My presentation from the UA Europe 2013 conference, a condensation of ideas applying cognitive science to user assistance. For a more complete exploration of this subject, see the three-part series, A Cognitive Design for User Experience.

1. RAY
GALLON
C U L T U R E C O M
Presentation
©
2013
Ray
Gallon
all
rights
reserved
Applying Cognitive Science
to User Assistance
Member, Board of Directors

2. Presentation
©
2013
Ray
Gallon
all
rights
reserved
About Me - Ray Gallon
The Humanist Nerd!
Owner/Consultant,
Culturecom
–
specialist
in
usability,
content
strategy,
and
user
assistance
for
software!
Research
collaborator
and
principal,
The
Transformation
Society,
a
new
research
and
training
institute
in
Barcelona,
Spain!
■ 20
years
in
technical
communication
with
major
companies
such
as
G.E.
Healthcare,
Alcatel,
IBM,
etc.
■ Member,
board
of
directors,
Society
for
Technical
Communication
(STC)
■ Past
president,
STC
France
■ Award-­‐winning
radio
producer
and
journalist
–
CBC,
NPR,
France
Culture,
etc.
and
former
programme
manager,
WNYC-­‐FM,
New
York
Public
Radio!

3. RAY
GALLON
C U L T U R E C O M
Presentation
©
2013
Ray
Gallon
all
rights
reserved
The only thing we know about the future
is that it will be different " " "!
Peter Drucker!
Our job is to help people use our
products well and wisely, which
means they learn to adapt,
and cope with changes in
technology and society.

4. Presentation
©
2013
Ray
Gallon
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rights
reserved
OECD:
The
Future
Requires
Complex
Thinking
Expert Thinking
Complex Communication
Non-routine Manual Tasks
Routine Cognitive
Tasks
Routine manual tasks
• Communication
• Knowledge

5. Presentation
©
2013
Ray
Gallon
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rights
reserved
Before Proceeding, Decide
Modern
software’s
complexity,
features,
&
power
can
leave
users
perplexed
–
often
just
when
they
have
some
immediate,
contingent
need:
“I
need
to
get
this
done,
and
NOW!.”

6. Presentation
©
2013
Ray
Gallon
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rights
reserved
Before Proceeding, Decide
• User
assistance
that
is
limited
to
procedures
cannot
help
people
with
contingent
needs.
• They
need
to
decide
which,
if
any,
procedures
they
need
to
use.
• Long
conceptual
topics
might
provide
insight.
• But
people
with
contingent
needs
are
not
going
to
wade
through
long
texts.
• We
can
help
users
get
real
work
done
more
quickly
with
a
bit
of
decision
support.

7. Presentation
©
2013
Ray
Gallon
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rights
reserved
Designing User Assistance - Experience is More
Important than Taxonomy
" Problem
#1:
with
traditional
“static” documentation,
the
product
gives
meaning
to
the
docs.
" Users’ experience
with
the
product
takes
them
from
the
abstract
realm
of
reading
about
the
product...

8. Presentation
©
2013
Ray
Gallon
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rights
reserved
Designing User Assistance - Experience is More
Important than Taxonomy
" Problem
#1:
with
traditional
“static” documentation,
the
product
gives
meaning
to
the
docs.
" Users’ experience
with
the
product
takes
them
from
the
abstract
realm
of
reading
about
the
product...
" to
the
reality
of
performance.
" For
software,
we
can
go
straight
to
performance-­‐based
meaning
if
we
embed
the
user
assistance
in
the
product
itself.
" Minimalism
+
Structured
Authoring
make
this
doable.

9. Presentation
©
2013
Ray
Gallon
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rights
reserved
Let’s Look at Minimalism
" Two
common
ideas
about
minimalism:
" Don’t
waste
user’s
time
with
unnecessary
detail,
especially
concepts
" Save
money
in
production
and
localization
with
reduced
content
" STEP 1!" STEP 2!" STEP 3!
DON’T DO THAT!
NOTE:!
WARNING!!
" Is
memorizing
a
procedure
by
rote
necessary
for
competency?
" If
concepts
are
important,
how
do
we
include
them
without
“wasting
users’
time?”
" How
do
I
know
if
I
need
to
do
this?

10. Presentation
©
2013
Ray
Gallon
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rights
reserved
Not Just Minimal – Minimal and
Meaningful
§ Minimal
and
meaningful:
one
task
helps
us
understand
many
related
tasks.
§ Minimal
and
meaningful:
one
quick
look
tells
us
we
don’t
need
to
bother
with
this
(or
that
we
do).
" People
best
learn
about
product
use
by
doing
something
and
making
connections
in
the
process.
" Learn
by
doing
–
put
the
concepts
where
they
will
be
useful
and
remembered.

11. Presentation
©
2013
Ray
Gallon
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rights
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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.

12. Presentation
©
2013
Ray
Gallon
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rights
reserved
Double Embeddedness
Embed simple
concepts directly
into the
User Assistance
Cognitive Science (and John Carroll) backs this up

13. Presentation
©
2013
Ray
Gallon
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Cognitive Bases: Gestalt Psychology
Source: http://en.wikipedia.org/wiki/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.
We
fill
in
blank
spaces
to
complete
images.
John
Carroll
favours
this
kind
of
inferential
learning
in
minimalism.

14. Presentation
©
2013
Ray
Gallon
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rights
reserved
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…
Source: http://en.wikipedia.org/wiki/Constructivism_(learning_theory)

15. Presentation
©
2013
Ray
Gallon
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rights
reserved
• 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.
Cognitive Bases: Connectivism
• 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.
• 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.
Source: http://en.wikipedia.org/wiki/Connectivism

16. Presentation
©
2013
Ray
Gallon
all
rights
reserved
• 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.
Cognitive Bases: Connectivism
• 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.
• 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.
Source: http://en.wikipedia.org/wiki/Connectivism
The Underpinning for
KANBAN INFORMATION:
• +Know
where
• Know
how
• Know
what
• +Know
when
Implied:!
• +Know
how
to
be
• +Know
how
to
be
with
others

17. Presentation
©
2013
Ray
Gallon
all
rights
reserved
Kanban Information:
Help Users Learn Your Software Fast
We
want
to
give
the
user
all
the
information
s/he
needs
and
only
the
information
s/he
needs.
We
want
to
deliver
that
information
when
s/he
needs
it
–
which
implies,
at
the
moment
s/he
has
real
work
to
do.
The
logical
conclusion
is
that
user
assistance
needs
to
be
embedded
in
the
software
itself,
in
such
a
way
that:
The
user
can
find
it
immediately,
without
excessive
searching,
if
s/he
needs
it.
If
s/he
doesn’t
need
it,
it
stays
out
of
the
way.

18. Presentation
©
2013
Ray
Gallon
all
rights
reserved
...AND WHEN????!
Integrated Competency Learning
Adapted
by
Dr.
Neus
Lorenzo
from
Phil
Ball
Keith
Kelly
(2009)
Ref:
http://ow.ly/dLK8g
http://goo.gl/Ul3A2
+
Individually
significant
contextualisation
(contingency)
+Socio-­‐cultural
construction
(information
sharing,
mentoring)
+Procedural
Memorisation
+
Cognitive
construction
and
process
reasoning
+Code:
Mastery
of
the
language,
interface,
iconography...
+Thematic
knowledge
(SME)
User !
Learning Space!
!
WHERE IN THIS SPACE
DO YOU WANT YOUR
USERS?!

19. Presentation
©
2013
Ray
Gallon
all
rights
reserved
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
return
regularly
to
the
same
place,
but
on
a
higher
cognitive
level
COGNITIVE-­‐SYMBOLIC
COMPLEXITY
RICHNESS
OF
THE
CONTENT
+!
+!
-!
The Cognitive Spiral
Bloom’s
Pyramid
Adapted from a scheme by Dr. Neus Lorenzo

20. Presentation
©
2013
Ray
Gallon
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rights
reserved
Integrated Learning:
Dimensions of Competency
Integrated
Learning
Literal
Content
Communication
Cognition
Community
Complexity
Criteria
Selection
A1
Beginner
A2
Basic
B1
Threshold
C1
Functional
B2
Advanced
C2
Mastery
Quantity
Quality
In
moving
from
contingent
need
to
confusion,
we
still
learn
more.
Interfaces,
hardware,
software,
user
assistance,
hands-­‐on
and
conceptual
combined
COMPLEXITY
≠
CHAOS!
Quantity
of
information
contingent
need
learner
gets
confused,
sense
of
chaos
Can’t
keep
track
of
it
all

21. Presentation
©
2013
Ray
Gallon
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rights
reserved
Blending Concepts and Tasks:
Kanban Information meets DITA
• We
often
use
concepts
to
introduce
lead
into
multiple
tasks:
Concept:
This
concept
explains
what
this
element
of
the
interface
is
all
about.
It
is
used
in
the
following
tasks:
Task
1
Task
2
Task
3
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

22. Presentation
©
2013
Ray
Gallon
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rights
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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

23. Presentation
©
2013
Ray
Gallon
all
rights
reserved
!
Example
shortdesc
(from
tool
tip)
context
The
first
p
comes
from
tool
tip
oXygen
Author

24. Presentation
©
2013
Ray
Gallon
all
rights
reserved
Use choice lists to include
conceptual information
cmd
choices
info
FrameMaker
11

25. Presentation
©
2013
Ray
Gallon
all
rights
reserved
choicetable offers another option
cmd
choicetable
All
these
elements
are
available
after
a
cmd.
Use
the
one
that
works
best,
semantically.

26. Presentation
©
2013
Ray
Gallon
all
rights
reserved
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!

27. Presentation
©
2013
Ray
Gallon
all
rights
reserved
The Top of the Cognitive Spiral
This
is
where
Integrated
Learing
takes
place
Equivalent
to
C
levels
of
linguistic
competency
In Community!

28. Presentation
©
2013
Ray
Gallon
all
rights
reserved
Software Integrated
Learning Communities
• Not
user
groups
or
user
forums,
but
integrated
communities:
• Information
developers,
and
preferably
coders
and
interface
designers,
too
• Marketing,
pre-­‐sales,
administration,
anyone
in
the
company
you
can
get
interested
• Expert
users
• Beginners
• The
curious
• Primary
objective:
creating
an
integrated,
collaborative
community
that
creates
value
that
is
re-­‐injected
into
the
system

29. Presentation
©
2013
Ray
Gallon
all
rights
reserved
Vectorising = Actions
http://www.acreditacionfada.org/uploads/images/investigacion.jpg!
Product!
SME!
Wiki!
Online!Embedded!
User Assistance!CRM!
Marketing!
Tech
Comm!
Users! Users!
Impacts
Influences
Interacts
with
Integrates
Helps
Feed into
Facilitates
Feeds
into
Fertilizes
Adds value to

30. Presentation
©
2013
Ray
Gallon
all
rights
reserved
Self-Organised Groups
We
made
great
UA
and
nobody
uses
it
or
they
can’t
find
it!
Google
is
the
first
instinct!
WHY?
Look
for
community
guidance
Use
social
networks
to
get
answers
Consult
and
contribute
to
crowd
sourced
materials
Culture
of
information
sharing
and
knowledge
building,
inside
and
outside
the
organisation.
The
user
decodes
information
so
as
to
reconstruct
it.
S/he
then
recodes
it
into
new
knowledge.

31. And needs to come up first…
A Group is not a Community
“Finding is the new Doing” –Ian Barker

32. Presentation
©
2013
Ray
Gallon
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rights
reserved
Integrated Learning Communities
Let people know whatyou are tracking.!
Attribute material you
reuse in your UA – from
both!
Turn users’ tips and
tricks into training
materials!

33. Presentation
©
2013
Ray
Gallon
all
rights
reserved
RAY
GALLON
C U L T U R E C O M
Email:
infodesign@culturecom.net
Thank
You!
Google
Plus:
+Ray
Gallon
Twitter:
@RayGallon
LinkedIn:
Ray
Gallon
Check
out
my
blog,
Rant
of
a
Humanist
Nerd:
http://humanistnerd.culturecom.net
Portions
of
this
presentation
based
on
research
by
the
Transformation
Society
Research
group.
Link
to
the
Adobe
webinars
here:
http://blogs.adobe.com/techcomm/2013/02/cognitive_design_user_assistance.html
Two
new
white
papers
published
on
Adobe
site:
• Changing Paradigms in Technology and Communication
• Crossing Boundaries: Implications for the Content Industries
Link:
http://www.adobe.com/cfusion/entitlement/index.cfm?event=customsku=FS0003673e=tcs_whitepaper
!