Readings (e.g., Hackos and Redish, IBM case study)

  9. Planning Contextual Inquiry 3 • HOW: Decide on the approach • Options from readings • Work-based interview: Observe activity with discussion during and after activity • Post-observation inquiry: Talk about activity, have users walk through, consider “critical incident” interview • Artifact walkthrough: Ask user(s) to recreate a process including artifacts.

  10. Planning Contextual Inquiry 4 • Set priorities and make choices • Set priorities • Revisit each “who” and “what” list • Assign priority – High, Medium, Low • Make choices considering • Consider the resource and time constraints • Consider your intuitions about possible problems • Also ensure that you have a chance to be surprised..

  11. Where we’ve been Topics – Rdgs and discussion What is UCD? Guidance from professional lit? What to know about users? Collecting information about users? Doing contextual inquiry… Project Comparative evaluation Ideas from professional literature Resulting in… Insights about users, tasks, and contextual issues Enlargement of the problem Where we’re going Project exercise 3: Contextual inquiry results Readings: More on users and tasks, characterizing and communicating Summaries: Let’s coordinate Jean Crane, Jill Stutzman, Jeanie Comstock, Jana Jones, Christina Bottomley, Mike Tassielli Position Papers: A reminder Jeff Wilson, Ralph Brand, Michael Braly, Judy Pet, Rochelle Parry Looking back / Looking ahead

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