The document discusses cognitive design principles for user assistance, emphasizing the importance of separating procedural information from conceptual knowledge to enhance user learning. It explores theories like gestalt psychology, constructivism, and connectivism, arguing for a user-centered approach that involves understanding user needs and contexts. The text highlights the necessity of iterative user feedback and practical application of concepts to improve user experiences and support cognitive development.

1. A Cognitive Design for
User Assistance
2:
Empowering
User/Learners
Through
Cognitive
Development
RAY
GALLON
CULTURECOM
Member, Board of Directors
Presentation
©
2012-­‐2013
Ray
Gallon
all
rights
reserved

2. Everything We Know…
! Get
straight
to
procedures
! Don t
waste
user s
time
with
unnecessary
detail,
especially
concepts
! Procedural
information
must
be
separated
from
conceptual
information.
Presentation
©
2012-­‐2013
Ray
Gallon
all
rights
reserved

3. Empowering the User:!
Double Embeddedness
l
u ra
c ed nce
ro sta
p i e In
the
first
session,
we
explored
d th
be Ass nto
Em er i ideas
for
improving
the
cognitive
U s t l y a ce
r ec terf Embed
simple value
of
user
assistance.
di In concep
ts dir
ectly
into
Proced
ures
Presentation*©*2012/2013*Ray*Gallon*all*rights*reserved*
Integrated Competency Learning!
+*Cognitive*construction*
and*process*reasoning* +Socio/cultural*construction*
(information**sharing,*mentoring)*
User !
If
you
couldn’t
attend,
there
is
a
Learning Space!
WHERE IN THIS SPACE
! DO YOU WANT YOUR
USERS?!
recording
at
+Code:*Mastery*of*the**
http://adobe.ly/WpNZQJ
+Thematic*knowledge*
language,*interface,*
(SME)*
iconography...*
...AND WHEN????!
+*Individually*significant*
contextualisation*(contingency)*
+Procedural*
Memorisation*
Presentation
©
2012-­‐2013
Ray
Gallon
all
rights
reserved
Presentation*©*2012/2013*Ray*Gallon*all*rights*reserved*
Adapted*by*Dr.*Neus*Lorenzo*from*Phil*Ball**Keith*Kelly*(2009)**Ref:*http://ow.ly/dLK8g****http://goo.gl/Ul3A2*

4. Cognitive Bases: Gestalt Psychology
• Gestalt
psychology
tries
to
understand
the
laws
of
our
ability
to
acquire
and
maintain
stable
percepts
in
a
noisy
world.
• The
brain
is
holistic,
parallel,
and
analog,
with
self-­‐organizing
tendencies.
• The
human
eye
sees
objects
in
their
entirety
before
perceiving
their
individual
parts,
suggesting
the
whole
is
“other”
than
the
sum
of
its
parts.
Presentation
©
2012-­‐2013
Ray
Gallon
all
rights
reserved
Source: http://en.wikipedia.org/wiki/Gestalt_psychology

5. Cognitive Bases: Gestalt Psychology
• REIFICATION:
• A
triangle
will
be
perceived
in
picture
A,
although
no
triangle
has
actually
been
drawn.
• In
pictures
B
and
D
the
eye
will
recognize
disparate
shapes
as
belonging
to
a
single
shape.
• In
C
a
complete
three-­‐
dimensional
shape
is
seen,
where
in
actuality
no
such
thing
is
drawn.
In
other
words,
we
fill
in
the
blank
spaces
to
complete
them.
John
Carroll
favours
this
kind
of
inferential
learning
in
minimalism.
Presentation
©
2012-­‐2013
Ray
Gallon
all
rights
reserved
Sources: Wikipedia, http://www.hcde.washington.edu/files/people/docs/farkaswilliamsonnurnbergfunnel.pdf

6. Gestalt Grouping Principles are Used
in User Interface Design
• Proximity:
when
an
individual
perceives
an
assortment
of
objects
they
perceive
objects
that
are
close
to
each
other
as
forming
a
group.
• Similarity:
elements
within
an
assortment
of
objects
will
be
perceptually
grouped
together
if
As
individuals
perceive
the
world,
they
are
similar
to
each
other.
they
eliminate
complexity
and
unfamiliarity
in
order
to
observe
a
reality
in
its
most
simplistic
form.
• See
also,
James
L.
Gibson’s
idea
The
elimination
of
extraneous
stimuli
of
affordance.
aids
the
mind
in
creating
meaning.
Presentation
©
2012-­‐2013
Ray
Gallon
all
rights
reserved
Source: http://en.wikipedia.org/wiki/Gestalt_psychology

7. Cognitive Bases: Constructivism
• Allows
the
learner
to
experience
an
environment
first-­‐
hand,
thereby
giving
the
student
reliable,
trust-­‐
worthy
knowledge.
• The
learner
is
required
to
act
upon
the
environment
to
both
acquire
and
test
new
knowledge.
• Learners
are
self-­‐directed,
creative,
and
innovative.
• Instructors
are
facilitators,
not
teachers.
• The
context
in
which
the
learning
occurs
is
central
to
the
learning
itself
• Learning
is
an
active,
social
process.
• Learners
should
collaborate
to
arrive
at
shared
understanding.
• This
social
approach
has
developed
into…
Presentation
©
2012-­‐2013
Ray
Gallon
all
rights
reserved
Source: http://en.wikipedia.org/wiki/Constructivism_(learning_theory)

8. Cognitive Bases: Connectivism – the
Underpinning of Kanban Information
• Knowledge
is
activated
in
the
world
as
much
as
in
the
head
of
an
individual.
• It
exists
within
systems
which
are
accessed
through
people
participating
in
activities.
• Learning
is
the
process
of
creating
connections
and
elaborating
a
network.
In
this
metaphor,
a
node
is
anything
that
can
be
connected
to
another
node
such
as
an
organisation,
information,
data,
feelings
and
images.
• The
network
metaphor
allows
a
notion
of
know-­‐
where
(understanding
where
to
find
knowledge
when
it
is
needed)
to
supplement
know-­‐how
and
know-­‐what
that
make
the
cornerstones
of
many
theories
of
learning.
Presentation
©
2012-­‐2013
Ray
Gallon
all
rights
reserved
Source: http://en.wikipedia.org/wiki/Connectivism

9. Cognitive Bases: Connectivism – the
Underpinning of Kanban Information
K
ANB
AN IN
FO
• Knthe
world
as
mRM s
in
• Knowledge
is
activated
in
ow
uch
aAT
the
head
of
an
individual.
wher
e
ION:
• Kn
ow
ho
• w
It
exists
within
systems
which
are
accessed
through
• in
activities.
people
participating
Know
what
• • + K o
Learning
is
the
process
n f
creating
connections
and
ow
w
elaborating
a
network.
In
this
metaphor,
a
node
is
h n
Impbe
connected
eo
another
node
anything
that
can
l t
ied:! information,
data,
feelings
such
as
an
organisation,
and
images.
• +K
now
h
ow
o
The
network
metaphor
allows
atnotion
of
know-­‐
• + K
•
now
h
be
where
(understanding
where
to
find
knowledge
ow
to know-­‐how
and
b
when
it
is
needed)
to
supplement
e
w
know-­‐what
that
make
the
cornerstones
otheany
ith
f
m
theories
of
learning.
rs
Presentation
©
2012-­‐2013
Ray
Gallon
all
rights
reserved
Source: http://en.wikipedia.org/wiki/Connectivism

10. Basic Principles of Connectivism
• Learning
and
knowledge
rests
in
diversity
of
opinions.
• Learning
is
a
process
of
connecting
specialized
nodes
or
information
sources.
• Learning
may
reside
in
non-­‐human
appliances.
• Learning
is
more
critical
than
knowing.
• Maintaining
and
nurturing
connections
is
needed
to
facilitate
continual
learning.
• Perceiving
connections
between
fields,
ideas
and
concepts
is
a
core
skill.
• Currency
(accurate,
up-­‐to-­‐date
knowledge)
is
the
intent
of
learning
activities.
• Decision-­‐making
is
itself
a
learning
process.
Choosing
what
to
learn
and
the
meaning
of
incoming
information
is
seen
through
the
lens
of
a
shifting
reality.
While
there
is
a
right
answer
now,
it
may
be
wrong
tomorrow
due
to
alterations
in
the
information
climate
affecting
the
decision.
Presentation
©
2012-­‐2013
Ray
Gallon
all
rights
reserved
Source: http://en.wikipedia.org/wiki/Connectivism

11. Basic Principles of Connectivism
• Learning
and
knowledge
rests
in
diversity
of
opinions.
s.
ces r
information
• Learning
is
a
process
of
connecting
specialized
ro
i p nodes
o
of
ng
ing
a
s
of it
sources.
rn e
appliances.
an
a
le e
m
elf
d
th
len w,
the r
no
• Learning
may
reside
in
non-­‐human
a
shan
knowing.
is
it n
an
ng
ear ugh swe
i nurturing
connections
is
heeded
to
aacilitate
continual
• Learning
is
more
critical
t
ro
knd
l
-­‐ma t
to
tn n
een
right
f ions
in
the
ion
• Maintaining
a
learning.
ha
ecis ng
w on
is
s
is
a rat .
si ati thfi re
rm ile
e
D • Perceiving
connections
between
eelds,
ideas
ond
lctoncepts
is
a
core
skill.
t a
a ecision
hoo ingaccurate,
uWh date
knowledge)
is
the
intent
of
learning
C• Currency
(
info
p-­‐to-­‐ ue
w
d
the d
om reality. morro ting
inc ng
activities.
ifti
wrong ate
aff p
toa
learning
erocess.
Choosing
what
to
learn
and
the
c
sh
• Decision-­‐making
is
itself
be there
clam answer
now,
it
may
be
wrong
tomorrow
due
meaning
of
incoming
iinformation
is
seen
through
the
lens
of
a
shifting
reality.
While
ion
is
right
ay
malterations
in
the
information
climate
affecting
the
decision.
at
to
inf orm
Presentation
©
2012-­‐2013
Ray
Gallon
all
rights
reserved
Source: http://en.wikipedia.org/wiki/Connectivism

12. Having Lots of Resources is not always
a solution...
Hidden
User
Assistance
is
no
Help
at
all!
Not
Read
=
Hidden
Read
and
not
understood
=
Hidden
… IF YOU DON’T HAVE ADEQUATE KNOWLEDGE OF THEM
Presentation
©
2012-­‐2013
Ray
Gallon
all
rights
reserved

13. The Cognitive Spiral
+! As
richness
of
content
i n c r e a s e s ,
o u r
knowledge
becomes
more
and
more
complex,
cognitively
speaking.
We
RICHNESS
OF
THE
CONTENT
return
regularly
to
the
same
place,
but
on
a
higher
cognitive
level
Bloom’s
Pyramid
-!
COGNITIVE-­‐SYMBOLIC
COMPLEXITY
+!
Presentation
©
2012-­‐2013
Ray
Gallon
all
rights
reserved
Adapted from a scheme by Dr. Neus Lorenzo

14. From Meme to Neme
• Meme:
an
idea,
behavior
or
style
that
spreads
from
person
to
person
within
a
culture.
The
idea
was
conceived
by
evolutionary
biologist
Richard
Dawkins
as
“a
unit
of
cultural
transmission,
or
a
unit
of
imitation…
a
piece
of
thought
copied
from
person
to
person.”
• Genes
are
replicators
in
physical
space,
Memes
in
cognitive
space
Presentation
©
2012-­‐2013
Ray
Gallon
all
rights
reserved
Source: http://en.wikipedia.org/wiki/Meme

15. Tim
O’Reilly’s
Meme
Map
of
Web
2.0
From Meme to Neme
Development
Birth
Gestation
Presentation
©
2012-­‐2013
Ray
Gallon
all
rights
reserved
Source: http://oreilly.com/web2/archive/what-is-web-20.html

16. From Meme to Neme
• Neme
is
an
acronym
for
the
fractal
learning
process
of
Complex
Adaptive
Systems:
• Notice
• Engage
• Mull
• Exchange
• The
objectives
of
Nemetics
are
the
following:
• Provide
a
Leadership
decision
framework
to
resolve
‘wicked
paradoxes’
to
improve
performance.
• Act
as
a
discovery
tool
to
make
sense
of
reality
viewing
it
in
terms
of
interactions
emergence
to
help
us
strategize.
• Be
a
design
tool
to
improve
any
particular
situation
in
life.
It
might
be
personal,
organizational
or
technical.
• Act
as
an
enabler
to
observe
one’s
own
thinking
process
enabling
possible
change
in
individual
and
collective
consciousness.
Presentation
©
2012-­‐2013
Ray
Gallon
all
rights
reserved
Sources: Graingered Hubpages, Sparkling Insights Blog

17. Quick Nemetics Primer
(somewhat oversimplified)
ce
ical
spa
hys
in
p
ors ce
l icat
spa ce
rep itive
are ogn tive
spa
nes in
c
Ge es
dap
• pl ex
a
em
in
com
• M mes
• Ne Emergence
=
any
order
that
emerges
out
of
chaos.
An
emergence
can
be
There negative.
’s
mo
re,
bu
t…
Presentation
©
2012-­‐2013
Ray
Gallon
all
rights
reserved
Source: Graingered Hubpages

18. Nemetics Applied to User Assistance
Soft
war
e
is
a
livin
g,
ev
olvin
g
en
tity.
Presentation
©
2012-­‐2013
Ray
Gallon
all
rights
reserved

19. Nemetics Applied to User Assistance
• NOTICE
–
emergences
• What
succeeded
the
last
time
you
did
something
like
this?
Why?
• What
failed?
Why?
• What
never
got
used?
Why?
• What
don’t
you
know?
Presentation
©
2012-­‐2013
Ray
Gallon
all
rights
reserved

20. Nemetics Applied to User Assistance
• NOTICE
–
discovery
and
primary
analysis
phase
• What
is
the
real
work
the
user
needs
to
do
(know
what)?
• What
is
the
real
work
the
user
needs
to
do
NOW
(know
when)?
• How
will
the
user
find
the
guidance
I’m
providing
(know
where)?
• Which
design
will
best
serve
to
deliver
the
content
to
the
user
(know
how)?
• What
must
you
give
the
user
so
that
s/he
can
solve
problems,
extrapolate
to
other
tasks,
get
out
of
difficulty
(Know
how,
know
how
to
be)?
Presentation
©
2012-­‐2013
Ray
Gallon
all
rights
reserved

21. Nemetics Applied to User Assistance
• ENGAGE
–
understand
the
users’
world
and
act
on
that
understanding
(Know
how
to
be,
know
how
to
be
with
others)
• Go
out
and
do
user
research
–
and
meet
the
users
face
to
face
• Create
user
stories
• Understand
the
user’s
global
process
–
not
just
what
s/he
does
when
interacting
with
your
software:
• How
often
is
s/he
interrupted?
• What
does
s/he
do
when
interrupted?
• How
long
are
these
interruptions?
• What
are
the
other
regular
tasks
the
user
does
that
relate
to
use
of
this
software?
• Test
your
ideas
with
real
users
• Execute
following
your
conclusions
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2012-­‐2013
Ray
Gallon
all
rights
reserved

22. Nemetics Applied to User Assistance
• Mull
–
deep
analysis,
modeling
and
evaluation
phase
• What
have
you
learned
from
your
research?
• How
can
you
tie
what
you’ve
learned
to
your
discovery
process
(Notice
phase)?
• How
can
you
apply
what
you’ve
learned
to
other
domains
in
this
software,
or
in
other
applications?
• What
are
your
criteria
for
evaluation/success?
• How
can
you
improve
on
what
you’ve
done?
Presentation
©
2012-­‐2013
Ray
Gallon
all
rights
reserved

23. Nemetics Applied to User Assistance
• Exchange
–
value
by
obtaining
user
feedback.
Encourage
users
to
add
value
by
exchanging
among
themselves
(know
how
to
be
with
others).
• Retest:
• What
do
users
actually
use?
• What
do
they
not
use
at
all?
• What
parts
of
the
software
give
them
the
most
problems?
• Give
users
a
place
to
exchange
with
you
and
with
each
other:
• What
do
they
say
to
each
other?
• What
do
power
users
of
your
software
share
with
beginners
or
intermediate
users?
• How
do
they
work
around
problems
they
encounter
–
is
it
useful
to
generalise,
or
does
it
lead
to
negative
entropy?
• Document
what
you
learn,
and
enter
it
in
the
Notice
phase
of
the
next
iteration.
Presentation
©
2012-­‐2013
Ray
Gallon
all
rights
reserved

24. Blending Concepts and Tasks:
Kanban Information meets DITA
• We
often
use
concepts
to
introduce
lead
into
multiple
tasks:
Task
1
Concept:
This
concept
explains
what
this
element
Task
2
of
the
interface
is
all
about.
It
is
used
in
the
following
Task
3
tasks:
Task
4
• We
don't
know
how
else
to
do
it,
but
this
is
an
inappropriate
use
of
conceptual
information:
• Not
good
cognitive
development
• Not
good
Kanban
Presentation
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2012-­‐2013
Ray
Gallon
all
rights
reserved

25. Blending Concepts and Tasks:
Kanban Information meets DITA
Why
not
use
the
DITA
Task
topic
structure
to
deliver
conceptual
information
where
it
will
do
the
most
good
and
be
best
remembered?
task
Topic
General
conceptual
information
using
the
context
element
Include
decision
support
(Reusable
for
related
tasks)
Step
1
cmd
stepresult
–
What
happens
after
execution
–
can
include
why
Step
2
cmd
info
-­‐
Use
when
there
is
no
result
to
embed
concepts
pertinent
to
the
step.
Make
sure
it
relates
to
the
task,
but
is
also
generalisable
to
other
similar
tasks,
if
appropriate
Presentation
©
2012-­‐2013
Ray
Gallon
all
rights
reserved

26. Example
shortdesc
context
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Ray
Gallon
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reserved

27. Use choice lists to include
conceptual information
cmd
choices
info
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2012-­‐2013
Ray
Gallon
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reserved

28. choicetable offers another option
cmd
choicetable
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Ray
Gallon
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29. stepresult used in step and
nested substep
substeps
stepresult
stepresult
All
these
elements
are
available
after
a
cmd.
Use
the
one
that
works
best,
semantically.
Presentation
©
2012-­‐2013
Ray
Gallon
all
rights
reserved

30. DITA Composite Topic –
One Size Fits All
The
composite
topic
begins,
simply,
with
a
dita
tag.
You
can
then
insert
any
type
of
DITA
topic,
nested
within
it.
Use
with
great
caution!
Presentation
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2012-­‐2013
Ray
Gallon
all
rights
reserved

31. Going Beyond: Empowering the user
Intens
!
ify
kno
interes wledg
t
e
level
! Pu
rsue
re s
for
p
lated
i ersona
! Ex nform l
tend
p ation
a
SO..
.!
indepe rofess s
a
hob
AL ional
c
CAN ndentl ompet by
ION
,S/HE ! Lo
ok
to
p y
ency
what
s ast
experie
T ENS
Y EX
B
/he
ma nces
to
y
have
find
o
forgot ut
ten
Presentation
©
2012-­‐2013
Ray
Gallon
all
rights
reserved

32. Going Beyond: Empowering the user
led ge
know n.
nd
atio
ng
a anis
hari
org
on
s
the
ati ide
form
outs
f
in nd
re
o de
a
A
cultu ,
insi
buil ding
This
changes
how
we
react
t
o
our
environment,
and
has
social
and
ethical
implica
tions
ive
and
nt
What
I
gnit elopme
is
co
dev
his
do
can
be
usef
do
has
an
effe ul
for
o
thers,
a
T unity
UTube
post
ha
ct
on
w
s
good
hat
I
ca
n
use
-­‐
nd
wha
t
other
s
co mm
tags
or for
exa
not.
mple,
if
a
Presentation
©
2012-­‐2013
Ray
Gallon
all
rights
reserved

33. RAY
GALLON
CULTURECOM
Thank
You!!
Please
visit
my
blog,
Rant
of
a
Humanist
Nerd:
http://humanistnerd.culturecom.net
Email:
infodesign@culturecom.net
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Plus:
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Gallon
Twitter:
@RayGallon
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Gallon
arch
d
on
reseoup.
r
t
basesearch
g
ion
Re
enta ty
presion
Socie
his at
s
of
t m
rtionTransfor
Po he
by
t
Presentation
©
2012-­‐2013
Ray
Gallon
all
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reserved