User centered design method & wikiwijs
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The document discusses the user-centered design method applied in the Wikiwijs project, which is aimed at understanding teachers’ expectations when sharing digital learning materials in an open online environment. It details the research methodology, including interviews and observations, and presents findings on teachers' motivations, experiences, and barriers related to digital material creation and sharing. The results include the development of personas and mental models to help inform the design process and address the needs of diverse teacher populations across different education levels.
User centered design method & wikiwijs
- 1. User Centered Design method & Wikiwijs What do teachers expect when sharing learning materials in an open online environment? Project and paper by: Robert Schuwer and Karin van den Driesche
- 2. User Centered Design & Wikiwijs Wikiwijs User Centered Design Results: Mental model/Affinity diagram Results: Personas
- 3. Wikiwijs • Wikiwijs is a the place on the internet • Where all teachers in the Netherlands • Ranging from Primary education to Higher education • Can find, (co)develop, share, rework and use digital learning materials • Published under an open license • Wikiwijs is referring to the philosophy of Wikipedia (using ‘the wisdom of the crowds’) • Wikiwijs is not referring to the functionality or user interface of Wikipedia
- 4. Wikiwijs: Gaining insight into how teachers work Research question – Activities concerning and dealing with information in relation to the development, use and choice of learning materials. Sub questions – Preparing lessons; Making the material usable for teaching. – Why do or don’t they make digital learning materials themselves and do they want support in this process? – Sharing of materials. – What are the triggers (motivations) for publishing learning materials? – What activities they do before, during and after the lesson? – Reuse of (online) materials. – Communication with students. – The current supply of learning materials. – Barriers and pluses in the daily practice.
- 5. Wikiwijs: Approach chosen User Centered Design • Why? – Large group of mostly unknown (potential) users – Good experiences in earlier studies using this approach – New information system with no earlier experience on the whole field to be supported (which excludes the “waiter strategy”) • UCD in a nutshell – Putting the focus on the needs, wishes and capabilities of end users during every part of the design process – Preventing behavioural preference of one or two (super) users. – Preventing the pitfall to build what the user asks instead what people actually will use.
- 6. User Centered Design & Wikiwijs Wikiwijs User Centered Design Results: Mental model/Affinity diagram Results: Personas
- 7. User Centered Design: Design process Collecting Concept Validation user data Usability test
- 8. User Centered Design: Method • Interviews and observations in the workspace. – Qualitative Collecting • Answering ‘why’ questions and questions about ‘how to solve a problem ’. user data • Data is collected directly by talking to real the users. • During the interviews users are directly observed. (How they work and use product or artefacts.) • Questions can be asked following the story being told and the observations. – Interview type • Student/Master approach. • Semi-structured. • Let the story be told in the users own words in a natural conversation. • Look for details, not abstractions. • Stay in the present, no past or future. • Listen! – What are we looking for? • Detailed structure of work and tasks. • We want to know how people organize their work and whether they have the same approach as another person. • How the tasks are divided in activities, goals, different strategies and individual steps. – Collected data can be used for 3-5 years • Creating abstract models; mental model/affinity diagram, flow model, sequence model, artefact model. • Creating personas. • Design strategy for the long term.
- 9. User Centered Design: Wikiwijs I Interviewing teachers • In total 34 interviews, each interview lasting one hour. • Roles for the target groups, per school level. – Experience in using digital learning materials (low, high). – Experience in creating digital learning materials (low, high). – Teacher educator (yes, no). – While choosing we take into account the biggest variety of circumstances: age group, locations, male/female, etc.
- 10. User Centered Design: Wikiwijs I Choice of participants Role A B C D E F Participant 1 X X X Participant 2 X X X X X Participant 3 X X X Participant 4 X X X Participant 5 X X X Participant 6 X X X X X
- 11. User Centered Design: Analyses of the Transcript
- 12. User Centered Design & Wikiwijs Wikiwijs User Centered Design Results: Mental model/Affinity diagram Results: Personas
- 13. Results: Mental model/Affinity diagram * Describes the work from the standpoint of the users in their own words. • Handling of information in relation to the development, use and choice of materials. * Developed by Indy Young and Karen Holtzblatt
- 14. Results: Mental model categories • Finding and using digital learning materials – Looking for different ways to perform educational activities – Author and institution are important determinants for using specific learning materials – Efficiency is important • Creating or adapting digital learning materials – Develop modules as a team – Demands by students are the trigger • Sharing digital learning materials – Use Slideshare for slide presentations meant for students – Use intranet sites; only accessible for your own students • Communicating with students – Combine Slideshare, blogs, twitter, e-mail – Do not use the Electronic Learning Environment for communication (not suited)
- 15. User Centered Design & Wikiwijs Wikiwijs User Centered Design Results: Mental model/Affinity diagram Results: Personas
- 16. Results: Personas * A description of a fictitious user, representing 1000’s of users • Based on: – Field research: realistic behaviour, motivation, attitude, skills and needs. – Have their own name. – Are developed for a specific context. – Typical and credible. • Not based on: – Demographic data. – Intuition about the target group. – User profiles or stereotypes like ‘dumb blonde’, ‘macho’, ‘working mom’ or ‘good Samaritan’. – A ‘magical formula’. Thanks to Adaptive Path * Developed by Alan Cooper
- 17. Results: Persona groups – The segments • Structuring • Supporting – Approach: Extensive, many demands, – Approach: Simple, little demands, adhoc growth, long term. and short term – Goals: – Goals: • Take on new issues and subjects. • Clarifying existing lessons. • Make lesson schemes. • Connect to the reality/world of the • Guarantee educational quality. students. • The existing method is not up to • Variations in lessons. standards. • To be sure of your teaching skills. • Connect to different levels in a group. • Connect to different levels in a group. • Doing better than the existing method. • Didactics, keep order. • Connect to the reality/world of the students. “I just don’t know where to start.” • No existing learning materials available. “I won’t look into it very deep. When I can’t find “There are too may tools. There is too much it I go to another source.” overlap. But I still can’t find what I need.” “Things develop so fast, I wouldn’t know what to “My teaching is what I am so everything has to do without my paper.” be perfect.” “Community sites have a lot of useful stuff.”
- 18. Results: Personas I Primary school teachers Luuk Oomen “Als kinderen een half uur op een computer Leerkracht groep 8 moeten rekenen als omlijsting van hun les, dan is dat veel te veel. Tien tot uiterlijk vijftien minuten. Daarna worden ze het zat.” Renate Dekker “Wij vinden internet belangrijk. De kinderen Leerkracht PO, groep 6 groeien daarmee op. ICT komt neer op de schouders van een aantal leerkrachten, ze zijn geen experts maar doen absoluut hun best. ” Thea Bloem “Er zijn weinig docenten die docent zijn Auteur voor PO en Vmbo geworden omdat ze lesmateriaal willen maken. Docenten zijn docent geworden omdat ze voor de klas willen staan om kennis over te dragen.”
- 19. Results: Personas I Secundary school teachers Arnoud Maertens “Zelf ontwikkelen van lesmateriaal wordt Docent Scheikunde op Havo en Vwo onderschat. Wat dat oplevert bij je leerlingen en zeker aan motivatie voor je vak. Als je wat anders durft te doen dan het boek.” Annet de With “Ik maak alles zelf. Het boek gebruik Docent Economie op Vmbo ik meer als een naslagwerk.” Jan Hein Eekhout “Hetgeen wat door docenten wordt Docent Engels op Vmbo, Havo en Vwo ontwikkeld moet in het beleid geschreven worden en de school moet met een visie terugkomen anders is er geen beginnen aan.”
- 20. Results: Personas I Middle education teachers Ingrid Asselman “Zo lopen er hier ook een paar rond, die geen Docent verpleegkunde Mbo. digibord willen, omdat ze er niet mee om kunnen gaan. Dan denk ik: het begin van de typemachine was ook niet gemakkelijk.” Annet de With Docent Economie op Vmbo Justine Mendelaar “Ik heb het idee dat je jezelf aan het verkopen Docent omgangskunde en bent. ‘Zie mij eens! Dat gaan we eens stagebegeleider op Mbo publiceren’. Terwijl ik eigenlijk hartstikke trots Helpende Zorg en Welzijn. ben op de dingen die ik doe.” “Het samen schrijven gaat goed. Als je maar Hugo Velthuijsen Auteur voor Mbo en uitgevers. niet te star bent. Dan houdt het snel op. Het Onderwijskundige op Mbo. overleg met een aantal mensen is heel belangrijk. Nooit één of twee het laten doen.”
- 21. Results: Personas I Higher education teachers Maarit Kotting “ A digital board can be useful but it's not Higher education teacher about me making notes but that my students Mathematics can make notes. I use an ordinary projector and my laptop and you can go online anywhere here in this school.” Annet de With Docent Economie op Vmbo Sven Plateel “ For part-time education I combine the Higher education teacher background of students and the learning Communication & materials in order to achieve new insights. That Information Management to me is very instructive and fun. But that requires other methods than standing in front of the classroom and talk.” “I really never find materials which I can use Minke Ulrich Higher education teacher without editing. But what I do find online are Teacher educator in separated materials and nice ideas, but geography & history ultimately I develop it all myself.”
- 22. Results: Personas I University teachers Casper Wilson “The basic lessons I’ll tape on video, I'll teach Senior lecturer at them well once and they stand for the next five Technical University years. That’s also the way I see Wikiwijs, a (master) basic will arise and you pick up from there on.” Elsbeth Weeda “Frankly, I think you have to ask yourself at any Senior lecturer/Researcher stage: Will a piece of chalk do the job, a Organization sience whiteboard now, or must you create a complex (master and bachelor) digital rumpus.”.”
- 23. Personal Profile Casper Wilson At the university where Casper works all lectures are recorded and are Senior lecturer at digitally available online. Just like all the lecture notes, PowerPoint Technical University presentations, examinations and special assignments. At his university they want to use the digital possibilities. Initially, there was an enormous shudder amongst colleagues: “Should we do that, way too modern." But Casper and a group of colleagues want their students to have the best material. This can also be used for recruiting activities, which for Casper is clearly an afterthought. "You can never develop something for the future, you do not know whether it will attract the students. It obviously costs a lot of money to develop education.“ The consequence of open publishing means all materials automatically undergo a quality check, according to Casper. "Because once we had everything in Blackboard here. And Blackboard is a ‘wonderful’ closed environment ". The technical department is applied education and is great for making movies of experiments. The course is internationally established. Therefore there is a very diverse group of students having different backgrounds. "And that makes a nice interaction between students, as a foreign student may say: ‘Yes, but in my country we do it very differently.’ This way you get a very nice Background discussion.” • 42 year old man. Foreign students speak English very well, in theory, but in practice they do • Just married and father of a newborn son. not. "I know that some students view the lectures up to eight times." • He is involved in teaching and research in Diversity also arises because the master students have worked already a the field of sanitary engineering. number of years in practice. They really have very specific questions about • Has recently implemented a new issues they encounter in the daily activities of their job. educational curriculum. More and more students ask for digital educational applications. The more • Travels a lot because of lectures he gives you can digitize, the more pleasant it is for them. “And it is really crazy and conferences he visits. that we get money from the government and that education happens in • Considers web conferences a major outcome small rooms at universities where nobody can see it. Make it open! We get in terms of saving time and money. paid anyway by the government? So show what you do and if the teacher is afraid to lose his face, then he should not teach. That is part of the game. Anyway, that's my opinion and I know that is not shared by everybody. "
- 24. “The basic lessons I’ll tape on video, I'll teach Casper Wilson them well once and they stand for the next five Senior lecturer at Technical University years. That’s also the way I see Wikiwijs, a basic will arise and you pick up from there on.” Philosophy of Casper • Arrange education so that in addition to Goals and motivation digital communications your personal contact hours will be maintained. "Extra Casper comes to Wikiwijs to ... things you offer to students to make them - Find core courses, for example about a small part of chemistry. The basic feel: I'm unique." components plus a way to link applications to each other. "That would be a • Besides lectures add many practical nice form of connecting materials." elements. - Digital didactics for support. To see what's going on in the field of digital learning resources, especially internationally. - See how educational trends are applied. Work motivation • The diversity of students and discussions. Casper expects from Wikiwijs... • Develop the best materials together with - That it focuses on practice. “Publish only theoretically materials and no colleagues . one will visit Wikiwijs." • Give inspirational lectures that will - A kind of base for colleagues to be able to build upon. "Fundamental affect you. knowledge that you do not want to explain yourself anymore." • The personal relationship with the - An international set up. master students. - English language. Internet usage Casper will return to Wikiwijs for... • Experience: High - The core lectures. • Primary uses: Sites of other (foreign) - Making referrals to publications and books he writes. universities. - To see what other experts from leading institutes are talking about. • Favorite sites: My department site for - Movies of technical experiments, preferably in 3D. the students. • Hours online per week: Continuous online. • Computer: My laptop.
- 25. Thanks for your attention! karin@filterdesign.nl http://www.wikiwijs.nl www.ou.nl www.filterdesign.nl http://filterdesign.wordpress.com http://www.leraar24.nl/dossier/1122/ontwikkeling-wikiwijs-ucd-technieken http://www.leraar24.nl/video/1232 www.rosenfeldmedia.com/books/mental-models www.adaptivepath.com www.incontextdesign.com www.cooper.com
- 26. Discussion • Finding out expectations and needs in design projects conducting qualitative research in the form of User Centered Design principles. • Discussing the use of personas and mental model/affinity diagram to support and promote innovation. (User data available at the beginning of the development process.) • Evaluating the success of this method and tools for discovering new targets.
- 27. Presented at the International conference on Qualitative Consumer Research & Insights 7 & 8 April 2011, Malta For more information Please visit: http://www.merlien.org