Designing Interactions / Experiences: Lecture #03
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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/ medeiros.itamar@gmail.com @designative
{ Designing Interactions: Interpretation “Mode” }
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.
{ Designing Interactions: Interpretation “Mode” }
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
{ Designing Interactions: Interpretation “Mode” }
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/
IDEO (2011), Design Thinking Process in Design Thinking Toolkit for Educators, retrieved September 1st , 2011 from http://www.designthinkingforeducators.com/
{ Designing Interactions: Interpretation “Mode” }
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
IDEO (2011), Design Thinking Process in Design Thinking Toolkit for Educators, retrieved September 1st , 2011 from http://www.designthinkingforeducators.com/
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
{ Designing Interactions: Interpretation “Mode” }
You are at: Relate » Interpretation
Interpretation
Let’s review what we’ve go so far:
§ A Design Challenge
§ A Definition of Your Audience
§ A Mind Map
§ A Questionnaire
§ Audio/Video Records of your Interviews
§ A list of “Labeled Facts” or post-it notes
Search for Meaning Create Work Models
Search for Meaning Create Work Models
{ Designing Interactions: Interpretation “Mode” }
You are at: Collect » Interpretation » Constant Evolution
IDEO (2011), Design Thinking Process in Design Thinking Toolkit for Educators, retrieved September 1st , 2011 from http://www.designthinkingforeducators.com/
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.
IDEO (2011), Design Thinking Process in Design Thinking Toolkit for Educators, retrieved September 1st , 2011 from http://www.designthinkingforeducators.com/
{ Designing Interactions: Interpretation “Mode” }
You are at: Collect » Interpretation » Tell Stories
IDEO (2011), Design Thinking Process in Design Thinking Toolkit for Educators, retrieved September 1st , 2011 from http://www.designthinkingforeducators.com/
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.
{ Designing Interactions: Interpretation “Mode” }
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.
{ Designing Interactions: Interpretation “Mode” }
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.
IDEO (2011), Design Thinking Process in Design Thinking Toolkit for Educators, retrieved September 1st , 2011 from http://www.designthinkingforeducators.com/
Quesenbery, W., Brooks, K., (2010), Storytelling for User Experience: Crafting Stories for Better Design, Rosenfeld Media; 1st edition (April 15, 2010)
{ Designing Interactions: Interpretation “Mode” }
You are at: Collect » Interpretation » Tell Stories » Share Inspiring Stories
Tell Stories: Share Inspiring Stories
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.
Quesenbery, W., Brooks, K., (2010), Storytelling for User Experience: Crafting Stories for Better Design, Rosenfeld Media; 1st edition (April 15, 2010)
{ Designing Interactions: Interpretation “Mode” }
You are at: Collect » Interpretation » Tell Stories » Share Inspiring Stories
Tell Stories: Share Inspiring Stories
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.
Quesenbery, W., Brooks, K., (2010), Storytelling for User Experience: Crafting Stories for Better Design, Rosenfeld Media; 1st edition (April 15, 2010)
{ Designing Interactions: Interpretation “Mode” }
You are at: Collect » Interpretation » Tell Stories » Share Inspiring Stories
Tell Stories: Share Inspiring Stories
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
{ Designing Interactions: Interpretation “Mode” }
You are at: Collect » Interpretation » Tell Stories » Share Inspiring Stories
Tell Stories: Share Inspiring Stories
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)
{ Designing Interactions: Interpretation “Mode” }
You are at: Collect » Interpretation » Tell Stories » Share Inspiring Stories
Tell Stories: Share Inspiring Stories
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.
Quesenbery, W., Brooks, K., (2010), Storytelling for User Experience: Crafting Stories for Better Design, Rosenfeld Media; 1st edition (April 15, 2010)
{ Designing Interactions: Interpretation “Mode” }
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.
IDEO (2011), Design Thinking Process in Design Thinking Toolkit for Educators, retrieved September 1st , 2011 from http://www.designthinkingforeducators.com/
IDEO (2011), Design Thinking Process in Design Thinking Toolkit for Educators, retrieved September 1st , 2011 from http://www.designthinkingforeducators.com/
{ Designing Interactions: Interpretation “Mode” }
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.
IDEO (2011), Design Thinking Process in Design Thinking Toolkit for Educators, retrieved September 1st , 2011 from http://www.designthinkingforeducators.com/
{ Designing Interactions: Interpretation “Mode” }
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
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
{ Designing Interactions: Interpretation “Mode” }
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
{ Designing Interactions: Interpretation “Mode” }
You are at: Collect » Search for Meaning » Making Sense of Findings
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
IDEO (2011), Design Thinking Process in Design Thinking Toolkit for Educators, retrieved September 1st , 2011 from http://www.designthinkingforeducators.com/
{ Designing Interactions: Interpretation “Mode” }
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.
IDEO (2011), Design Thinking Process in Design Thinking Toolkit for Educators, retrieved September 1st , 2011 from http://www.designthinkingforeducators.com/
Young, Indi. 2008. Contextual Inquiry notes in Mental Models: Aligning Design Strategy with Human Behavior. New York: Rosenfeld Media.
{ Designing Interactions: Interpretation “Mode” }
You are at: Collect » Search for Meaning » Making Sense of Findings
Search For Meaning: Make Sense of Findings
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.
Young, Indi. 2008. Contextual Inquiry notes in Mental Models: Aligning Design Strategy with Human Behavior. New York: Rosenfeld Media.
{ Designing Interactions: Interpretation “Mode” }
You are at: Collect » Search for Meaning » Making Sense of Findings
Search For Meaning: Make Sense of Findings
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.
{ Designing Interactions: Interpretation “Mode” }
You are at: Collect » Search for Meaning » Making Sense of Findings
Search For Meaning: Make Sense of Findings
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
{ Designing Interactions: Interpretation “Mode” }
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.
{ Designing Interactions: Interpretation “Mode” }
You are at: Relate » Interpretation
Interpretation
Let’s review what we’ve go so far:
§ A Design Challenge
§ A Definition of Your Audience
§ Audio/Video Records of your Interviews
§ A list of “Labeled Facts” or post-it notes
{ Designing Interactions: Interpretation “Mode” }
You are at: Relate » Interpretation
Interpretation
Let’s review what we’ve go so far:
§ A Design Challenge
§ A Definition of Your Audience
§ A Affinity Diagram
{ Designing Interactions: Interpretation “Mode” }
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.
IDEO (2011), Design Thinking Process in Design Thinking Toolkit for Educators, retrieved September 1st , 2011 from http://www.designthinkingforeducators.com/
{ Designing Interactions: Interpretation “Mode” }
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.
IDEO (2011), Design Thinking Process in Design Thinking Toolkit for Educators, retrieved September 1st , 2011 from http://www.designthinkingforeducators.com/
Search for Meaning Create Work Models
{ Designing Interactions: Interpretation “Mode” }
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)
{ Designing Interactions: Interpretation “Mode” }
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
Beyer, H., Holtzblatt, K., (1997), Contextual Design: Defining Customer-Centered Systems, Morgan Kaufmann; 1st edition (September 15, 1997)
{ Designing Interactions: Interpretation “Mode” }
You are at: Collect » Create Work Models » Flow Model
Create Work Models: Flow Model
Beyer, H., Holtzblatt, K., (1997), Contextual Design: Defining Customer-Centered Systems, Morgan Kaufmann; 1st edition (September 15, 1997)
§ 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
{ Designing Interactions: Interpretation “Mode” }
You are at: Collect » Create Work Models » Sequence Model
Create Work Models: Sequence Model
Beyer, H., Holtzblatt, K., (1997), Contextual Design: Defining Customer-Centered Systems, Morgan Kaufmann; 1st edition (September 15, 1997)
§ 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
{ Designing Interactions: Interpretation “Mode” }
You are at: Collect » Create Work Models » Artifact Model
Create Work Models: Artifact Model
Beyer, H., Holtzblatt, K., (1997), Contextual Design: Defining Customer-Centered Systems, Morgan Kaufmann; 1st edition (September 15, 1997)
§ 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.
Beyer, H., Holtzblatt, K., (1997), Contextual Design: Defining Customer-Centered Systems, Morgan Kaufmann; 1st edition (September 15, 1997)
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/
{ Designing Interactions: Interpretation “Mode” }
You are at: Collect » Create Work Models » Cultural Model
Create Work Models: Cultural Model
Beyer, H., Holtzblatt, K., (1997), Contextual Design: Defining Customer-Centered Systems, Morgan Kaufmann; 1st edition (September 15, 1997)
§ 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
Beyer, H., Holtzblatt, K., (1997), Contextual Design: Defining Customer-Centered Systems, Morgan Kaufmann; 1st edition (September 15, 1997)
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.
{ Designing Interactions: Interpretation “Mode” }
You are at: Collect » Create Work Models » Physical Model
Create Work Models: Physical Model
Beyer, H., Holtzblatt, K., (1997), Contextual Design: Defining Customer-Centered Systems, Morgan Kaufmann; 1st edition (September 15, 1997)
§ 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/
{ Designing Interactions: Interpretation “Mode” }
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
{ Designing Interactions: Interpretation “Mode” }
You are at: Collect » Consolidating Work Models
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
{ Designing Interactions: Interpretation “Mode” }
You are at: Relate » Consolidating Work Models
Consolidating Work Models
Let’s review what we’ve go so far:
§ A Design Challenge
§ A Definition of Your Audience
§ An Affinity Diagram
§ A Consolidated Work Model
{ Designing Interactions: Interpretation “Mode” }
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 medeiros.itamar@gmail.com
{ Designing Interactions: Interpretation “Mode” }
You are at: Donate » Disseminating Results
Donate: Disseminating Results
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