The Information School of the University of Washington Information System Design Info-440 Autumn 2002 Session #3

The Information School of the University of Washington Copyright David Hendry (INFO-440 session /07/2002) 2 Agenda Admin/review/what’s next DM: Focus groups, example video DM: Field study, infomercial Break Assignment #2 Key principles of ‘site visits’

The Information School of the University of Washington Copyright David Hendry (INFO-440 session /07/2002) 3 Admin/Review Questions –Assignment #1 –Quizzes Norman’s vocabulary –Bank teller example: Constraint & Mapping Your learning objectives

The Information School of the University of Washington Copyright David Hendry (INFO-440 session /07/2002) 4 Constraint & Mapping Examples Bank teller machine

The Information School of the University of Washington Copyright David Hendry (INFO-440 session /07/2002) 5 You told us This is important you… –Rapid prototyping and participatory prototyping techniques –Tricks for project management –Design process: The key principles –Some history and personalities in design methods

The Information School of the University of Washington Copyright David Hendry (INFO-440 session /07/2002) 6 Process: Where we are now? Week 1: Introduction Week 2: Requirements Analysis, Par I –How to discover requirements & organize facts? Next week: Requirements Analysis, Part II –How to represent users and envision new work? Conceptual design Interaction design Prototyping Evaluation Information design Process, project management The literature, personalities, and history

The Information School of the University of Washington Copyright David Hendry (INFO-440 session /07/2002) 7 Workplaces: People, artifacts and activities

The Information School of the University of Washington Copyright David Hendry (INFO-440 session /07/2002) 8 Focus groups Observe this video tape of a focus group –From 1998 What do you do you notice about this meeting? –Write down two or three observations

The Information School of the University of Washington Copyright David Hendry (INFO-440 session /07/2002) 9 Focus groups: Some issues People recall their behaviors People generalize their wants/needs In a focus group, some people talk too much and some people don’t talk The moderator asks a lot of questions There is not work context

The Information School of the University of Washington Copyright David Hendry (INFO-440 session /07/2002) 10 Infomercial: How sell more cooking pots by carrying on field research Imagine what their process was After the video –Talk to your neighbor about what you think the process was

The Information School of the University of Washington Copyright David Hendry (INFO-440 session /07/2002) 11 Cooking Pot Innovation: Process 1.Go to people’s homes 2.Ask people to cook 3.Observe what happens Listen and watch

The Information School of the University of Washington Copyright David Hendry (INFO-440 session /07/2002) 12 Findings Pouring is challenging Pots overflow Pots don’t stack Food sticks to pots Notice how obvious these findings are… this is fairly typical

The Information School of the University of Washington Copyright David Hendry (INFO-440 session /07/2002) 13 Listening Learn to be an active listener* –Listen 2-10 times more than you talk –Don’t formulate a reply when another person is talking –The person who starts a sentence should finish it –Don’t be afraid of silence – let people fill the silence –Listening must be active * R. S. Wurman (2001). Information Anxiety 2. Indianpolis, IN: Que.

The Information School of the University of Washington Copyright David Hendry (INFO-440 session /07/2002) 14 No leading questions* Never ask ‘yes’ or ‘no’ questions –E.g., Do you like X? Avoid jargon –E.g., What do you think of personalization on the Internet? Avoid drawing attention to things –E.g., What do you think of that yellow button? *Nielsen, AlertBox,

The Information School of the University of Washington Copyright David Hendry (INFO-440 session /07/2002) 15 Good questions Examples –Can you keep talking about that? –What’s that for (point to it – don’t name it)? –Spend the next five minutes using that… –Show me some other things that are important to you? –Show me what you do when X happens… Good questions feel vague and sometimes a little non-cooperative, even a little stupid on occasion It takes practice and sometimes you blow it

The Information School of the University of Washington Copyright David Hendry (INFO-440 session /07/2002) 16 Break Take a 10-15min break –Talk about assignment #2 –Get a team together Note: Teams are due by Wednesday –Name of team (interesting, memorable names) –Membership –Mail to Lydia

The Information School of the University of Washington Copyright David Hendry (INFO-440 session /07/2002) 17 Design Exercise #2 Learning objectives –Organize, complex multi-faceted information –Practice with affinity diagrams –… (see assignment) The challenge –What do people want to do at the World Trade Center site? –

The Information School of the University of Washington Copyright David Hendry (INFO-440 session /07/2002) 18 Design Exercise #2: Process Build a team Explore the proposals –You will receive a URL Identify ideas Organize ideas Affinity diagram Document what you learn in website

The Information School of the University of Washington Copyright David Hendry (INFO-440 session /07/2002) 19 Tips: (This is a difficult project) Articulate roles and responsibilities Develop a project plan Collaborate closely on the affinity diagram Divide work where you can Sketch your website on paper –Your ideas and the organization of ideas is more important than, for example, the website colors

The Information School of the University of Washington Copyright David Hendry (INFO-440 session /07/2002) 20 Key principles for getting workplace data* Context –Seek to observe real work and artifacts –Focus on concrete data (not user generalizations) Partnership –Seek to develop rapport –Be yourself or ‘act’ * Beyer & Holtzblatt (1998).

The Information School of the University of Washington Copyright David Hendry (INFO-440 session /07/2002) 21 Continued Interpretation –Seek to understand what’s behind the surface –E.g., “I think you do X because Y… Is my understanding correct?” Focus –Seek to direct the interview towards things you believe are important –E.g., Show me X, Talk more about Z, etc.

The Information School of the University of Washington Copyright David Hendry (INFO-440 session /07/2002) 22 Further reading Nielsen (2002, January). Field Studies Done Right: Fast and Observational. AlertBox. Retrieved, October 7, from Lawrence Osborne (2002, January). Consuming Rituals of the Suburban Tribe. New York Times Magazine. Retrieved, October 7, from Underhill, P. (1999). Why We Buy: The Science of Shopping. New York: Touchstone.

The Information School of the University of Washington Copyright David Hendry (INFO-440 session /07/2002) 23 Next time More on observing workplaces and representing workplace data Reminder: –Complete Design Exercise #1 (Due: 9 Oct) –Select teams for Design Exercise #2 (Due: 9 Oct) Reminder on readings –Beyer, H. & Holtzblatt, K. (2002). Chapter 3 –Read design exercise #2 –The Interactive Prototyping Project — think about your project