Week 06 design thinking and sketching

Lecture 6

Design Thinking and Sketching

UX Theory / IIT 2014 Spring Class hours : Monday 4 pm – 7 pm 7th April

CONSTRUCTING DESIGN-INFORMING MODELS

Textbook Chapter 6.

Lecture #6 IIT_UX Theory 2

INTRODUCTION


Figure 6-1 You are here; the chapter on constructing design informing models, within understanding user work and needs in the context of the overall Wheel lifecycle template.

DESIGN-INFORMING MODELS: SECOND SPAN OF THE BRIDGE

• What Are Design-Informing Models and How Are They Used?

– help integrate and summarize the contextual data

– point back to the data, to maintain the “chain of custody” to ensure that

the design is based on real contextual data

– provide a shared focus for analysis now and, later, design

– provide intermediate deliverables, which can be important to your

working relationship with the customer

• Envisioned Design-Informing Models


SOME GENERAL “HOW TO” SUGGESTIONS

• Maintain Connections to Your Data

• Extract Inputs to Design-Informing Models

• Use Your “Bins” of Sorted Work Activity Notes from Contextual Inquiry

and Contextual Analysis

• Represent Barriers to Work Practice


USER MODELS

• Work Roles

– Sub-roles

– Mediated work roles

– Envisioned work roles

– Relationship of work roles to

other concepts


Figure 6-2 Concepts defining and related to work roles.

USER MODELS

• User Classes

– Knowledge- and skills-based characteristics

– Physiological characteristics

– Experience-based characteristics

• novice or first-time user: may know application domain but not specifics of the

application

• intermittent user: uses several systems from time to time; knows application

domain but not details of different applications

• experienced user: “power” user, uses application frequently and knows both

application and task domain very well


USER MODELS


Figure 6-3 Relationships among work roles, sub-roles, and user class characteristics.

USER MODELS

• Social Models

– Identify active entities and represent as nodes

– Identify concerns and perspectives and represent as attributes of nodes

– Identify influences and represent as relationships among entities

– Social models in the commercial product perspective

– The envisioned social model

• User Personas


USER MODELS


Figure 6-4 Depiction of entities in the slideshow presentation social model. Thanks to Brad Myers, Carnegie Mellon University, and his colleagues for their case study (Cross, Warmack,& Myers, 1999) on which this example is based.

USER MODELS


Figure 6-4 Depiction of entities in the slideshow presentation social model. Thanks to Brad Myers, Carnegie Mellon University, and his colleagues for their case study (Cross, Warmack,& Myers, 1999) on which this example is based.

USER MODELS


Figure 6-6 Depiction of influences in the slideshow presentation social model.

USER MODELS


Figure 6-7 Example social model for MUTTS.

USAGE MODELS

• Flow Model

– Creating a flow model diagram

– Flow models in the product perspective

– The envisioned flow model

• Task Models

– Tasks vs. functions

• Task Structure Models—Hierarchical Task Inventory

– Task inventories

– Task naming in hierarchical task inventories

– Avoid temporal implications in hierarchical task inventories

– Envisioned task structure model


USAGE MODELS


Figure 6-8 Example flow model from the slideshow presentation contextual inquiry. Thanks to Brad Myers, Carnegie Mellon University, and his colleagues for their case study (Cross, Warmack,& Myers, 1999) on which this is based.

USAGE MODELS


Figure 6-9 Flow model of our version of MUTTS.

USAGE MODELS


Figure 6-10 Envisioned flow model for the Ticket Kiosk System.

USAGE MODELS


Figure 6-11 Hierarchical relationship of task A, the super-task, and tasks B and C, subtasks.

Figure 6-12 An incorrect hierarchical relationship attempting to show temporal sequencing.

USAGE MODELS


Figure 6-13 Sketch of the top levels of a possible hierarchical task inventory diagram for MUTTS.

USAGE MODELS


Figure 6-14 Partial HTI for MUTTS “sell tickets” task.

USAGE MODELS

• Task Interaction Models

– Usage scenarios as narrative task interaction models

– Elements of scenarios.

• Agents (users, people in work roles, often in personas, system, sensors)

• User goals and intentions

• User background, training, needs, etc.

• Reflections on work practice, including user planning, thoughts, feelings, and reactions to system

• User actions and user interface artifacts

• System responses, feedback

• User tasks, task threads, workflows, including common, representative, mission critical, and error and

recovery situations

• Environmental and work context (e.g., phone ringing)

• Barriers, difficulties encountered in usage

• And, of course, a narrative, a story that plays out over time


USAGE MODELS

• Task Interaction Models

– Envisioned usage scenarios or design scenarios

– Step-by-step task interaction models

– Essential use case task interaction models

– Envisioned task interaction models

• Information Object Model

– Analyzing scenarios to identify ontology


USAGE MODELS


Figure 6-15 Branching and looping structures within step-by step task interaction models.

USAGE MODELS


Figure 6-16 Task interaction branching and looping for MUTTS.

USAGE MODELS


User Intention System Responsibility

1. Ticket seller to computer: Express intention to pay 2. Request to insert card

3. Ticket seller or ticket buyer: Insert card 4. Request to remove card quickly

5. Withdraw card 6. Read card information

7. Summarize transaction and cost

8. Request signature (on touch pad)

9. Ticket buyer: Write signature 10. Conclude transaction

11. Issue receipt

12. Take receipt

Table 6-1 Example essential use case: Paying for a ticket purchase transaction (with a credit or debit card)

WORK ENVIRONMENT MODELS

• Artifact Model

– Constructing the artifact model

• Physical Model

– Envisioned physical model




Figure 6-17 Part of a restaurant flow model with focus on work artifacts derived from the artifact model.



Figure 6-18 Physical model for one slideshow presentation case. Thanks to Brad Myers, Carnegie Mellon University, and his colleagues for their example (Cross, Warmack, & Myers, 1999) on which this is based.



Figure 6-19 A physical model for MUTTS.

BARRIER SUMMARIES


# Trigger Goal Barrier

18 Question from remote audience member

Answer questions Audio unintelligible. Local members instruct remote members to adjust audio setting.

19 Comment from remote member

Respond to comment Audio unintelligible. Local members instruct remote members to reconnect.

20 Comments from local members

Respond to comments by referring to slide from earlier in presentation

Presenter tries to return to slide. Presenter searches through slides rapidly but cannot find it.

21 Question from local member

Answer question Presenter tries again and eventually finds slide.

22 Local member asks presenter to bring up previous slide.

Go backward one slide Presenter tries to go back one slide but goes forward one slide instead.

23 Remote audience reconnected

Continue discussion

24 Question from remote member

Answer question

25 Comment from local member

Respond to question Presenter flips through slides searching for “system architecture” slide.

Table 6-2 Summary of selected barriers discovered within the step-by-step task interaction models for slideshow presentations

BARRIER SUMMARIES


Description Model % of Talks Count (Over all Talks)

Average Severity

Average Duration (Each Time)

1. Changing slides is difficult and awkward because of the placement of the mouse or laptop. Physical 67 166 1.2 2 sec

2. Presenter loses track of time, must ask for verbal update. Sequence 44 6 1.5 55 sec

3. Reference provided is incomplete or skimmed over, audience members would be unable to find it after the talk.

Cultural 44 6 1 19 sec

4. Camera view is unclear or pointed at wrong information. Flow 33 3 1.7 60 sec

5. Audio level for demos is not set correctly. Flow 33 3 2 46 sec

Table 6-3 Summary of most frequent barriers observed in presentation cases

MODEL CONSOLIDATION


Figure 6-20 Flow model from a group who observed and interviewed the event manager, event sponsors, the financial manager, and the database administrator.

MODEL CONSOLIDATION


Figure 6-21 Flow model from a group who mainly observed and interviewed ticket buyers and ticket sellers.

MODEL CONSOLIDATION


Figure 6-22 Flow model from a group who observed and interviewed the office manager, the advertising manager, and external advertisers.

ABRIDGED METHODS FOR DESIGN-INFORMING MODELS EXTRACTION

• Be Selective about the Modeling You Need to Do

• Designer-Ability-Driven Modeling

• Use a Hybrid of WAAD and Relevant Models

• Create Design-Informing Models on the Fly during Interviews


Exercise 6-3: A Social Model for Your System

• Goal

– Get a little practice in making a social model diagram.

• Activities

– Identify active entities, such as work roles, and represent as nodes in the diagram.

– Include groups and subgroups of roles and external roles that interact with work roles.

– Include system-related roles, such as a central database.

– Include workplace ambiance and its pressures and influences.

– Identify concerns and perspectives and represent as attributes of nodes.

– Identify social relationships, such as influences between entities, and represent these as arcs between nodes in the

diagram.

– Identify barriers, or potential barriers, in relationships between entities and represent them as red bolts of lightning .

• Deliverables

– One social model diagram for your

• Schedule

– This could take a couple of hours.


Exercise 6-4: A Social Model for a “Smartphone”

• Sketch out an annotated social model for the use of an iPhone or

similar smartphone by you and your friends.


Exercise 6-5: Creating a Flow Model for Your System

• Goal: Get a little practice in creating a flow model for an enterprise.

• Activities:

– Follow up on your flow model initial sketch that you did in Exercise 4-1.

– Again represent each work role or system entity as a node in the diagram.

– Use arcs between nodes to show all communication and coordination necessary to do the work of the

enterprise.

– Use arcs to represent all information flow and flow of physical artifacts.

– Include all forms of communication, including direct conversations, email, phones,

• letters, memos, meetings, and so on.

– Include both flow internally within the enterprise and flow externally with the rest of the world.

• Deliverables

– One flow model diagram for your system, with as much detail as feasible.

• Schedule

– This could take a couple of hours.


DESIGN THINKING, IDEATION, AND SKETCHING

Textbook Chapter 7.


INTRODUCTION


Figure 7-1 You are here; the first of three chapters on creating an interaction design in the context of the overall Wheel lifecycle template.

DESIGN PARADIGMS

• Engineering Paradigm

– a practical approach to usability with a focus on improving user

performance, mainly through evaluation and iteration.

– The engineering paradigm also had strong roots in human factors, where

work was studied, deconstructed, and modeled.

– Success was measured by how much the user could accomplish, and

alternative methods and designs were compared with statistical

summative studies.


DESIGN PARADIGMS

• Human Information Processing (HIP) Paradigm

– based on the metaphor of “mind and computer as symmetrically coupled

information processors”

– About models of how information is sensed, accessed, and transformed in

the human mind and, in turn, how those models reflect requirements for

the computer side of the information processing, was defined by Card,

Moran, and Newell (1983) and well explained by Williges (1982).

– it is about human mental states and processes; it is about modeling

human sensing, cognition, memory, information understanding, decision

making, and physical performance in task execution.


DESIGN PARADIGMS

• Design-Thinking Paradigm

– “phenomenological matrix.”

– brings a vision of the desired user experience and product appeal and how the design of

a product can induce that experience and appeal.

– They used participatory design techniques to experiment with and explore design

through early prototypes as design sketches.

– The design-thinking paradigm is about social and cultural aspects of interaction and the

design of “embodied interaction” because it is about interaction involving our whole

bodies and spirit, not just our fingertips on a keyboard. It is also about “situated” design

because it is about the notion of “place” with respect to our interaction with technology.

– A primary characteristic of the design-thinking paradigm is the importance of emotional

impact derived from design—the pure joy of use, fun, and aesthetics felt in the user

experience.


DESIGN THINKING

• Design Thinking

– Design thinking is a mind-set in which the product concept and design for

emotional impact and the user experience are dominant. It is an approach

to creating a product to evoke a user experience that includes emotional

impact, aesthetics, and social- and value-oriented interaction. As a

design paradigm, design thinking is an immersive, integrative, and market-

oriented eclectic blend of art, craft, science, and invention.


DESIGN THINKING

• Ideation

– Ideation is an active, creative, exploratory, highly iterative, fast-moving

collaborative group process for forming ideas for design. With a focus on

brainstorming, ideation is applied design thinking.

• Sketching

– Sketching is the rapid creation of free-hand drawings expressing preliminary

design ideas, focusing on concepts rather than details. Multiple sketches of

multiple design ideas are an essential part of ideation. A sketch is a

conversation between the sketcher or designer and the artifact.


DESIGN PERSPECTIVES

• Ecological Perspective

– is about how the system or product works within its external environment.

– is about how the system or product is used in its context and how the system

or product interacts or communicates with its environment in the process.

within its external environment.

• Interaction Perspective

– is about how users operate the system or product.

• Emotional Perspective

– is about emotional impact and value-sensitive aspects of design.

– is about social and cultural implications, as well as the aesthetics and joy of

use.


USER PERSONAS

• What Are Personas?

– Personas are a powerful supplement to work roles and user class

definitions. Storytelling, role-playing, and scenarios go hand in hand with

personas.

– A persona is not an actual user, but a pretend user or a “hypothetical

archetype” (Cooper, 2004).

– A persona represents a specific person in a specific work role and sub-

role, with specific user class characteristics. Built up from contextual

data, a persona is a story and description of a specific individual who has

a name, a life, and a personality.


USER PERSONAS

• What Are Personas Used For? Why Do We Need Them?

– Edge cases and breadth

• Personas are essential to help overcome the struggle to design for the conflicting

needs and goals of too many different user classes or for user classes that are too

broad or too vaguely defined.

• What if the user wants to do X? Can we afford to include X? Can we afford to not

include X? How about putting it in the next version?

• “Sorry, but Noah will not need feature X.” Then someone says “But someone might.”

To which you reply, “Perhaps, but we are designing for Noah, not ‘someone.’”

– Designers designing for themselves

• Because of their very real and specific characteristics, personas hold designers’

feet to the fire and help them think about designs for people other than themselves.


USER PERSONAS

• How Do We Make Them?

– Identifying candidate

personas

– Goal-based consolidation

– Selecting a primary persona


Figure 7-2 Overview of the process of creating a persona for design.

USER PERSONAS

• Mechanics of Creating Personas

– Your persona should have a first and last name to make it personal and

real.

– Mockup a photo of this person.

– Write some short textual narratives about their work role, goals, main

tasks, usage stories, problems encountered in work practice, concerns,

biggest barriers to their work, etc.


USER PERSONAS

• Characteristics of Effective Personas

– Make your personas rich, relevant, believable, specific, and precise

– Make your personas “sticky”

– Where personas work best

• Goals for Design

– As Cooper (2004) tells us, the idea behind designing for a persona is that

the design must make the primary persona very happy, while not making

any of the selected personas unhappy. Buster will love it and it still works

satisfactorily for the others.


USER PERSONAS

• Using Personas in Design

– As you converge on the final

design, the nonprimary personas

will be accounted for, but will

defer to this primary persona

design concerns in case of

conflict. If there is a design trade-

off, you will resolve the trade-off

to benefit the primary persona

and still make it work for the other

selected personas.


Figure 7-3 Adjusting a design for the primary persona to work for all the selected personas

IDEATION

• Essential Concepts

– Iterate to explore

– Idea creation vs. critiquing

• Doing Ideation

– Set up work spaces

– Assemble a team

– Use ideation bin ideas to get started

– Brainstorm


IDEATION


Figure 7-4 The Virginia Tech ideation studio, the “Kiva” (photo courtesy of Akshay Sharma,Virginia Tech Department of Industrial Design).

IDEATION


Figure 7-4 Individual and group designer work spaces(photo courtesy of Akshay Sharma,Virginia Tech Department of Industrial Design).

IDEATION


Figure 7-6 Ideation brainstorming within the Virginia Tech ideation studio, Kiva (photo courtesy of Akshay Sharma, Department of Industrial Design).

SKETCHING

• Essential Concepts

– Sketching is essential to

ideation and design

– What sketching is and is not

– Sketches are not the same as

prototypes

– Sketching is embodied

cognition to aid invention


Figure 7-7 Comparison between Buxton design exploration sketches and traditional low-fidelity refinement prototypes.

SKETCHING

• Doing Sketching

– Stock up on sketching and mockup supplies

– Use the language of sketching

• Everyone can sketch; you do not have to be artistic

• Most ideas are conveyed more effectively with a sketch than with words

• Sketches are quick and inexpensive to create; they do not inhibit early exploration

• Sketches are disposable; there is no real investment in the sketch itself

• Sketches are timely; they can be made just-in-time, done in-the-moment, provided

when needed

• Sketches should be plentiful; entertain a large number of ideas and make multiple

sketches of each idea

• Textual annotations play an essential support role, explaining what is going on in

each part of the sketch and how


SKETCHING


Figure 7-8 A sketch to think about design (photo courtesy of Akshay Sharma, Virginia Tech Department of Industrial Design).

SKETCHING


Figure 7-9 Freehand gestural sketches for the Ticket Kiosk System (sketches courtesy of Akshay Sharma, Virginia Tech Department of Industrial Design).

SKETCHING


Figure 7-10 Ideation and design exploration sketches for the Ticket Kiosk System (sketches courtesy of Akshay Sharma, Virginia Tech Department of Industrial Design).

SKETCHING


Figure 7-11 Designers doing sketching (photos courtesy of Akshay Sharma, Virginia Tech Department of Industrial Design).

SKETCHING


Figure 7-12 Early ideation sketches of K-YAN (sketches courtesy of Akshay Sharma, Department of Industrial Design).

SKETCHING


Figure 7-13 Mid-fidelity exploration sketches of K-YAN (sketches courtesy of Akshay Sharma, Virginia Tech Department of Industrial Design).

SKETCHING


Figure 7-14 Sketches to explore flip-open mechanism of K-YAN (sketches courtesy of Akshay Sharma, Virginia Tech Department of Industrial Design).

SKETCHING


Figure 7-15 Sketches to explore emotional impact of form for K-YAN (sketches courtesy of Akshay Sharma, Virginia Tech Department of Industrial Design).

SKETCHING


Figure 7-16 Examples of rough physical mockups (models courtesy of Akshay Sharma, Virginia Tech Department of Industrial Design).

SKETCHING

• Physical Mockups as Embodied Sketches

– Just as sketches are two-dimensional visual

vehicles for invention, a physical mockup for

ideation about a physical device or product

is a three-dimensional sketch. Physical

mockups as sketches, like all sketches, are

made quickly, highly disposable, and made

from at-hand materials to create tangible

props for exploring design visions and

alternatives.

– A physical mockup is an embodied sketch

because it is an even more physical

manifestation of a design idea and it is a

tangible artifact for touching, holding, and

acting out usage


Figure 7-17 Example of a more finished looking physical mockup (model courtesy of Akshay Sharma, Virginia Tech Department of Industrial Design).

MORE ABOUT PHENOMENOLOGY

• The Nature of Phenomenology

– the philosophical examination of the foundations of experience and action.

– But it is not about logical deduction or conscious reflection on

observations of phenomena; it is about individual interpretation and

intuitive understanding of human experience.

• The Phenomenological View in Human–Technology Interaction

– an affective state arising within the user.


MORE ABOUT PHENOMENOLOGY

• The Phenomenological Concept of Presence

– presence of technology as part of our lives:

– “We argue that the coming ubiquity of computational artifacts drives a shift from

efficient use to meaningful presence of information technology.”

– This is all about moving from the desktop to ubiquitous, embedded, embodied, and

situated interaction.

– the “new usability” as a shift from use to “presence.”

• The Importance of Phenomenological Context over Time

– Usage develops over time and takes on its own life, often apart from what designers

could envision. Users learn, adapt, and change during usage, creating a dynamic force

that gives shape to subsequent usage (Weiser, 1991).


Exercise 7-1: Creating a User Persona for Your System

• Goal

– Get some experience at writing a persona.

• Activities

– Select an important work role within your system. At least one user class for this work

role must be very broad, with the user population coming from a large and diverse group,

such as the general public.

– Using your user-related contextual data, create a persona, give it a name, and get a

photo to go with it.

– Write the text for the persona description.

• Deliverables

– One- or two-page persona write-up

• Schedule

– You should be able to do what you need to learn from this in about an hour.


Exercise 7-2: Practice in Ideation and Sketching

• Goal

– To get practice in ideation and sketching for design.

• Activities

– Doing this in a small group is strongly preferable, but you can do it with one other person.

– Get out blank paper, appropriate size marking pens, and any other supplies you might need for sketching.

– Start with some free-flow ideation about ways to design a new and improved concept of your system. Do not limit

yourself to conventional designs.

– Go with the flow and see what happens.

– Start with design sketches in the ecological perspective.

– Make some sketches from an interaction perspective showing different ways you can operate the system.

– Make sketches that project the emotional perspective of a user experience with your product. This might be more

difficult, but it is worth taking some time to try.

– Ideate. Sketch, sketch, and sketch. Brainstorm and discuss.

• Deliverables

– A brief written description of the ideation process and its results, along with all your supporting sketches.

• Schedule

– Give yourself enough time to really get engaged in this activity.


Set up your Pinterest Page


Set up your Pinterest Page


Link it to your blog


Homework


Complete Chapter 6 Exercises

Complete Chapter 7 Exercises

1 2

Your Blog Post #9 - Social Model - Sketch for a

“smartphone” - Draw a flow model

diagram for your system

Your Blog Post #10 - Create a user persona - Try your Initial sketches - Upload to the Pinterest

“Sketch” Folder.

Submission Due : 11: 59 pm Sun. 13th April

Complete the Online Survey

3

Google Doc Survey on System Concept Statements - TBA on Facebook page - https://www.facebook.com/UX.t

heory

https://www.facebook.com/UX.theory

https://www.facebook.com/UX.theory

Education

Week 06 design thinking and sketching