EDER 679.12 Computer Based Learning II Jan 17 – 2 nd Seminar

1. EDER 679.12Computer Based Learning IIJan 17 – 2nd Seminar 40% 60% Jacobsen, D. M.

2. Snacks Seminar Break & Snacks Seminar Lab “Emotion makes you smart. Without emotions, your decision-making ability would be impaired. (10) “… we now have evidence that aesthetically pleasing objects enable you to work better. (10) “…being happy broadens the thought processes and facilitates creative thinking” (19) Norman (2004) Weekly Schedule Therefore,… Jacobsen, D. M.

3. Plan for tonight… • Emotional design – key ideas • Information Design – what is the product? • Usability / User Experience • A Break • Yossi’s Lab Jacobsen, D. M.

4. Part I: The Meaning of ThingsChapters 1 and 2 • The basic tools of emotional design: Attractive things do work better – their attractiveness produces positive emotions, causing mental processes to be more creative, more tolerant of minor difficulties. • Three levels of emotion – visceral, behavioral and reflective. • Each plays a critical role in human behavior, each an equally critical role in design, marketing and use of products. Jacobsen, D. M.

5. Norman (2004)Emotional Design – Ch 1 • “Designers can use knowledge of the brain to make designs more effective, but the rules are not simple” (32) • Design guidelines, rules of thumb • Usability and user experience • Norman, Nielsen, Schneiderman, etc… • Our challenge in this course – to link the key concepts from Norman to the design of joyful learning experiences Jacobsen, D. M.

6. Chapter 1Attractive Things Work Better • “Everything you do has both a cognitive and an affective component – cognitive to assign meaning, affective to assign value” (25). • Three different levels of the brain – each requires a different style of design (21 – 23) • “Designers can get away with more if the product is fun and enjoyable. Things intended to be used under stressful situations require a lot more care, with much more attention to detail” (26) • When designing learning opportunities, environments, applications, it is important to focus on fun, enjoyment, joy, pleasure… • Focus and Creativity – the joy of learning Jacobsen, D. M.

7. Mac vs. PCHonda vs. Ford • “We all change our operating parameters to be appropriate for the situation we are in” (Norman, p. 32). • The source of “design complexity” can be found in the three levels of processing. • At the visceral level, people are pretty much the same all over the world (yes, individuals vary). • The behavioral and reflective levels are very sensitive to experiences, training and education. Cultural views have a huge impact. Jacobsen, D. M.

8. Chapter 2Multiple Faces of Emotion and DesignDesign requirements for different emotional levels • Visceral – pre-consciousness, pre-thought – appearance matters and first impressions are formed. Visceral design is about the initial impact of a product, about its appearance, touch and feel. • Behavioral – about use, about experience with product. Experience has many facets: function (what activity does it support?), performance (how well does it do the desired functions?), usability (ease with which the user can understand how it works and how to get it to perform). • Reflective – consciousness and highest levels of feelings, emotions, and cognition reside here. The full impact of both thought and emotions are experienced. Interpretation, understanding, and reasoning. Variability through culture, experience, education, and individual differences. This level can override the others. Jacobsen, D. M.

9. Double-edged sword • “Confuse or frustrate the person who is using the product and negative emotions can result. But, if the product does what is needed, if it is fun and easy to satisfy goals with it, then the result is a warm, positive affect” (37) Jacobsen, D. M.

10. TIME • “Visceral and behavioral levels are about “now” – your feelings and experiences while actually seeing or using the product” • “Reflective level extends much longer; through reflection you remember the past and contemplate the future” • “Reflective design is about long-term relations, about the feelings of satisfaction produced by owning, displaying and using a product. A person’s self-identify is located within the reflective level, and here is where the interaction between the product and your identity is important as demonstrated in pride (or shame) of ownership or use” (38 Jacobsen, D. M.

11. Working with the 3 levels • Simplification of complexity: • Visceral design >> Appearance • Behavioral design >> Pleasure and effectiveness of use • Reflective design >> Self-image, personal satisfaction, memories • Difficulty in application • Should some products be primarily visceral in appear, others behavioral, others reflective? • How does one trade off the requirements at one level against those of the others? • How does each of the three levels compare in importance with the others? Jacobsen, D. M.

12. Learner Characteristics • “No single product can hope to satisfy everyone. The designer must know the audience for whom the product is intended” (39) Jacobsen, D. M.

13. Characteristics of Use • “Another important dimension for a product is its appropriateness to setting” (41) • Questions in educational technology have evolved from: • Does it work? • Does it work better than that? • Under what conditions, for which learners, for what purpose, is it effective for learning? Jacobsen, D. M.

14. Needs Vs. Wants • “Satisfying people’s true needs, including the requirements of different cultures, age groups, social and national requirements, is difficult” (43). • What are the “needs” variables that impact designs for learning? • “Now, add the necessity to cater to the many wants – whims, opinions and biases – of the people who actually purchase products, and the task becomes a major challenge” (43) • What are the “want” variables that impact designs for learning? Jacobsen, D. M.

15. Norman Key ideas Jacobsen, D. M.

16. Four stages in design process Instructional Design Interaction Design Presentation Design Information Design What is the problem? The product? - content - goals - audience - organization What is the Learning Theory & Strategy? How should It work? - navigation - interaction - use case - controls How should It look? - style - layout - elements Learner tasks Flowchart Learn Specs. Storyboard Prototype Jacobsen, D. M.

17. Course Project • To design and develop a working prototype of a learning application or system about which you are willing to make explicit claims about the intended student audience, the needs of that audience, how the project meets those needs (including choice of media, structure, and interface), what should be learned from the project, and how that learning will be assessed • To describe your experience of an iterative, user-centered design process in a final comprehensive paper. Jacobsen, D. M.

18. Stages in the Design Process Information Design What is the problem? The product? - content - goals - audience - organization Flowchart Jacobsen, D. M.

19. Concept Maps / Flow charts Jacobsen, D. M.

20. Information Design:Sharing Knowledge • Web-based example of student work Jacobsen, D. M.

21. Team Activity • 25 Sites We Can't Live Without • Groups of 4 • Browse sites • Pick one • Design a brief learning activity for the class Jacobsen, D. M.