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Problem to motivate and unify the semester’s work The two assignments related to this problem.

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Presentation on theme: "Problem to motivate and unify the semester’s work The two assignments related to this problem."— Presentation transcript:

1 Problem to motivate and unify the semester’s work The two assignments related to this problem

2 Learning is really important The web has many sites designed to enable people to learn Can we do that better? The two assignments related to this problem

3 Assignment goal: Create a web-based interface that is expressly designed to support “people” in learning more effectively

4 This subject introduces web-tech basics sufficient for many, very interesting and different ways to tackle this problem. Web-tech means you can aim to deliver desktop to mobile and even surface interaction and much more. If you know more, you are free to use that. You will work in teams. Stretch task: backend in addition to pure UI prototyping

5 Assignment goal: Create a web-based interface that is expressly designed to support “people” in learning more effectively You should focus on particular user groups. You will learn most of you select a group that you can involve in your studies. And that is different from you in important ways. Stretch task: create the UI so that users have some control over some aspects that are important to their particular, different needs.

6 Assignment goal: Create a web-based interface that is expressly designed to support “people” in learning more effectively Begs the question: more effectively than what? Fair base level is classic web site such as Jakob Nielsen's Alertbox Newsletter Don Norman: Designing For People Stretch task: Make use of some of the literature on learning eg: people remember more about a text they have just read if they are asked to answer questions about it; writing notes helps people to learn; asking people to self-assess their “Feeling of Knowing” the key elements helps people learn……

7 Introductory task Affordance Learning about it – Google search Google search – About 457,000 results Sources – – design.org/encyclopedia/affordances.html design.org/encyclopedia/affordances.html

8 design.org/encyclopedia/affordances. html …. Norman (1988) an affordance is the design aspect of an object which suggest how the object should be used; a visual clue to its function and use. “"...the term affordance refers to the perceived and actual properties of the thing, primarily those fundamental properties that determine just how the thing could possibly be used. [...] Affordances provide strong clues to the operations of things. Plates are for pushing. Knobs are for turning. Slots are for inserting things into. Balls are for throwing or bouncing. When affordances are taken advantage of, the user knows what to do just by looking: no picture, label, or instruction needed." (Norman 1988, p.9)” Norman thus defines an affordance as something of both actual and perceived properties. The affordance of a ball is both its round shape, physical material, bouncability, etc. (its actual properties) as well as the perceived suggestion as to how the ball should be used (its perceived properties).

9 /affordance/ Glossary » affordance affordance a situation where an object’s sensory characteristics intuitively imply its functionality and use. A button, by being slightly raised above an otherwise flat surface, suggests the idea of pushing it. A lever, by being an appropriate size for grasping, suggests pulling it. A blinking red light and buzzer suggests a problem and demands attention. A chair, by its size, its curvature, its balance, and its position, suggests sitting on it. An affordance is a desirable property of a user interface – software which naturally leads people to take the correct steps to accomplish their goals. The common psychological term for this is stimulus-response compatibility. Related term(s): direct manipulation, stimulus-response compatibilitydirect manipulationstimulus-response compatibility

10 Note: Chapter 20 of the text explores this……. That is reference level The term is very widely used so that makes it worthwhile reading for interest

11 False cognitive affordances misinform, mislead Copyright MKP. All rights reserved. 11

12 False cognitive affordances misinform, mislead Copyright MKP. All rights reserved. 12

13 Consideration of sensory affordances in design Dark symbols on dark background –Maybe cool and aesthetic –But poor as sensory affordance

14 Discovering what people can't tell you: Contextual Inquiry and Design Methodology Hartson and Pyla: 1.3: From usability to user experience , pp 9-12, pp 19-21

15 Phenomenological aspects of interaction Deriving from phenomenology –Philosophical examination of foundations of experience and action Cumulative effects of emotional impact considered over long term JK: Really means learning to appreciate different perspectives 15 Copyright MKP. All rights reserved.

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18 Flipping phenomenon

19 Are you WEIRD?

20 Western, Educated, Industrialized, Rich, and Democratic

21 Ethnography, contextual enquiry Learning – What people actually do now – About their worldview, values – About the context (of work, play, life…. time of day, of year, in relation to deadlines, location) Gaining awareness of the need to go beyond your own worldview Tacit knowledge

22 Homework Auto-ethnography: – Select something you would really like to learn about and think you should be able to make useful progress in 15 minutes. – Write down a brief description of it and why you want to learn it. – Find some online resources to help you do that. – Read them and carefully make notes about the learning experience. – Record everything relevant about the experience, what went well, not so well, delightful…. (about a page typed notes) First step into more typical ethnography: – Ask a friend to the above. – Record this too (about a page typed notes – make sure they view the notes and are ok with what you have written) – If you are keen, it would be great if you do this for more than 1 friend. Create a set of at least 20 post-its (written neatly) with key observations about: – Positive aspects of learning from the web – Problems for learning from the web (say compared with other possibilities) Bring all the above to your lab next week


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