UCD Assignment 2 – Final Report – Training Everywhere

1

UCD
Assignment
2:
Design
Report

Sam,
Timothy,
Dan
&
Ayo

Part
1
-‐
Design
Rationale
.........................................................................................................
2

Part
2
–
Low
Fidelity
Designs
...................................................................................................
5

Part
3
–
High
Fidelity
Designs
................................................................................................
10

Part
4
–
Reflection
&
Evaluation
...........................................................................................
14

UCD
Assignment
2
–
Design
Report
for
Training
Everywhere
Sam,
Timothy,
Ayo
and
Dan

2

UCD
Assignment
2
–
Final
Report
–
Training
Everywhere

Introduction

Training
Everywhere
are
a
specialist
training
company
that
deliver
their
material
and
assessments

online,
using
their
training
portal.
The
portal
(application)
already
captures
a
range
of
data
and
enables
the

users
to
carry
out
a
series
of
tasks
in
relation
to
delivering/receiving
training.

While
this
system
currently
enables
Training
Everywhere
to
deliver
their
courses
online,
there
are
several

aspects
of
the
current
system
which
have
been
highlighted
by
key
users/stakeholders,
which
can
be
improved

to
enhance
the
overall
user
experience.

Our
task
is
to
define
these
new
requirements,
make
appropriate
design
decisions
and
considerations
and

produce
an
effective
and
functional
design.

Within
this
report
will
deliver
the
following:

1. Design
Rationale:
Justifications
and
Design
Considerations

2. Low
Fidelity
Design
of
system
and
new
features

3. High
Fidelity
Design
of
system
and
new
features

4. Reflection
and
closing
comments

Part
1
-‐
Design
Rationale

Design
Considerations

As
part
of
ensuring
a
coherent,
clear
and
effective
design,
we
have
defined
the
following
items
as
key

considerations
to
make
throughout
each
design
phase.

• We
agreed
to
clearly
identify
a
logical
flow
to
all
processes

o This
has
been
achieved
be
clearly
feeding
back
to
the
user
when
they
are
moving
from
one

activity
to
another,
by
way
of
pop-‐ups.

o We
do
not
want
to
have
too
many
activities
being
executed
on
one
page
as
this
can
become

confusing
for
the
user.

o Simplicity
has
been
a
key
consideration
throughout
as
the
technical
ability
of
the
users
may

vary,
therefore
the
design
is
ability
agnostic.

• We
agreed
on
a
standard
interface
layout:

o The
layout
needs
to
be
kept
as
a
standard
to
ensure
consistency
throughout
the
design.
This

is
especially
important
when
the
design
is
being
delivered
by
multiple
people
within
the

design
process.
This
is
also
important
to
clarify,
so
that
when
we
hand
the
design
over
to
the

build
team
they
are
following
clear
guidelines
throughout
the
build.

o We
agreed
on
the
following
layout
principals
to
be
followed.
These
are
supported
by
figure
1

§ Each
page
within
the
application
remains
clear
of
any
unrequired
content
to
ensure

that
the
page
is
easy
to
read

§ We
have
kept
a
white
background
with
black
font
to
ensure
the
page
is
easier
to

read

§ We
have
kept
an
options
accordion
available
on
the
top
left
hand
side
of
every
page

with
the
same
options
always
available.
These
options
have
been
chosen
as
they
are

the
main
processes
that
a
user
will
initiate
as
per
the
scenario
and
the
requirements

analysis.

§ Search
bar
always
remains
top
right
to
ensure
consistency
and
gives
the
user
the

option
to
search
on
every
page.

§ Use
of
thumbnail
tiles
to
initiate
activities/process
within
the
application.
This

reduces
clutter
and
draws
the
user
to
an
interactive
option.

§ We
agreed
throughout
to
provide
supporting
comments
with
all
options
available

on
the
page.
This
is
to
allow
the
user
to
make
an
inform
decision
when
executing
a

task.

UCD
Assignment
2
–
Design
Report
for
Training
Everywhere
Sam,
Timothy,
Ayo
and
Dan

3

Figure
1
–
Typical
design
layout

Stakeholders,
Users
and
their
Requirements

To
enable
the
design,
firstly
we
had
to
analyse
the
scenario
and
understand
the
stakeholders
and
users
of
the

system
and
their
requirements.
The
scenario
explicitly
listed
several
key
stakeholders
and
users
(Please
see

‘Stakeholder
identification
and
Requirements
analysis’
below
for
further
details),
from
which
we
were
able
to

identify
additional
stakeholders
that
needed
to
be
considered
within
our
design.

Users,
Stakeholders
and
their
requirements
are
listed
here:

Stakeholder:
Tutor

Interaction
with
System:
User
of
live
System

Assumptions:
Familiar
with
current
system,
but
not
a
highly
technical
user.
Therefore,
will
require
appropriate

considerations
when
designing
the
User
interface
(UI).

Problem/Requirement/interest:

1. Currently
unable
to
administrate
tutor
components.
Would
like
self-‐sufficiency
in
relation
to

uploading
and
editing
modules
on
the
site

Approach
to
meet
user’s
needs:
As
part
of
the
design,
we
would
incorporate
an
enablement
of
this
feature
for

the
“Tutor
User”
type,
as
this
level
of
functionality
as
stated
already
exists
for
the
System
Admin,
therefore

does
not
require
redesigning
at
this
stage.

Stakeholder:
Student

Interaction
with
System:
User
of
live
System

Assumptions:
It
is
assumed
that
the
Student
users
are
using
the
training
portal
as
a
paid
service
and
therefore

need
to
be
regarded
as
the
primary
audience
for
this
design.


2. Currently
unable
to
communicate
directly
with
teachers
whilst
working
through
the
modules.
Would

like
to
see
a
Video-‐conferencing
(VC)
facility.

3. Quizzes
and
material
currently
available
online
only.
Would
like
the
ability
to
download
and
print

content
from
the
portal.

4. Would
like
a
notification
service
added
to
help
remind
them
as
a
user
to
revisit
the
portal
after
a

period
of
inactivity.

UCD
Assignment
2
–
Design
Report
for
Training
Everywhere
Sam,
Timothy,
Ayo
and
Dan

4

Approach
to
meet
user’s
needs:
In
relation
to
requirement
2,
we
are
integrating
an
out-‐of-‐the-‐box
VC
facility

into
standard
UI
and
this
will
be
activity
agnostic,
meaning
that
wherever
the
user
is
within
the
portal
they
can

access
the
VC
the
facility
and
do
not
need
to
be
doing
a
specific
task
such
as;
completing
a
quiz
to
enable
this

feature.
A
consideration
has
to
be
made
for
the
Tutor
user
as
they
are
directly
linked
to
this
feature
and
they

will
have
to
be
included
in
the
design
process.

For
requirement
3,
we
will
incorporate
a
simple
icon
that
will
appear
when
the
student
enters
each

activity.
This
icon
will
enable
them
to
download
the
activity
as
a
file
and
either
Save
or
Print
the
file.

For
requirement
4,
this
is
a
feature
that
will
be
added
to
the
core
of
the
application
and
requires
no

change
to
the
application’s
UI.
The
output,
which
will
be
a
simple
text
and
email
message
detailing
the
period

of
inactivity
will
put
forward
to
the
student
user
for
review
to
ensure
that
the
message
has
all
relevant

information
to
meet
this
requirement.

Stakeholder:
Manager

Interaction
with
System:
User
of
live
System

Assumptions:
The
Manager
user
is
not
technical
and
therefore
would
like
all
information
to
be
presentable
in

a
format
suitable
for
their
role.
For
example,
data
presented
graphically
rather
than
in
raw
.csv
formats.

It
also
assumed
that
minimal
budget
is
available
and
the
reports
will
have
to
be
system
generated
and
read-‐
only,
as
further
reporting
functionality
will
require
additional
investment
and
development.


5. The
system
does
not
present
the
data
collected
by
the
system
in
a
coherent
way
which
lends
itself

easy
to
further
analysis
and
key
decisions.
The
Manager
user
would
like
the
system
to
generate

reports
detailing
the
following:

-‐ Student
Achievement

-‐ Module
Stats:
Start
Date,
Test-‐Taken
Date
and
how
many
attempts
per
student

-‐ Achievement
records
for
each
course

6. Required
as
an
extension
of
the
above,
the
manager
would
like
to
be
share
the
reports
with
senior

management/directors.
Therefore,
the
ability
to
collaborate
is
required.

7. Upon
completing
the
course,
a
transcript
of
all
activity
and
achievements
needs
to
be
emailed
to
the

students

Approach
to
meet
user’s
needs:

For
requirement
5,
we
need
to
consider
as
part
of
the
design
the
current

data
structure
within
the
application,
as
this
is
vital
for
effective
reporting.
These
datasets
will
be
delivered
as

options
within
a
table
whereby
the
user
can
select
which
dataset
they
wish
to
perform
analysis
on.
These

datasets
will
be
configured
by
the
system
administrator.
They
can
then
perform
the
analysis
using
the
new

report
builder
feature.

For
requirement
6,
once
the
report
has
been
generated,
will
provide
the
manager
user
an
icon
which

will
enable
the
report
to
be
exported.
This
will
enable
them
to
share
the
report
or
archive
the
report
if

required.
This
feature
has
been
added
and
is
known
as
the
‘Collaborate’
feature.
Further
details
are
provided

later
in
this
report.

For
requirement
7,
this
will
be
delivered
as
a
simple
export
from
the
datasets
created
as
part
of
the

design
exercise
used
to
fulfil
requirement
5.
The
Transcript
is
a
simple
tile
icon
on
the
homepage
for
this
user

and
will
export
to
a
selected
recipient.

Stakeholder:
Director

Interaction
with
System:
User
of
live
System

Assumptions:
Similar
to
the
manager
user,
the
director
user
is
not
technical
and
therefore
would
like
all

information
to
be
presentable
in
a
format
suitable
for
their
role

UCD
Assignment
2
–
Design
Report
for
Training
Everywhere
Sam,
Timothy,
Ayo
and
Dan

5


8. Requires
a
broad
range
of
reports
for
strategic
decisions

Approach
to
meet
user’s
needs:
The
user
will
have
full
access
to
the
report
builder
and
my
reports.
If
they

require
a
custom
dataset
to
be
configured
for
analysis,
they
can
launch
this
request
to
the
System

Administrator
and
they
can
build
a
dataset
which
is
then
accessible.

Additional
stakeholders
and
considerations
within
the
design
process

Stakeholder:
System
Administrator

Interaction
with
System:
User
of
live
System

Assumptions:
Will
have
in-‐depth
system
knowledge.

No
explicit
requirement
listed
in
the
scenario.
System
Admin
will
need
to
be

consulted
on
additional
limitations
within
the
system
that
have
not
been
listed
as
they
will
have
a
high
level
of

system
knowledge,
as
well
as
being
incorporated
in
the
design.
Will
also
need
training
on
new
system
features

once
live.

Stakeholder:
Programme
Sponsor

Interaction
with
System:
Minimal/Indirect

Assumptions:
The
programme
sponsor
will
have
a
minimal
budget
to
complete
the
new
enhancements.

The
programme
sponsor
will
set
the
budgets
and
the
build
team
will
have
to

align
the
new
features
with
the
finances
made
available
by
the
programme
sponsor.

They
will
also
have

interest
into
the
potential
increased
use
of
the
system
after
the
release
of
the
new
features
to
see
if
the

investment
was
deemed
a
success.
Will
ultimately
have
all
authority
in
relation
to
signing
off
the
design.

Stakeholder:
Technical
Development
Team

Interaction
with
System:
Pre-‐Production

Assumptions:
Will
be
running
the
development
using
an
agile
methodology.

The
Technical
Development
Team
will
be
involved
during
the
design,
build

and
testing
of
the
new
features
and
will
drive
the
interaction
with
the
users
of
the
system
to
ensure
their

needs
are
being
met
with
each
feature.

Part
2
–
Low
Fidelity
Designs

Once
the
requirements
had
been
confirmed,
the
next
stage
was
for
us
to
demonstrate
how
we
fulfil

the
requirements
by
creating
a
series
of
low-‐fidelity
designs.

These
designs
are
in
place
to
conceptualise
how

we
interpret
the
requirements
and
how
they
align
with
the
current
system.
They
also
enable
us
to
put
these

concepts
in
front
of
users
and
gather
early
feedback
prior
to
further
building
on
these
designs
in
the
form
of
a

high-‐fidelity
design.

For
the
designs,
we
have
identified
two
privilege
types.
One
which
provides
a
view
specifically
for
the

Student
user.
This
will
be
referred
to
as
the
‘Student’
view
hereafter.

This
view
enables
the
student
to
access
content
which
is
applicable
to
their
requirements,
for
example;
the

ability
to
view
training
material
and
complete
a
quiz.
The
student
user
does
not
have
access
to
administrator

type
privileges
such
as
the
ability
to
add/remove
course
material
and
create/share
reports.

The
second
privilege
type
identified
will
be
referred
to
as
the
‘Management’
user.
The
users
in
scope
of

management
are
the
Tutor,
Manager,
Director
and
System
Administrator.
This
user
has
the
ability
to
Add/Edit

course
material
and
the
ability
to
add
users
(General
administrator
rights).
They
can
also
create
reports
from

datasets
and
share
these
reports.

UCD
Assignment
2
–
Design
Report
for
Training
Everywhere
Sam,
Timothy,
Ayo
and
Dan

6

Low-‐Fidelity
designs
–
Management
View

Figure
2
–
LFD
Landing
Page
for
those
with
Management
privileges

Figure
3
–
Reports
landing
page

UCD
Assignment
2
–
Design
Report
for
Training
Everywhere
Sam,
Timothy,
Ayo
and
Dan

7

Figure
4
–
Create
New
Analysis
Page

Comments
and
Considerations:
The
purpose
of
the
low-‐fidelity
designs
was
for
us
to
conceptualise
several
of

our
design
considerations
outlined
in
our
rationale.
What
this
design
does
is
quickly
show
the
user
the
options

they
will
have
available
to
them
as
primary
activities
and
these
are
presented
to
them
as
large
tile
icons
within

the
main
body
of
the
page.
It
also
demonstrates
how
we
have
considered
branding
and
labelling
for
Training

Everywhere.
It
will
be
demonstrated
in
later
designs
how
this
was
made
standard.

What
we
have
delivered
above
are
3
primary
designs
that
demonstrate
our
proposal
to
meet
the
following
key

requirements;

“Currently
unable
to
administrate
tutor
components.
Would
like
self-‐sufficiency
in
relation
to
uploading
and

editing
modules
on
the
site”
–
What
we
have
done
as
part
of
the
design
is
provide
an
‘Edit
Assessment’
tab
for

the
user
to
upload
and
remove
existing
content
on
the
site.
This
can
be
found
within
figure
2

Figure’s
4
&
5
demonstrate
how
we
are
attempting
to
meet
the
several
requirements
for
reporting
and

collaboration
within
the
application.
We
have
designed
a
new
reporting
feature
which
previously
was
not

available
within
the
old
application.
The
feature
will
enable
the
users
to
create
analyses
from
datasets
and

share
their
reports
with
other
users
within
the
application.
The
designs
provided
demonstrate
these
features

at
a
high-‐level.

UCD
Assignment
2
–
Design
Report
for
Training
Everywhere
Sam,
Timothy,
Ayo
and
Dan

8

Low
Fidelity
Design
–
Student
View

Figure
5
–
Student
View
Landing
Page

Figure
6
–
Live
chat
and
Video
Conferencing
option

UCD
Assignment
2
–
Design
Report
for
Training
Everywhere
Sam,
Timothy,
Ayo
and
Dan

9

Figure
7
–
Demonstration
of
Video
Conferencing
in
action

Comments
and
Considerations

The
views
for
both
student
and
management
profiles
have
been
designed
using
the
same
layout

considerations
as
highlighted
in
the
design
rationale.
We
have
kept
a
consistent
accordion
of
options
on
the

left
hand
side
and
all
branding
has
remained
consistently
positioned.
All
of
these
measures
enable
the
users
to

quickly
become
familiar
and
confident
with
the
layout.

One
of
the
main
differentials
between
this
profile
and
the
management
profile
is
the
inclusion
of
a
video

conferencing
and
live
chat
feature
between
the
student
and
a
tutor
who
is
signed
into
the
application.
Another

key
difference
is
the
removal
of
the
reporting
feature
as
this
is
not
required
or
applicable
to
this
user
type.

Feedback
and
response
to
designs

Part
way
through
the
design
process,
we
put
our
designs
in
front
of
several
STAR
students
from
year
1
in
order

to
collect
some
feedback
and
make
further
improvements
to
ensure
that
all
elements
of
the
design
had
been

covered.

The
following
key
points
were
raised:

1. The
design
document
had
limited
‘sign-‐posting’
–
This
made
it
difficult
for
the
user
to
understand

the
concepts
without
having
to
ask
the
designer
in
attendance.
This
will
be
something
that
will

need
to
be
improved
when
building
the
high-‐fidelity
designs.

2. The
reporting
module
designs
required
further
elaboration
–
As
this
was
the
primary
new
feature

to
the
existing
application,
the
users
would
like
to
see
more
information
regarding
this
and
the

considerations
made
in
regard
to
ease
of
use

3. The
considerations
in
regard
to
layout
were
appreciated
and
received
well

4. The
designs
were
very
‘high-‐level’
and
lacked
real
detail
–
This
will
be
something
that
will
have
to

be
added
as
part
of
the
high
fidelity
design.

UCD
Assignment
2
–
Design
Report
for
Training
Everywhere
Sam,
Timothy,
Ayo
and
Dan

10

Part
3
–
High
Fidelity
Designs

With
the
feedback
in
mind,
we
developed
a
series
of
high-‐fidelity
designs
which
would
better

demonstrate
how
the
system
would
appear
on
the
user’s
interface,
as
well
as
demonstrate
the
logical
flows

through
each
activity
within
the
application.

Understanding
the
logical
flow
was
one
of
the
major

considerations
we
made
as
part
of
our
rationale,
as
we
want
the
tasks
within
each
process
activity
to
be
clearly

identified
to
the
user
as
they
make
their
way
through
them.

As
we
did
with
the
LFD’s,
we
split
the
design
interfaces
into
Student
and
Management.
These
are

demonstrated
in
the
following
screen
shots.
For
the
creation
of
the
High
Fidelity
designs,
we
used
a
wire

framing
tool
called
Balsamiq.
This
is
an
online
application
that
allows
us
to
create
mock-‐ups
of
our
new

application
features.
The
Design
in
full
can
be
accessed
using
the
following
credentials:

Site:
https://trainingeveryhwere.mybalsamiq.com/

Username:
samuelphil.91@gmail.com

Password:
Assignment2

Note:
It
is
important
to
note,
that
following
our
round
of
feedback
on
the
LFD’s,
we
have
used
‘sticky
notes’
to

provide
guidance
on
each
page
of
the
design.
This
to
help
the
user
understand
the
considerations
made
and

why
the
feature
exists.
Please
refer
to
these
for
comments
and
considerations.

Figure
8
–Application
Log-‐in
page
Log-‐in>

UCD
Assignment
2
–
Design
Report
for
Training
Everywhere
Sam,
Timothy,
Ayo
and
Dan

11

Figure
9
–Management
(Tutor)
user
landing
page
–
Log-‐in>Home

Figure
10
–
My
Results
Page
-‐

Log-‐in>Home>My
Results

Note:
The
following
designs
will
build
on
the
reporting
functionality
highlighted
as
part
of
the
LFD.
After
taking

on-‐board
the
feedback,
we
have
elaborated
on
how
the
reports
can
be
built
using
the
report
builder
feature,

as
well
as
adding
a
feature
known
as
‘My
reports’.
This
is
a
collection
of
all
the
reports
created
by
the
user

meaning
that
the
they
do
not
have
to
create
a
new
analysis
each
time
they
want
to
publish
a
report.

UCD
Assignment
2
–
Design
Report
for
Training
Everywhere
Sam,
Timothy,
Ayo
and
Dan

12

Figure
10
–
Create
new
analysis
process

The
‘Create
new
analysis’
feature

Figure
10
demonstrates
the
logical
flow
as
to
how
the
user
will
construct
a
new
piece
of
analysis.
This
flow
is

broken
down
into
4
key
components:

1. The
user
will
select
the
data
they
wish
to
perform
the
analysis
on

a. This
will
be
set-‐up
by
the
system
administrator

2. The
data
sets
available
to
the
user
will
be
presented
via
pop
up
window.
This
removes
the
need
for

the
user
to
search
of
find
data
sets.
The
standard
data
sets
for
each
user
are
those
listed
in
the

requirements
section
of
the
design
rationale.

3. Once
selected
the
user
will
be
returned
to
the
page
and
asked
to
select
a
chart
or
graphic
that
they

would
like
to
use
to
present
the
data

4. As
soon
as
graphic
has
been
selected,
the
analysis
will
be
presented
and
the
user
can
either
save
to
a

report
or
edit.

Figure
11
–
My
reports
-‐
Log-‐in>Home>My
Results

UCD
Assignment
2
–
Design
Report
for
Training
Everywhere
Sam,
Timothy,
Ayo
and
Dan

13

Figure
12
–
Collaborate
and
Share
Reports

The
‘Collaborate’
Feature

Figure
12
demonstrates
how
the
flow
for
the
collaborate
feature
operates.
This
feature
was
requested
by
the

Manager
user
to
enable
them
to
share
reports
they
have
created
with
their
director.
We
have
extended
this

feature
to
cover
all
manager
type
users.
It
follows
four
simple
steps:

1. The
user
will
click
the
‘Collaborate’
icon
to
launch
the
process

2. The
user
will
receive
a
pop-‐up
window
which
will
list
all
of
the
reports
they
have
saved
in
‘My

Reports’.
The
user
will
then
select
the
desired
report
for
sharing

3. The
user
will
then
receive
a
new
pop-‐up
window
with
a
list
of
sharable
users.
The
user
will
select
from

this
list
and
the
reports
will
be
shared
accordingly.

4. The
user
will
receive
feedback
on
the
success
of
their
process.
This
is
an
important
design

consideration.

Figure
13
–
Video
Conferencing
and
Live
chat

UCD
Assignment
2
–
Design
Report
for
Training
Everywhere
Sam,
Timothy,
Ayo
and
Dan

14

Part
4
–
Reflection
&
Evaluation

Looking
back
at
our
design,
there
are
many
areas
where
we
can
be
proud
of
what
we
have
delivered

and
the
considerations
we
have
made.
Naturally,
with
any
piece
of
work,
there
are
areas
which
if
we
were
to

go
through
this
process
again,
we
could
do
differently.

Firstly,
looking
at
our
strengths,
I
feel
that
the
considerations
made
in
the
design
such
as
ensuring
a

clear
and
unambiguous
layout,
consistent
colouring
and
object
placement
(Accordion,
live
chat
and
process

launch
icons),
as
well
as,
ensuring
that
all
activities
follow
a
logical
process,
have
enabled
the
design
to
be
as

completely
agnostic
to
all
types
of
users
and
their
technical
ability.

Secondly,
throughout
the
design,
the
stakeholders
and
users
have
been
clearly
identified,
along
with

their
requirements.
This
reduces
the
level
of
ambiguity
when
handing
over
the
design
to
the
development

team
as
they
are
frequently
reminded
which
feature
is
applicable
to
each
user.
A
lot
of
work
went
into

identifying
the
key
users
within
the
stakeholder
community.
This
was
to
ensure
that
all
requirements
that

were
listed
within
the
scenario
were
captured.
This
is
something
that
as
a
group,
we
would
be
sure
to
do
again

as
part
of
future
designs.

Another
key
strength
of
our
design
was
the
acceptance
of
feedback
from
users
and
individuals
looking

at
the
design
from
outside
of
the
design
team.
This
feedback
was
vital
in
ensuring
that
we
considered

additional
design
suggestions
such
as
clearer
sign
posting
and
greater
elaboration
when
it
came
to
new

features
as
part
of
HFD.
This
enabled
our
HFD
to
be
of
a
good
standard
and
provide
the
user
with
a
clear

concept
of
what
we
were
trying
to
achieve
as
part
of
our
design.

With
these
strengths
in
mind,
our
design
also
has
several
areas
which
will
need
to
be
improved
upon

next
time.
Firstly,
as
noted
in
the
first
round
of
feedback,
we
need
to
provide
greater
detail
to
help
the
user

understand
the
concepts
in
the
LFD’s.
We
introduced
this
detail
in
the
form
of
‘sticky
notes’
as
part
of
our
HFD,

but
with
this
missing
as
part
of
the
LFD,
we
missed
out
on
crucial
feedback
in
relation
to
the
logic
behind
the

new
features
as
the
individuals
providing
feedback
were
more
focused
on
pointing
out
basic
items
missing

from
the
LFD’s.

This
leads
on
nicely
to
the
next
item
which
could
improved
going
forward,
which
would
be
to
open
up

a
more
regular
forum
for
feedback.
We
saw
the
benefit
of
going
through
1
feedback
cycle
and
the
design
was

greatly
enhanced
as
a
result.
For
future
designs,
we
should
look
to
open
our
design
to
more
feedback
cycles

and
monitor
our
progression.
It
would
have
been
good
for
us
to
have
had
someone
critique
our
feature

functionality
rather
than
just
the
look
and
feel
aspects
of
the
design.

Finally,
it
would
be
beneficial
to
provide
the
same
level
of
detail
and
design
for
all
features.
Several

features
such
as
the
reporting
feature
and
the
collaboration
feature
got
a
more
focused
and
detailed
design
in

comparison
to
the
course
transcript
and
notification
service.
This
is
because
the
reporting
&
collaboration

features
were
deemed
as
more
critical
and
therefore
got
more
focus,
however
going
forward,
all
features

require
the
same
level
of
explanation
as
it
will
leave
these
features
open
to
interpretation
when
handed
over

to
the
development
team.

Please
refer
to
our
appendices
for:

1. Full
HFD

2. Additional
LFD’s

3. Storyboards

4. Timothy
personal
reflection

5. Dan
personal
reflection

UCD
Assignment
2
–
Design
Report
for
Training
Everywhere
Sam,
Timothy,
Ayo
and
Dan

15

Appendices
&
References

1. Dan
Personal
Reflection

My
personal
reflection
and
experience
on
the
User
Centred
Design
Group
Coursework2
this
semester
was
a
bit

daunting,
I
must
admit.

However,
it
is
must
not
be
seen
as
an
admission
that
I
did
not
understand
the
entire

concepts
of
what
the
module
entails.

Some
of
the
challenges,
which
I
personally
experienced;
have
to
do
with

the
tutorial
sessions
which
I
did
always
miss
some
vital
parts.

I
love
listening
to
Dr.
Safia
when
delivering
lectures

and
sharing
her
vast
words
of
knowledge
and
experiences,
but
time
was
not
on
my
side
to
share
this
pervasive

words
of
knowledge
during
her
lecture.

And
this
was
not
entirely
my
fault,
but
the
timetable,
which
overlaps

two
module
schedules.

It
is
necessarily
important
to
point
out
that
this
semester
alone,
I
have
three
modules
to
deal
with:
User
Centred

Design,
Business
Database
Management
System
and
Accounting
for
Manager
as
a
part-‐time
student.

Accounting
for
Manager
timetable
overlaps
the
User
Centred
Design
of
which
I
could
not
help
the
situation
but

coming
into
the
lecture
late,
nearly
towards
the
end.

Obviously,
you
would
certainly
agree
that
I
should
have

missed
most
part
of
the
important
tutorial
sessions
and
ended
up
with
little
knowledge
of
what
had
been
taught

for
the
day
or
sometimes
nothing
at
all.

But
do
not
forget,
I
have
the
lab
session
as
a
backup.

It
is
an
environment

where
I
would
regain
some
of
the
losses
at
the
tutorial
sessions.

Should
I
accept
this
experience
as
part
of
the

learning-‐curve
or
something?

Something,
which
I
am
yet
to
find
out.

In
addition,
I
chose
to
study
Information
Technology
as
my
core
discipline
in
this
Institution,
I
am
very

determined
to
achieve
this
objective
and
henceforth,
ensure
to
engage
myself
with
the
little
time
on
my
hands

to
work
hard
and
understand
every
module
some
extent.

On
this
occasion,
this
is
exactly
what
I
did.

I
have
a
little
knowledge
of
User
Centred
Design
or
not
all,
at
the
beginning
of
the
semester.

However,
the

introduction
of
the
module
basically
is
an
eye
opener.

I
found
it
very
engaging,
which
requires
dedication
and

some
level
of
disciplines
and
is
most
useful
to
the
programme
that
I
chose
to
do.

Through
the
group
work,
I

have
acquired
some
knowledge
and
useful
experience
from
my
colleagues.

The
mock-‐up
design
and
the
high-‐
fidelity
design
was
completely
something
new
to
me.

During
the
group
meetings
and
my
lecturer
explaining
the

ideas
of
what
User
Centred
Design
is
about,
I
began
to
gather
the
basic
knowledge
and
now
have
fully

understood
the
entire
idea,
which
is
something
that
I
am
very
proud
of.

To
summarize
this
reflection,
I
must
not
fail
to
mention
one
important
colleague
and
his
brilliant
knowledge
by

simplifying
the
methodology
of
what
User
Centred
Design
is
all
about.

My
apology
to
Samuel
Phillips.

There
is

no
way
I
could
do
to
circumvent
this
reflection
without
having
to
highlight
the
name
of
Samuel
Phillips.

He
has

the
skills
of
an
expertise
and
was
prepared
to
share
this
knowledge
with
the
group.

I
observed
him
as
someone

who
is
cautious
in
approach,
calculated
and
meticulous
in
what
he
does.

He
took
control
of
the
centre
stage

and
reinvigorated
the
spirit
of
the
team
in
entirety
of
the
design.

His
work
is
exceptionally
unique
by
any

standard
and
I
do
think
he
deserves
the
individual
respect
from
the
group.

2. Full
HFD

Site:
https://trainingeveryhwere.mybalsamiq.com/

Username:
samuelphil.91@gmail.com

Password:
Assignment2

3. Additional
LFD’s

• Storyboards

UCD
Assignment
2
–
Design
Report
for
Training
Everywhere
Sam,
Timothy,
Ayo
and
Dan

16

• Reporting

• Mobile
APP

Training
Everywhere

Logged
in
as:
Manager

Summary
of
achievement

Course

IT

All
Courses

Networking

Engineering

30%

50%

10%

20%

All
Courses

Share
to
Executive

Director

Email
module
marks
to

Students

Generates
Summative
Report

UCD
Assignment
2
–
Design
Report
for
Training
Everywhere
Sam,
Timothy,
Ayo
and
Dan

17

UCD
Assignment
2
–
Design
Report
for
Training
Everywhere
Sam,
Timothy,
Ayo
and
Dan

18

UCD
Assignment
2
–
Design
Report
for
Training
Everywhere
Sam,
Timothy,
Ayo
and
Dan

19

UCD
Assignment
2
–
Design
Report
for
Training
Everywhere
Sam,
Timothy,
Ayo
and
Dan

20

UCD
Assignment
2
–
Design
Report
for
Training
Everywhere
Sam,
Timothy,
Ayo
and
Dan

21

UCD
Assignment
2
–
Design
Report
for
Training
Everywhere
Sam,
Timothy,
Ayo
and
Dan

22

UCD
Assignment
2
–
Design
Report
for
Training
Everywhere
Sam,
Timothy,
Ayo
and
Dan

23

4. Timothy
Reflection

During
coursework
two
I
have
learnt
how
to
do
user
evaluations
for
a
scenario
which
is
called
Training

Everywhere.
I
have
learnt
this
by
creating
a
low
fidelity
design
and
getting
feedback
from
the
users
about

it.

Also
I
have
learnt
that
high
fidelity
design
is
a
prototype
of
a
working
system
to
meet
user
criteria.

During
low
fidelity
design
there
were
some
changes
to
be
made
as
there
was
some
confusion.

The

confusion
came
from
some
team
members
making
a
mistake,
as
they
thought
that
they
were
meant
to

create
a
low
fidelity
design
app,
when
they
were
actually
meant
to
build
a
website.

The
team
then
re-‐
read
the
user
criteria
carefully,
and
had
a
better
understanding
of
what
the
user
wanted.

UCD Assignment 2 – Final Report – Training Everywhere

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