Teaching Interaction Design
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Teaching Interaction Design Hans Põldoja, Tallinn University
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Transcript of Teaching Interaction Design
Teaching Interaction Design
Hans Põldoja, Tallinn University
Hans Põldoja
Lecturer of educational technology Tallinn University, Institute of Informatics
Doctoral student Aalto University, School of Arts, Design and Architecture
[email protected] http://www.hanspoldoja.net
What is interaction design?
(IxDA)
“Interaction design refers to the process that is arranged within the existing resource constraints to create, shape, and decide all use-oriented qualities (structural, functional, ethical, and aesthetic) of a digital artifact for one or many clients.”
(Löwgren & Stolterman, 2007)
HCI and Interaction Design in Tallinn University
Interaction Design Methods course
Structure of the course
• 5 ECTS / 130 hours
• 8 meetings (26 hours)
• work on a group project (80 hours)
• work on individual assignments (8 hours)
• work on literature (16 hours)
Types of projects
• Web applications
• Mobile applications
• Content-driven projects
Research-based design process
(Leinonen, Toikkanen, & Silfvast, 2008)
IxD course
Group blog
Project idea
Contextual inquiry Personas Scenarios
Design session
Concept mapping
Testing tasks
User stories
Paper prototypes
Testing the paper
prototypes
User interface
prototypes
Feedback Feedback Testing Feedback
Final presentation
2 weeks 2 weeks 2 weeks 2 weeks 4 weeks 2 weeks
January 30 February 13 February 28 March 27 April 24 May 8
Group Assignments
Individual Assignments
March 13
Group blog
Project idea
Contextual inquiry Personas Scenarios
Design session
Concept mapping
Testing tasks
User stories
Paper prototypes
Testing the paper
prototypes
User interface
prototypes
Feedback Feedback Testing Feedback
Final presentation
2 weeks 2 weeks 2 weeks 2 weeks 4 weeks 2 weeks
January 30 February 13 February 28 March 27 April 24 May 8
Group Assignments
Individual Assignments
March 13
Group blog
Project idea
Contextual inquiry Personas Scenarios
Design session
Concept mapping
Testing tasks
User stories
Paper prototypes
Testing the paper
prototypes
User interface
prototypes
Feedback Feedback Testing Feedback
Final presentation
2 weeks 2 weeks 2 weeks 2 weeks 4 weeks 2 weeks
January 30 February 13 February 28 March 27 April 24 May 8
Group Assignments
Individual Assignments
March 13
A real life...
Contextual inquiry Personas Scenarios Design
sessionConcept mapping
User stories
Testing task
Paper prototypes
Testing the paper
prototypes
User interface
prototypes
Personas
Cooper, A., Reimann, R., & Cronin, D. (2007). About Face 3: The Essentials of Interaction Design. Indianapolis, IN: Wiley Publishing, Inc.
Persona’s elements
• Photo
• Background info (age, gender, computer, tech skills, disabilities, ...)
• Goals
• Information seeking styles
• Usability needs
(Cooper, Reimann, & Cronin, 2007)
Persona types
• Primary (1)
• Secondary (0...2)
• Supplemental
• Customer
• Served: non-users affected by the use of the product
• Negative
(Cooper et al, 2007)
Persona type: Secondary persona Age: 50 Education: Master in International Management Occupation: Teacher
Leena Leena is a teacher in the Business program. She has been a teachers for a long time. Show knows how to teach very well and has her own methodology and routines. She has used all kind of different IT systems while teaching, but still have a problem putting together her teaching routines with technology. She sometimes feels she is forced to use the systems, but recognizes the need to do so in general. She likes her job, but sometimes finds it difficult to navigate through different intranets and desktops. Leena is interested in politics and usually reads a paper every morning. She is specially interested in international politics and economy.
Goals: Stability: “I don’t want to learn a new IT system very often. I like to know how things work and then use the functions to get the job done every semester.” Efficiency: “When I have 20 people in my class, I would like to be able to give personalized feedback to all in the shortest amount of time possible. ” Timeliness: “I would like to get schedules faster. When the information about scheduling is not there on time, my students complain about this to me.”
Photo by Timothy Krause, taken from http://www.flickr.com/photos/33498942@N04/6421896557
Background
Goals
Jan is studying at Masaryk University in Brno at Pedagogical Faculty. He comes from small village, where he lives during weekends and he commutes to Brno every week, where he shares a flat with other 5 roommates. As a student, he is financialy supported by his parents, but he tries to participate in some part time job from time to time to earn some extra money. Because his schedule is very flexible, he can go out basically any day during the week. He likes to spend his time either acrively doing some kind of sport or he likes to hang out with his friends in either pub, bar or disco. In average, he is out 3 times a week.
As an usual student, Jan is very skilful with using computer, since he needs it every day for purpouses of study or fun. He spends a lot of time on social networks or searching for information. He has a smartphone, but uses it mainly for social networking, not for reading or searching webpages.
To be able to find out, where are his friends hanging out tonightŸŸ
Ÿ
Wants to show other people information about his favourite places and what he is doingWants to be the best among his frineds in user ranking, to show of
Jan Klvaňa
Age and sex
Education
Occupation
: male 23
: Pedagogical Faculty of MU Brno
: Full-time student, with casual part time jobs
Scenario-based design
Carroll, J. M. (2000). Making Use: Scenario-Based Design of Human-Computer Interactions. Cambridge, MA: The MIT Press.
Scenario 1: First experience with EduFeedr
John is teaching an open online course where he has more than 30 participants. All the participants have their individual blogs where they publish the weekly assignment. John is using a feed reader to follow all the student blogs. He is also trying to comment all the posts that have an inspiring ideas.
In the middle of the course John notices that it becomes increasingly complicated to manage the course. Several participants are not able to keep up with the tempo of the course. In the feed reader it is not easy to see how far different participants have proceeded with the course.
One day John reads about new feed reader EduFeedr that has special features to support online courses. It an online feed reader similar to Google Reader. John creates an account and starts exploring the possibilities. He can easily import all the feeds from his current feed reader.
After importing the feeds he notices that the students’ posts are somehow grouped by the assignments. This way it is easy to see how far the participants have proceeded with their work.
It is possible to browse students posts by a tag cloud. Among other tags there is a tag "urgent". John clicks on the tag and finds out that a few students who needed fast feedback to proceed with their home task have used that tag.
There is also an image that displays the social network between the student blogs. John can see which blogs are more actively linked and commented.
John is impressed by these possibilities. He decides to get a cup of coffee and explore the other features of EduFeedr.
Participatory design sessions
• 2...3 participants and 1 designer
• Structured discussion about 3...4 scenarios
• Prepared questions about the scenarios
• Should not last more than 2 hours
Example questions
• Did the scenario wake-up any thoughts?
• Could you image yourself to the role of the teacher?
• Is there something you would like to change in the scenario?
Summarizing the design sessions
• Written summary based on audio recording or notes
• Concept map
Concept mapping
Novak, J. D. (2010). Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations. New York, NY: Routledge.
Role in interaction design
• Summarizing design sessions
• Establishing user interface vocabulary
• Building a common understanding in a project team
• Providing input for information architecture
(Põldoja & Väljataga, 2010)
(Põldoja et al, 2011)
User stories
Cohn, M. (2004). User stories applied: For agile software development. Boston, MA: Addison-Wesley.
User story format
"As a <role>, I want <goal/desire>”
Example:
Search for customers
As a user, I want to search for my customers by their first and last names.
Prototyping
Prototyping techniques
• Low-fidelity prototyping
• Paper prototyping
• Wireframes
• High-fidelity prototyping
• Graphical prototypes
• HTML/CSS prototypes
Snyder, C. (2003). Paper prototyping: The fast and easy way to design and refine user interfaces. San Francisco, CA: Morgan Kaufmann.
Initial user story
Improved user story
Detailed UI prototypes
Human-Computer Interaction master
programme
Practice(4 credits)
Evaluating the User Experience(5 credits)
Interaction Design Methods(5 credits)
Developing Interactive Systems(5 credits)
Master Thesis Seminar(4 credits)
Research Methods(4 credits)
Hands-on activity: Paper prototyping
Context: redesigning the thesis topic database
Thesis topic database in TLU
http://www.cs.tlu.ee/teemaderegister/
Prototypes
• Thesis topic page
• Supervisor page
• Curriculum page
References• IxDA (n.d.). IxDA Mission. Retrieved from http://www.ixda.org/about/ixda-
mission
• Leinonen, T., Toikkanen, T., & Silvfast, K. (2008). Software as Hypothesis: Research-Based Design Methodology. In Proceedings of the Tenth Anniversary Conference on Participatory Design 2008 (pp. 61–70). Indianapolis, IN: Indiana University.
• Löwgren, J., & Stolterman, E. (2007). Thoughtful Interaction Design: A Design Perspective on Information Technology. Cambridge, MA: The MIT Press.
Thank You!
• http://www.slideshare.net/hanspoldoja
