designing interactions / experiences: lecture #03

por Itamar Medeiros @designative http://www.linkedin.com/in/designative

Designing Interactions 2013-2: DISCOVERY MODE

{ Designing Interactions: Interpretation “Mode” }

You are at: Introduction » Welcome

Designing Interactions: Welcome!

My name is Itamar Medeiros http://designative.info/ http://www.linkedin.com/in/designative/ [email protected] @designative


You are at: Introduction » Learning Objectives and Outline

Designing Interactions: Interpretation “Mode”

Learning Outcomes §  You will learn how to use storytelling to turn

meaningful insights into actionable opportunities

for design

Class Outline §  Tell Stories

§  Capture your learning;

§  Share Inspiring Stories;

§  Search for Meaning;

§  Define Insights

Introduction: Collect / Create / Relate / Donate

Collect Learn from previous experiences !Relate Consult with peers and mentors "

#

$

Create Explore, compose,

and evaluate possible solutions

Donate Disseminating

results

Shneiderman, B. (February 1999), Creating Creativity for Everyone: User Interfaces for Supporting Innovation, ACM Transactions on Computer-Human Interaction 7, 1 (March 2000), 114-138.


You are at: Introduction » Collect / Create / Relate / Donate

Donate: Disseminating Results

Let’s recap what we’ve done so far. By now, you

should have:

§  A Design Challenge

§  A Definition of Your Audience

§  An overview of what you know and

what you don’t know about your topic (mind map)

§  A questionnaire

§  Audio/Video Records of your Interviews;

§  A list of “Labeled Facts” or post-it notes


You are at: Donate » Disseminating Results

IDEO (2011), Design Thinking Process in Design Thinking Toolkit for Educators, retrieved September 1st , 2011 from http://www.designthinkingforeducators.com/


You are at: Collect » Interpretation

Interpretation transforms your stories into

meaningful insights. Observations, field visits, or just

a simple conversation can be great inspiration— but

finding meaning in that and turning it into

actionable opportunities for design is not an easy

task.

Interpretation


TED Conferences, LLC, 2011, “Emily Pilloton: Teaching design for change”, in TEDGlobal 2010, retrieved on July 5th, 2011, http://www.ted.com/talks/emily_pilloton_teaching_design_for_change.html


You are at: Relate » Interpretation

Interpretation

Let’s review what we’ve go so far:



§  A Mind Map

§  A Questionnaire

§  Audio/Video Records of your Interviews


Search for Meaning Create Work Models


You are at: Collect » Interpretation » Constant Evolution


Interpretation: Constant Evolution

Throughout the Interpretation phase, your

perspective will evolve and change. As you gain a

clearer understanding of what your observations

mean, you can relate them to your challenge and

use them as inspiration.


You are at: Collect » Interpretation » Tell Stories


Interpretation: Tell Stories

When you step out of an observation, it’s easy to feel

overwhelmed by the amount of information you

have taken in. Use the half hour immediately after

the session to start capturing what you have learned.


You are at: Collect » Interpretation » Tell Stories » Capture Your Learnings

Tell Stories: Capture Your Learnings

1.  Find a space and time Plan extra time so that you can share your thoughts and impressions right after your observation. This may often happen in a coffee shop or while in transit.

2.  Focus What’s Important who did you meet (profession, age, location, etc)? What was the most memorable and surprising story? what did this participant care about the most? what frustrated him/her? What was interesting about the way he/she interacted with his/her environment?

3.  Documents you Thoughts Capture your observations on Post-it Notes (easier to reorganize them later). Illustrate your thoughts with drawings.


You are at: Collect » Interpretation » Tell Stories » Share Inspiring Stories

Tell Stories: Share Inspiring Stories

Share what you learned from your research as

stories, not just general statements. This will create

common knowledge that your team can use to

imagine opportunities and ideas.


Quesenbery, W., Brooks, K., (2010), Storytelling for User Experience: Crafting Stories for Better Design, Rosenfeld Media; 1st edition (April 15, 2010)




What storytelling does is: it can take rational ideas

that may be about numbers or math and bring them

more fully into the world by giving them a human

context to affect people.





So one of the best things about stories is that they

inspire other stories. Stories are a way for people to

be constantly breathing a form of life into a very

rational process.





1.  Set up a Space Plan your storytelling session in a room with plenty of wall space. Distribute Post-it Notes and markers. Have a flip chart pad or large sheets of paper nearby, as well as tape to attach these sheets to the wall.

2.  Take Turns Describe the individuals you met and the places you visited. Be specific and talk about what actually happened. Revisit the notes you took right after your observation. Print out your photos and use them to illustrate your stories.

3.  Tell the story of each person following these prompts You may have already used them when capturing your first impressions (check the focus on what’s important mentioned during Capture Your Learnings).

Kolko, J. (2008), INF385T | Information Design Studio, Lecture 4: Ethnography, Contextual Inquiry, and Contextual Design, UT Austin: School of Information




3.  Actively Listen While you are listening to each other, compare and contrast the things you have learned. Explore areas where you find different opinions and contradictions. Begin to look for recurring themes.

4.  Capture The Information in Small Pieces Write down notes and observations on Post-it Notes while listening to a story. Use concise and complete sentences that everyone can easily understand. Capture quotes— they are a powerful way of representing the voice of a participant.

5.  Surround Yourself with Stories Write large enough so that everyone can read your notes. Put all Post-its up on the wall on large sheets of paper. Use one sheet per story, so you have an overview of all your experiences and the people you have met.

Young, Indi. 2008. Contextual Inquiry notes in Mental Models: Aligning Design Strategy with Human Behavior. New York: Rosenfeld Media.

Austin Center for Design (2009-2011), Interpretation Session in Starting to think about the boys on the row, retrieved September 1st , 2011 from http://www.ac4d.com/2010/10/13/starting-to-think-about-the-boys-on-the-row/

Quesenbery, W, (2010), Storytelling for User Experience: Crafting Stories for Better Design, Rosenfeld Media; 1st edition (April 15, 2010)




Telling a story and making the context of that story

wider basically gives you a set of glasses—a different

sets of glasses—that allows people to grow in

different ways and, therefore, because the world is

different or wider or bigger – whichever you prefer –

the problem takes on a different shape.



You are at: Collect » Interpretation » Search for Meaning

Search For Meaning

After having collected and shared stories from your

fieldwork, begin to make sense of all that

information and inspiration. This part of the process

can take some time. A good first step is to identify

themes.



You are at: Collect » Interpretation » Search for Meaning

Search For Meaning

Every team member choose three Post-its they find

most interesting. Place each of them on a large sheet

of paper and begin to look for more evidence of the

same theme.



You are at: Collect » Search for Meaning » Find Themes

1.  Cluster Related Information What did many people mention? Did someone else say the opposite? Are there behaviors you saw repeatedly? Which issues were obvious? Rearrange the Post-its into these new buckets.

2.  Find Headlines Name the clusters you have defined, e.g., “lack of space.” Continue to sort and rearrange the information until you feel you have picked the interesting bits out.

3.  Turn Headlines into Sentences Have a closer look at your themes and the stories that support them, and express them in a meaningful way. Write a full sentence. Use a new Post-it and label your cluster with that statement.

Search For Meaning: Find Themes






You are at: Collect » Search for Meaning » Find Themes

§  Workarounds

§  Mismatch between what people say and do

§  Offhand, under the breath comments

§  Sighs

§  Rolling of eyes

§  Confessions

§  Wants, Needs, Goals,

Motivations

§  Touch Points

§  Sequences

§  Workarounds

§  Pain / Break Points

§  Feelings


You are at: Collect » Search for Meaning » Making Sense of Findings







Search For Meaning: Make Sense of Findings

Once you have created themes as an overview of

your research findings, begin to take a closer look at

what they mean. Sort and analyze them until they

help you build a clear point of view.





1.  Look for links between themes Take a closer look at your themes and find overlaps, patterns and tensions as they relate to each other. Can you group several related themes in larger categories? What contradictions do you find? What feels surprising and why?

2.  Dig deeper Take a step back and discuss what you have discovered. Are there themes that you have different opinions about? What are you most excited about? Can you begin to see the relevance of your challenge?

3.  Move Things Around Regroup the information and add new versions of your headlines until they feel strong.




4.  Get input from the outside Explain the themes to someone who is not part of your team. Learn from their feedback and try alternative ways of organizing the information.

5.  Be prepared to let go Leave behind stories that don’t seem important. Clean up your space and only keep the information you are still using.

Ulaszek, J., Winters, B. (2013) ‘Setting Course – Design Research to Experience Roadmap.’ Presentation at IxDA’s Interaction’13 Conference, Toronto – Canada, 28 February 2013.




What we’re trying to do is to synthesize large

amounts of data by finding relationships between

ideas. The information is then gradually structured

from the bottom up into meaningful groups.

PhotoDev (2013), Affinity Diagrams in Contextual Inquiry, retrieved November 26th, 2013 from http://www.adamatorres.com/gallery-project/?page_id=106


You are at: Collect » Making Sense of Findings » Affinity Diagrams

Make Sense of Findings: Affinity Diagrams

Affinity diagrams can be used to:

§  Draw out common themes from a large amount of

information;

§  Discover previously unseen connections between

various ideas or information

§  Brainstorm root causes and solutions to a problem

PM Hut (2007-2011) Affinity Diagram - Kawakita Jiro or KJ Method, Retrieved June 6, 2010 from http://www.pmhut.com/affinity-diagram-kawakita-jiro-or-kj-method

Young, Indi. 2008. Affinity Diagrams in Mental Models: Aligning Design Strategy with Human Behavior. New York: Rosenfeld Media.



Interpretation




§  Audio/Video Records of your Interviews




Interpretation




§  A Affinity Diagram


You are at: Collect » Search for Meaning » Define Insights

Search for Meaning: Define Insights

Insights are a concise expression of what you have

learned from your research and inspiration activities.

They are the unexpected information that makes you

sit up and pay attention. Insights allow you to see the

world in a new way and are a catalyst for new ideas.



You are at: Collect » Search for Meaning » Define Insights

Search for Meaning: Define Insights

1.  Select from surprises Look across your buckets and themes and choose the information that you find most surprising, interesting, or worth pursuing. What have you learned that had not occurred to you before? What did you find most inspiring?

2.  Reconnect the learnings to your Design Challenge How do your findings relate to your challenge? Narrow down the information to those insights that are relevant and find new clusters. Try to limit your insights to the three to five most important.

3.  Craft your Insights Experiment with the wording and structure to best communicate your insights. Create short and memorable sentences that get to the point. Make sure your insights convey the sense of a new perspective or possibility.

Search for Meaning Create Work Models


You are at: Collect » Search for Meaning » Create Work Models

Search for Meaning: Create Work Models

Creating a work model helps us develop:

§  A shared understanding of the user-data;

§  A shared language for the design team;

§  An easily understandable deliverable for

communication outside the design team;

§  A visual representation of the user data.

Kolko, J. (2008), INF385T | Methods of Design Synthesis, Lecture 2: Ethnography, Contextual Inquiry, and Work Flow Modeling, UT Austin: School of Information

Beyer, H., Holtzblatt, K., (1997), Contextual Design: Defining Customer-Centered Systems, Morgan Kaufmann; 1st edition (September 15, 1997)


You are at: Collect » Search for Meaning » Create Work Models

Search for Meaning: Create Work Models

Let’s look at five kinds of work models:

§  Flow: Direction of communication and coordination

§  Sequence: Detailed sequence of work steps

§  Artifact: Physical objects that support the work

§  Cultural: External influences

§  Physical: Layout of the work environment



You are at: Collect » Create Work Models » Flow Model

Create Work Models: Flow Model


§  Represents the coordination, communication, interaction, roles, and responsibilities of the people in a certain work practice

§  Includes the places where communication happens, the artifacts used for communication, and breakdowns in communication that negatively impact work

Medeiros, I. (2007-2013), Swimlane Diagrams in Data Visualization, retrieved November 27th, 2013 from

http://designative.info/project/data-visualization/#Swimlane_Diagrams

Kolko, J. (2008), Workflow Model of Getting a Tattoo in INF385T | Methods of Design Synthesis, Lecture 2: Ethnography, Contextual Inquiry, and Work Flow Modeling, UT Austin: School of Information

Copyright status: Unknown (pending investigation). Retrieved November 27th 2013 from http://www.interaction-design.org/encyclopedia/contextual_design.html


You are at: Collect » Create Work Models » Sequence Model

Create Work Models: Sequence Model


§  Low-level, step-by-step information on how work is actually done:

§  Includes the intent behind the action, the trigger that led the user to this action, and breakdowns that create problems;

§  Captured at level of detail appropriate for focus of the design team.

Beyer, H., Holtzblatt, K., (1997), Email Triage Sequence Diagram in Contextual Design: Defining Customer-Centered Systems, Morgan Kaufmann; 1st edition (September 15, 1997)

Copyright status: Unknown (pending investigation). Retrieved November 27th 2013 from http://www.interaction-design.org/encyclopedia/contextual_design.html


You are at: Collect » Create Work Models » Artifact Model

Create Work Models: Artifact Model


§  Represents the documents or other physical things that are created while working or are used to support the work;

§  Artifacts often have a structure or styling that could represent the user's way of structuring the work.

Huang, K. H., & Deng, Y. S. (2008). Chinese Tradition of Tea Drinking Artifact Model in Social interaction design in cultural context: A case study of a traditional social activity. International Journal of Design, 2(2), 81-96.

Holtzblatt, K., (2001). Artifact Model of a Car in Beyond the Tower of Babel., retrieved September 21st, 2011 from http://incontextdesign.com/articles/beyond-the-tower-of-babel/


You are at: Collect » Create Work Models » Cultural Model

Create Work Models: Cultural Model


§  Represents the norms, influences, and pressures that are present in the work environment

§  Reveals in the language used to describe work, the tone of the place, the policies, and the influence of the overall organization

Huang, K. H., & Deng, Y. S. (2008). Chinese Tradition of Tea Drinking Cultural Model in Social interaction design in cultural context: A case study of a traditional social activity. International Journal of Design, 2(2), 81-96.


You are at: Collect » Create Work Models » Physical Model

Create Work Models: Physical Model


§  Represents the physical environment where the work tasks are accomplished;

§  Often, there are multiple physical models representing, e.g., office layout, network topology, or the layout of tools on a computer display;

§  Focuses on aspects relevant to the work / focus, and not on complete fidelity.

Holtzblatt, K., (2001). Physical Model of a Supermarket in Beyond the Tower of Babel, retrieved September 21st, 2011 from http://incontextdesign.com/articles/beyond-the-tower-of-babel/


You are at: Collect » Consolidating Work Models

Consolidating Work Models

Consolidating models across different users and interviews allows the team to see patterns:

§  Some observations may be missed - by consolidating several interviews, we can achieve better coverage

§  Reduces likelihood of bias by one idiosyncratic user or interview

§  Only done for important and/or relevant models


You are at: Collect » Consolidating Work Models


Which ones are relevant?

§  Flow: Direction of communication and coordination

§  Sequence: Detailed sequence of work steps

§  Artifact: Physical objects that support the work

§  Cultural: External influences

§  Physical: Layout of the work environment


You are at: Relate » Consolidating Work Models





§  An Affinity Diagram

§  A Consolidated Work Model


You are at: Create » Interpretation » Exercise

Interpretation: Exercise

Please continue to work throughout the week, so

that we have the following ready for our next

workshop:

§  A refined Design Challenge

§  A clear Definition of Your Audience

§  An Affinity Diagram

§  A Consolidated Work Model

Go to our KISD Space for this course and share work-

in-progress samples of your:

1.  Affinity Diagram

2.  Consolidated Work Model

Itamar Medeiros http://designative.info/ http://twitter.com/designative [email protected]


You are at: Donate » Disseminating Results

Donate: Disseminating Results

designing interactions / experiences: lecture #03

Design

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questionnaire

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retrieved

problem pm

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aligning design

design thinking