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INFORMATION
EXPERIENCE DESIGN
improving library customers'
experiences of information
Elham Sayyad Abdi
Information Systems School
QUT
Kate Davis
Digital Life Lab
USQ
INTRODUCTION
and some housekeeping
HI, HELLO, HOW ARE
YOU?
DR ELHAM SAYYAD ABDI |
@ELLIEABDI
associate lecturer | information systems school |
queensland university of technology |
e.sayyadabdi@qut.edu.au
what I do:
I’m an information researcher, interested in exploring
people’s information experience and translating the
theory into practice.
what I’m excited about:
differences between experiences!
DR KATE DAVIS | @KATIEDAVIS
senior research fellow | digital life lab |
university of southern queensland |
katedavis.info | kate.davis@qut.edu.au
what I do:
I’m an interdisciplinary human experience researcher; a
social scientist interested in understanding how people
experience information as part of their everyday lives.
what I’m excited about:
post-truth, alternative facts, fake news, social media
echo chambers. what a time to be an information
researcher!
A QUICK NOTE ON WHERE TO
FIND STUFF
online
readings, slides, references and tools available at
bit.ly/ixd-workshop-stuff
in your hands
we’ll be handing out slides and activity materials
throughout the day and you’ve each got a folder to
hold your materials
LET’S BREAK THE
ICE
getting to know you
STEP 1: CREATE A PERSONAL
TRADING CARD
include:
• your self-portrait
• your nickname
• 1 thing about yourself that people in this room
aren’t likely to know
STEP 2: TRADE CARDS
• pass the trading cards around the room in no
particular manner or order
• read each trading card that falls into your hands
and hold onto one you might ask a question
about. Keep passing until you find one
STEP 3: SHARE
WORKSHOP
OVERVIEW
what we’ll get up to today
INFORMATIONeXperience
eXperience Design
why IXD?
WORKSHOP OVERVIEW
morning: research and theory
• session 1: 9 – 10.30
introduction to Information Experience (IX) and
Information Experience Design (IXD)
• session 2: 11 – 12.30
IX research: tools and methods
afternoon: design
• session 3: 1.30 – 3
IXD activity
• session 4: 3.30 – 5
IXD activity continued and wrap up
GROUND RULES
• work fast
• done, not perfect
• collaborative
• voices for everyone
• no spectators
• when the time is up, it’s up! come back to the
group quickly
PRE-WORKSHOP
SURVEY
what you had to say and how it’s informing what we do
today
YOUR UNDERSTANDING OF
INFORMATION LITERACY
• information
• finding information
• using information
• information need
• a set of skills
• user –> YOU (experts!) –> information
• context
YOUR REASONS FOR DOING THIS
WORKSHOP
• your current role
• serving users
• learning about a new methodology?
• information experience itself!
YOUR REASONS FOR DOING THIS
WORKSHOP
• improving customers’ experiences of information
• information experiences and strategies to create
an information environment that enhances our
user's experiences
WHAT YOU WANTED TO TAKE
AWAY FROM TODAY
• something new: practical
o a methodology
o a toolkit
• something new: theoretical
o understanding of users’ information experience
• ultimately, you want to know how to
o improve library services
o enhance users’ experience of information
SESSION 1
introduction to information experience (IX) and
information experience design (IXD)
INTRODUCTION TO
INFORMATION
EXPERIENCE
PEOPLE& their experience of
information & technology
understanding
Image 1: Public domain
““
IX AS AN EMERGING DOMAIN OF
INFORMATION RESEARCH
• a focus on experience
o allows a broad understanding and interpretation of
people’s engagement and interaction with the
information environment. (Bruce, C. & Partridge, H.,
2011)
o takes into account the interrelations between people
and their broader environments in a manner which
considers people and their world as inseparable. It also
provides deep insights into the ways in which people
relate to their informational life-worlds. (Bruce, C.,
Davis, K., Hughes, H., Partridge, H., & Stoodley, I., 2014)
IX AS DOMAIN OF RESEARCH
• gives us an experiential lens through which to
view people’s engagement with information
• any number of objects of study can be
researched with an experiential lens: information
behaviour; information practice; information
literacy
• research in the domain of information experience
takes a holistic view of people’s experiences of
and with information and views people as
inseparable from their informational worlds
“
“
a complex of information experiences, as
contextualised instances of using information. It
integrates all information-related actions, thoughts,
feelings, and has social and cultural dimensions.
(Hughes, 2014, p. 34)
DEFINING IX AS OBJECT OF
STUDY
SO WHAT? WHY IS IX
IMPORTANT?
• other information-related objects of study or
approaches to research may not take a holistic
focus
• it defines information as that which informs a
given cohort, not by traditional definitions
• it considers people, their information worlds, their
life-worlds, their contexts
• IX research presents a nuanced view of people’s
engagement with information
DIMENSIONS OF IX
• people: individuals and their worldviews, emotions,
backgrounds, thoughts and feelings, as well as
characteristics that define the participant cohort
• context: the space (physical and/or virtual) in which
the experience occurs; this may also include the
‘situation’ (for example, in the case of Bunce,
Partridge, and Davis’s 2012 study, the situation is a
natural disaster)
• information: in its myriad forms and as indicated in the
data (‘information-as-it-is-experienced’ (Lupton, 2014)
as opposed to how it is traditionally defined)
IX STUDIES TO DATE: PEOPLE
AND CONTEXT DIMENSIONS
My PhD study Partridge & Yates
(2015)
Bunce, Partridge, &
Davis (2013)
Haidn, Partridge &
Yates (2014)
Object of study New mothers’
information experience
in social media
Information experiences
in social media during
times of natural disaster
Information experience
in social media during
the Brisbane floods of
2011
Information experience
during the 2012
Queensland state
election
People New mothers residing in
Australia (and their
life/information worlds)
People who were in
some way effected by
the 2010-11 Brisbane
floods or Cyclone Yasi
(and their
life/information worlds)
Residents of Brisbane
City and surrounding
suburbs who resided in
areas affected by the
2011 Brisbane floods
(and their
life/information worlds)
Residents of South East
Queensland (and their
life/information worlds)
(and their
life/information worlds)
Context Social media Social media in natural
disasters
Social media in natural
disasters
The 2012 Queensland
state election
BUT WHAT ABOUT THE
INFORMATION DIMENSION?
what is information? well that’s a jolly good
question! what do you think?
ACTIVITY: WHAT IS
INFORMATION?
WHAT YOU NEED TO DO
• you will be given a number of short scenarios.
• in each scenario, think of different forms of
“information”
• these are items that the character in the scenario
may find “informing”
SCENARIO 1
Lin is a 40-year old vegetarian woman. she is
wondering whether she is eating a healthy diet.
SCENARIO 2
Ella wants to vote in XY state election. she has a
big question: who should she vote for?
SCENARIO 3
Luiz is the manager of a small-sized company. he
needs to know whether their clients are happy with
their services/products.
SCENARIO 4
the father of a family wants to find out whether he
has a happy family.
SCENARIO 5
Sep is a year 12 student. he is graduating soon and
is wondering if he should apply to Oxford or
Harvard?
SCENARIO 6
I want to know if the kids have been brushing their
teeth, but I know they won’t tell me if they haven’t.
how could I find out?
LET’S SET THAT ASIDE FOR A
MINUTE…
• and take a look at an IX study in a little more
detail.
NEW MOTHERS’
INFORMATION
EXPERIENCE IN SOCIAL
MEDIA
an information experience study
WHAT IS THE NATURE OF
NEW MOTHERS’ INFORMATION
EXPERIENCE IN SOCIAL MEDIA?Image 2
STRUCTURE OF THE FINDINGS
• three dimensions:
o people
o context
o information
• seven characteristics
• 13 categories of experience
CONTEXT DIMENSION
SOCIAL MEDIA AS CONTEXT
• social media as context
o social media platforms
o macro spaces
o micro spaces
• individual social media context comprised of macro and
micro spaces
• social media context unique to the individual
• in this study, primarily
o facebook
o blogs
o twitter
o instagram
INFORMATION DIMENSION
PARTICIPANTS EXPERIENCED
INFORMATION AS
• advice: information that recommends an approach or a course of action
• ideas: thoughts, suggestions or inspiration that suggest options or things to think
about
• reassurance: information that validates, comforts or heartens
• recounted experiences: women’s narratives about mothering
• proper information: information that is verifiable and grounded in medicine, science
or psychology
• nothing information: information that may not mean anything to those other than
the sharer
• announcements: personal or administrative information that announces or reveals
something
• instinct: internal information in the form of an innate impulse
• own experience: prior experience, accumulated experience builds up as a sort of
knowledgebase and informs future action
• child’s behaviour: the way a child responds to stimulus or the environment
INFORMATION DIMENSION
DEALINGS WITH INFORMATION
• creating: information is created, co-created, adapted and built upon through
social interactions
• discovering: information is actively sought out, encountered, and provided
without solicitation
• referring: information is shared
• storing: information is stored for later use, builds up a knowledge bank, is
bookmarked until needed
• evaluating: information is assessed for quality, reliability and validity, with
information based on personal experience being valued most highly
• using: information is applied in making decisions or taking action
7 CHARACTERISTICS OF IX
• social
• individualised
• immersive
• personal
• somewhere between public and private
• context-specific
• constantly changing
13 CATEGORIES OF EXPERIENCE
• are underpinned by the three dimensions (people,
context, information) and the seven characteristics
• they are the guts of the theory
• complex, multi-dimensional and contain variation
• provide holistic view of the phenomenon – considering
emotions, thoughts, lived experience
• focus on experience and through this provide insights
about information, information interactions, social media
as context, and the characteristics of new mothers’
information experience
13 CATEGORIES OF EXPERIENCE
• belonging to the
sisterhood
• sharing
• learning to be a
mother
• understanding normal
• being more than a
mother
• enacting relationships
• experiencing
moments of light
• overcoming isolation
• sense-making,
catharsis and self-care
• navigating the politics
of mothering
• exercising self and
social awareness
• being private in public
• documenting
BELONGING TO THE SISTERHOOD
...all of a sudden this secret
society that you never knew
existed ... it just pops up
around you
Image 3
UNDERSTANDING
NORMAL
I just thought, “This is
what babies are like”... I didn’t
know that wasn’t normal, that
they’re not meant to cry all day
every day. Like, no one had told
me that.
Image 4
SESSION 1
HIGHLIGHTS
what were your key takeaways? did you
notice anything about IX that might be
different from the ways you usually think
about customers and information?
SESSION 2
IX research: tools and methods
RESEARCHING IX
why the focus on qualitative methods?
““
qualitative research involves disciplined inquiry that
examines people’s lives, experiences and behaviours,
and the stories and meanings individuals ascribe to
them. it can also investigate organisational functioning,
relationships between individuals and groups, and
social environments… it may bring new insights into the
experiences of individuals, groups or communities, or
into issues such as environmental change, public
policies and planning. qualitative research may also
have quantitative elements or aspects.
WHAT IS QUALITATIVE
RESEARCH?
NHMRC (2014). Chapter 3.1: Qualitative methods. In NHMRC (2015). National
Statement on Ethical Conduct in Human Research. Retrieved April 12, 2016
from https://www.nhmrc.gov.au/book/chapter-3-1-qualitative-method
““
NATURE OF QUALITATIVE
RESEARCH
qualitative research is concerned with '...developing explanations of social
phenomena...'
1. the world in which we live
2. why things are the way they are
3. concerned with social aspects of our world
4. seeks to answer questions about
1. why people behave the way they do
2. how opinions and attitudes are formed
3. how people are affected by the events that go on around them
4. how and why cultures have developed in the way they have
5. the differences between social groups
5. qualitative questions:
1. how
2. why
3. what
University of Surrey (n.d.). Introduction to research. Retrieved September 4, 2016 from
http://libweb.surrey.ac.uk/library/skills/Introduction%20to%20Research%20and%20
Managing%20Information%20Leicester/page_53.htm
““
qualitative researchers typically rely on four
methods for gathering information: (a) participating
in the setting, (b) observing directly, (c) interviewing
in depth, and (d) analyzing documents and material
culture.
WHAT IS QUALITATIVE
RESEARCH?
Chapter 4 Data collection methods in Marshall, C. and Rossman, G. (2014).
Designing Qualitative Research. Sage. pp. 97-150.
QUALITATIVE DATA
COLLECTION
METHODS
a brief overview
COMMON QUALITATIVE
METHODS
• interviews
• oral histories | life stories | narrative inquiry
• focus groups
• observation
o online
o offline
• field notes
• questionnaires and surveys
• action research
• document analysis
SPECIALISED QUALITATIVE
METHODS
• reflective journals
• archival research
• historical analysis
• video | photography
• psychological testing
METHOD ADVANTAGES DISADVANTAGES
Surveys
• Anonymous completion possible
• Can administer to groups of
• people at the same time
Can be efficient and cost
effective
• Forced choices may miss certain
responses from participants
• Wording may bias responses
Impersonal
• Limited opportunity for qualitative
responses
Interviews
(individual/ in-
depth)
• Can build rapport with participant
• Can prompt to get additional
information
• Can get breadth or depth of
information
• Time consuming
• Expensive
• Interviewing styles and wording may
affect responses
Focus groups
• Can get common impressions
quickly
• Can be an efficient way to get
breadth and depth of information
in a short time frame
• Need experienced facilitator
• Can be di cult and costly to schedule
a group of 6–8 people
• Time consuming to analyze
responses
Observation
• Can observe the phenomenon as
it occurs
• Difficult to interpret observed
behaviors
• May influence behaviors of
participants
• May be expensive and time
consuming to record each individual
event
CDC. (n.d.) Selecting data collection methods.
https://www.cdc.gov/std/Program/pupestd/Selecting%20Data%20Collection%20Methods.pdf
INTERVIEWS
INTERVIEWS
• yield rich and detailed data about how people
experience the world
• a conversation between researcher and
participant
• can be done face-to-face, over the phone, or via
video call
• generally recorded and then transcribed
• guided by an interview discussion guide, which
sets out the procedure for the interview
““
INTERVIEWS: ADVANTAGES
• usually yield richest data, details, new insights
• permit face-to-face contact with respondents
• provide opportunity to explore topics in depth
• allow interviewer to experience the affective as well as
cognitive aspects of responses
• allow interviewer to explain or help clarify questions,
increasing the likelihood of useful responses
• allow interviewer to be flexible in administering interview
to particular individuals or in particular circumstances
NSF. (2002). Data collection methods: some tips and comparisons. In NSF. (2002). The 2002 User-
Friendly Handbook for Project Evaluation. Retrieved April 12, 2016 from
http://www.nsf.gov/pubs/2002/nsf02057/nsf02057_4.pdf
““
INTERVIEWS: DISADVANTAGES
• expensive and time-consuming
• need well-qualified, highly trained interviewers
• interviewee may distort information through recall
error, selective perceptions, desire to please
interviewer
• flexibility can result in inconsistencies across
interviews
• volume of information very large; may be difficult to
transcribe and reduce data
NSF. (2002). Data collection methods: some tips and comparisons. In NSF. (2002). The 2002 User-
Friendly Handbook for Project Evaluation. Retrieved April 12, 2016 from
http://www.nsf.gov/pubs/2002/nsf02057/nsf02057_4.pdf
INTENSIVE INTERVIEWS ALLOW
THE INTERVIEWER TO
• ‘go beneath the surface of the
described experiences
• stop to explore a statement or
topic
• request more detail or
explanation
• ask about the participant’s
thoughts, feelings, and actions
• keep the participant on the
subject
• come back to an earlier point
• restate the participant’s point
to check for accuracy
• slow or quicken the pace
• shift the immediate topic
• validate the participant’s
humanity, perspective, or
action
• use observational and social
skills to further the discussion
• respect the participant and
express appreciation for
participating’ (Charmaz, 2006,
26).
INTENSIVE INTERVIEWS ALLOW
PARTICIPANTS TO
• ‘break silences and
express their views
• tell their stories and to
give them a coherent
frame
• reflect on earlier
events
• be experts
• choose what to tell
and how to tell it
• share significant
experiences and
teach the interviewer
how to interpret them
• express thoughts and
feelings disallowed in
other relationships
and settings
• receive affirmation
and understanding’
(Charmaz, 2006, 26).
DEGREE OF STRUCTURE
• structured
• semi structured
• unstructured
MAIN QUESTIONS
• broad and open-ended rather than tailored for a
specific type of answer
• avoid yes or no questions
CLARIFYING AND PROMPT
QUESTIONS
• follow-up questions, to facilitate more detailed responses, such as
‘Can you tell me more about...’
• probing questions, to encourage participants to expand on points
already made
• specifying questions, to prompt participants to talk about processes
and practicalities, such as ‘Can you tell me how...’
• direct questions, to elicit responses on particular topics of interest,
such as ‘How do you use that space...’
• structuring questions, to shape the course of the interview
• interpreting questions, to facilitate understanding of a participant’s
responses, such as ‘How did you feel...’ or ‘What does it mean when
you...’.
(Kvale, 2007)
INTERVIEW SKILLS
• active listening
• be in the moment
• build rapport
• control your body
language
• be prepared to rephrase
questions
• keep notes rather than
interrupting
• take notes unobtrusively
• let the conversation flow
while remembering to
come back to key points
• summarise key ideas
• structure it like a
conversation
• redirecting the participant
when they go off topic
• directing the conversation
without leading
Clifford, S. (n.d.) “Tipsheet – Qualitative interviewing”. DISM. Duke Initiative on Survey Methodology.
Retrieved February 8, 2017 from http://www.dism.ssri.duke.edu/pdfs/Tipsheet%20-
%20Qualitative%20Interviews.pdf
ETHICAL CONSIDERATIONS
• interview recordings are very often identifiable
• transcriptions may be de-identified but are often
re-identifiable
• if there is another data set in play, re-identifiability
may be increased if data is cross referenced
• recordings are sometimes kept only for the
duration of the study
ACTIVITY:
INTERVIEW SKILLS
STEP 1: WATCH THE VIDEO
• as you watch the video, take notes on anything
you see or hear the interviewer do that you think
demonstrates poor interviewing skills
STEP 2: SHARE
HERE ARE SOME OF THE
MISTAKES WE SAW
• questions:
o not asking many open-ended
questions
o asking short answer questions
o biasing responses
o not probing
• interviewing skills:
o not covering the purpose of
the study
o not building rapport
o not making eye contact
o not showing good quality of
attention and listening
o talking too much and in a
rushed manner
o not being in the moment
o not valuing the answers
o interrupting the interviewee
o not controlling her body
language
ACTIVITY: CONDUCT
AN INTERVIEW
YOUR TASK
explore each other’s information experience this
morning; from the time you woke up to the time
you sat down in this workshop
STEP 1: DESIGN YOUR
QUESTION/S
as a first step, design your interview question/s
2 minutes
STEP 2: CONDUCT YOUR
INTERVIEW
• in pairs, conduct one interview – one person
interviews the other
• don’t forget to use probing questions
• remember to take notes
3 minutes
STEP 3: SWAP AND REPEAT THE
INTERVIEW
• swap over and have the previous interviewee
become the interviewer
• don’t forget to use probing questions
• remember to take notes
3 minutes
STEP 4: REFLECT
• what was hard?
• what was easy?
• what is your understanding of information
experience now?
3 minutes
STEP 5: SHARE
• share some of your reflections with the group
4 minutes
A MODEL
INTERVIEW
Kate interviews Ellie
FEEDBACK
• what did Kate do well?
• what did Kate do badly?
• what did you learn about interviewing from
watching this example?
ANALYSIS
PLANNING FOR ANALYSIS
• plan from the outset as analysis approaches may
influence
o the data you collect
o how you collect it
o how you store it
• selection of analysis approaches is often informed
by the over-arching methodology e.g. grounded
theory uses a particular type of analysis
““
The analysis of qualitative data can have several aims. The first aim may be
to describe a phenomenon in some or greater detail. The phenomenon
can be the subjective experiences of a specific individual or group (e.g. the
way people continue to live after a fatal diagnosis). This can focus on the
case (individual or group) and its special features and the links between
them. The analysis can also focus on comparing several cases (individuals
or groups) and on what they have in common or on the differences
between them. The second aim may be to identify the conditions on
which such differences are based. This means to look for explanations for
such differences (e.g. circumstances which make it more likely that the
coping with a specific illness situation is more successful than in other
cases). The third aim may be to develop a theory of the phenomenon
under study from the analysis of empirical material (e.g. a theory of
illness trajectories).
ANALYSING QUALITATIVE DATA
Chapter 1 Mapping the field in Flick, U. (2014). The SAGE Handbook of
Qualitative Data Analysis. Sage.
““
Content analysis is the intellectual process of categorizing qualitative
textual data into clusters of similar entities, or conceptual categories, to
identify consistent patterns and relationships between variables or
themes. Qualitative content analysis is sometimes referred to as latent
content analysis. This analytic method is a way of reducing data and
making sense of them—of deriving meaning. It is a commonly used
method of analyzing a wide range of textual data, including interview
transcripts, recorded observations, narratives, responses to open-ended
questionnaire items, speeches, postings to listservs, and media such as
drawings, photographs, and video.
CONTENT ANALYSIS
Julien, H. Content Analysis, in Given, L. M. (2008). The SAGE Encyclopedia of
Qualitative Research Methods. Sage.
““
Thematic analysis is a data reduction and analysis strategy by which
qualitative data are segmented, categorized, summarized, and
reconstructed in a way that captures the important concepts within the
data set. Thematic analysis is primarily a descriptive strategy that
facilitates the search for patterns of experience within a qualitative data
set; the product of a thematic analysis is a description of those patterns
and the overarching design that unites them. Thematic coding is the
strategy by which data are segmented and categorized for thematic
analysis. Thematic coding is a strategy of data reduction, in contrast to
the axial and open coding strategies characteristic of grounded theory
research, which enrich and complicate data through the inclusion of
analytic insights and inquiries used.
THEMATIC ANALYSIS
Ayres, L. Thematic coding and Analysis, in Given, L. M. (2008). The SAGE
Encyclopedia of Qualitative Research Methods. Sage.
6 STEPS TO THEMATIC ANALYSIS
1. Familiarizing yourself with
your data
Transcribing data (if necessary), reading and re-reading the
data, noting down initial ideas
2. Generating initial codes Coding interesting features of the data in a systematic fashion
across the entire data set, collating data relevant to each
code
3. Searching for themes Collating codes into potential themes, gathering all data
relevant to each potential theme
4. Reviewing themes Checking if the themes work in relation to the coded extracts
(Level 1) and the entire data set (Level 2), generating a
thematic ‘map’ of the analysis
5. Defining and naming themes Ongoing analysis to refine the specifics of each theme, and
the overall story the analysis tells, generating clear definitions
and names for each theme
6. Producing the report The final opportunity for analysis. Selection of vivid,
compelling extract examples, final analysis of selected
extracts, relating back of the analysis to the research question
and literature, producing a scholarly report of the analysis
Braun, V. & Clarke, C. (2006) Using thematic analysis in psychology.
Qualitative Research in Psychology, 3:2, 77-101
ARGH! THIS IS ALL TOO
THEORETICAL!
• analysis is hard, and it’s hard to explain without a
methodological framework and/or dataset in
mind
• there are many ways to do coding with thematic
analysis
• we’ve listed some key readings on the blog post
about this workshop
• we are happy for you to use your consult hour to
talk about analysis
• in the mean time, let’s look at one approach
GROUNDED THEORY INSPIRED
CODING
• constructivist grounded theory coding guidelines:
o work quickly
o code actions
o code using gerunds
o code at the
• word/phrase
• line
• concept levels
o use in vivo codes
• I would add:
o code for important concepts
WHAT MIGHT THIS LOOK LIKE?
the general idea: fracture the data then put the story
back together
{And then, like, even then, have
connected with other people who have
gone through similar things}, and so
that’s been good.
Connecting with others
Sharing similar experiences
Connecting with people around shared experience
ACTIVITY: CODING
STEP 1: CODE THE TRANSCRIPT
IN FRONT OF YOU
• constructivist grounded theory coding guidelines:
o work quickly
o code actions
o code using gerunds
o code at the
• word/phrase
• line
• concept levels
o use in vivo codes
• I would add:
o code for important concepts
5 minutes
STEP 2: REPORT BACK
3 minutes
SESSION 2
HIGHLIGHTS
what were your key takeaways?
SESSION 3
IXD activity
INTRODUCTION TO
IXD
DESIGN DISCIPLINES
• you might have heard of...
o user centred design
o human centred design
o user experience
o service design
o design thinking
o co-design
• often interchanged, all related but not
interchangeable
• each has its own distinct definition, history and
foundations
WHERE DOES IXD FIT?
• we’re taking some principles, approaches, tools
and techniques from human centred design,
design thinking and co-design
• we’re going to work on a problem related to a
persona’s information experience
• we’ll be foregrounding information and
specifically information experience
IXD VERSUS OTHER DESIGN
APPROACHES
• we’ll be solving a problem or designing a solution
related to information experience
• we’re aiming to enhance our users’ information
experience
• this differs from what we might typically do in
service design because we are foregrounding the
user and their information experience to design
better information experiences or information
experience interventions
• our focus is not necessarily on designing
products or services, but we still might do that
MINDSETS
for human centred design
7 MINDSETS OF A HUMAN
CENTRED DESIGNER
• Learn from failure
• Make it
• Creative confidence
• Empathy
• Embrace ambiguity
• Be optimistic
• Iterate, iterate, iterate
designkit.org/mindsets
GROUND RULES
A REMINDER ABOUT GROUND
RULES
• work fast
• done, not perfect
• collaborative
• voices for everyone
• no spectators
• when the time is up, it’s up! come back to the
group quickly
PROCESS
OVERVIEW
what we’re going to do
THE PROCESS
• discovery
• problem definition
• ideation
• prototyping
• testing
• [the pitch]
discovery
definition
ideationprototyping
testing
(DesignKit, n.d.)
HOW YOU’RE GOING TO FEEL
THROUGH THIS PROCESS
…BECAUSE DESIGN PROCESSES
ARE KINDA MESSY
(Newman, D. 2010)
uncertainty / patterns / insights clarity / focus
research concept / prototype design
… ALSO
1. DISCOVERY
MEET OUR
PARTICIPANT
read the transcript. highlight things that seem
important, including information about our participant.
make notes about potential insights into our
participant’s information experience.
individually
15 minutes
PULL OUT KEY
INSIGHTS
working together, look over your highlighted points
and notes on key insights. collaboratively make a list of
key insights about our participant’s IX, challenges she
might face etc
together
10 minutes
DEVELOP A PERSONA
create a persona based on our participant to represent
a user group
together
10 minutes
BEFORE YOU GET GOING ON
YOUR PERSONA…
let’s talk about personas
WHAT THEY ARE
• a representation of a type of user
• ‘represents a cluster of users who exhibit similar
behavioral patterns in their purchasing decisions,
use of technology or products, customer service
preferences, lifestyle choices, and the like’
(O’Connor, 2011)
WHAT DO THEY DO
• the process of developing them helps us to
understand users
• the end product
o communicates a type of user
o helps us relate to users
o helps designers understand who they are designing
for
• focus on understanding the user and their
experience
MARKETING PERSONAS
• include
o demographic information
o purchasing motivations
o shopping / buying preferences
o media habits
• explain behaviour but may not understand why
the behaviour exists
• more descriptive than analytical
UX PERSONAS
• based on research and real people
• communicate research insights
• focus on goals, behaviours, pain points
• focus on understanding the why
• tell a story
• ‘[d]escribe why people do what they do in attempt to
help everyone involved in designing and building a
product or service understand, relate to, and
remember the end user throughout the entire
product development process’ (llama, 2015)
UX PERSONAS
Proto-personas
• Based on
assumptions
• Represents a
hypothesised
pattern across
people/users
Personas
• Based on research
• Represents an
observed and
validated pattern
across people/users
(Delaney and Sterry, 2014)
A GOOD PERSONA…
• reads as a ‘real’ person
• tells a story (including use of text)
• is distinct and memorable
• is not static a resource
Pain points
Needs
Goals
Attitudes
Behaviours
Experiences
Name
Gender
Age
[Image]
(Adapted from Delaney and Sterry, 2014)
Communicate a
user type
Help relate to
the user
Pain points
Needs
Goals
Attitudes
Behaviours
Experiences
Name
Gender
Age
[Image]
(Adapted from Delaney and Sterry, 2014)
Communicate a
user type
Help relate to
the user
Itdepends
SOME ‘IT DEPENDS’ ELEMENTS
• Experience and experience level
• Priorities
• Skills and skill level
• Technical skill and savviness
• Occupation
• Interests
• Hobbies
• Languages spoken
• Personal network / social
groups
• Location
• Schedule
• Routines
• Marital status
• Family size and orientation
• Living situation
• Income
• Education level
• Disability or illness
• Cultural background
• Race and ethnicity
• Motivations
• Emotions and emotional triggers
(Delaney and Sterry, 2014)
(Churruca, S., 2013)
1. Profile
2. Personality
3. Expertise
4. Must do / must
never
5. Referents and
influencers
6. Devices and
platforms
7. Used products or
services
8. Archetype
9. Key quotes
10. Experience goals
11. Brand / product
relationship
12. Picture
13. User type
(Churruca, S., 2013)
DEVELOP A PERSONA
create a persona based on our participant to represent
a user group
together
10 minutes
SHARE YOUR WORK
each team has 2 minutes to talk about what they’ve
produced so far
together
10 minutes
2. PROBLEM
DEFINITION
JOURNEY MAPS
• another really useful tool for understanding
people and their experiences and defining
problems
• material in the blog post to accompany the
workshop
PROBLEM
DEFINITION
take some of the insights you have and identify problems
related to our participant’s information experience – areas
where you could improve her experience. write problem
statements. choose 1 to move forward with
together
10 minutes
BEFORE YOU GET GOING ON
YOUR PROBLEM STATEMENTS…
let’s talk about the format
HOW WHO WHAT WHY
person challenge /
need
insight
how might WHO WHAT
so that WHY?
person
challenge /
need
insight
how might
an engineering student (who)
find relevant information quickly
(what)
so that
time on uni work is limited as they just
bought a ps4 & want to play (why)?
PROBLEM
DEFINITION
take some of the insights you have and identify problems
related to our participant’s information experience – areas
where you could improve her experience. write problem
statements. choose 1 to move forward with
together
10 minutes
how might
WHO WHAT
so that WHY?
3. IDEATION
BRAINSTORMING GUIDELINES
• defer judgement
• encourage wild ideas
• build on the ideas of others
• stay focused on the topic
• one conversation at a time
• be visual
• go for quantity
(DesignKit, n.d.)
BRAINSTORM
SOLUTIONS
put your problem statement front and centre and
brainstorm at least 30 solutions in 10 minutes
together
10 minutes
IDEA SELECTION
which ideas are most delightful? which are most
possible? which are you drawn to? you each have 3
votes – use them to choose the solution your group
will work on. then refine your idea
together
10 minutes
4. PROTOTYPING
PROTOTYPING
use a tool like a storyboard, wireframe or journey map
to prototype your idea. draft, then re-draft
together
15 minutes
BEFORE YOU GET GOING ON
PROTOTYPING…
let’s talk about some tools
STORYBOARDS (Bateman, K., 2013)
WIREFRAMES
(WireframeSketcher, n.d.)
PROTOTYPING
use a tool like a storyboard, wireframe or journey map
to prototype your idea. draft, then re-draft
together
15 minutes
5. TESTING
TEST AND ITERATE
• the next step in the process is to test your low-
fidelity prototype then iterate
• once you are happy with your low fidelity
prototype, test it in the wild by implementing it
• the iteration cycle should continue
PITCH
PRESENT YOUR
PROTOTYPE
link it back to our participant’s IX. 2 minutes per team
together
10 minutes
WRAP UP
HIGHLIGHTS
what were your key takeaways for the day?
AND FINAL WORDS…
• IXD: information – experience – design
• two phases
• IXD: a methodology for linking theory to practice
• researchers and practitioners
THANK YOU
Elham Sayyad Abdi
Information Systems School
QUT
e.sayyadabdi@qut.edu.au
@ellieabdi
Kate Davis
Digital Life Lab
USQ
kate.davis@usq.edu.au
@katiedavis

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Information experience design: improving library customers' experiences of information

  • 1. INFORMATION EXPERIENCE DESIGN improving library customers' experiences of information Elham Sayyad Abdi Information Systems School QUT Kate Davis Digital Life Lab USQ
  • 3. HI, HELLO, HOW ARE YOU?
  • 4. DR ELHAM SAYYAD ABDI | @ELLIEABDI associate lecturer | information systems school | queensland university of technology | e.sayyadabdi@qut.edu.au what I do: I’m an information researcher, interested in exploring people’s information experience and translating the theory into practice. what I’m excited about: differences between experiences!
  • 5. DR KATE DAVIS | @KATIEDAVIS senior research fellow | digital life lab | university of southern queensland | katedavis.info | kate.davis@qut.edu.au what I do: I’m an interdisciplinary human experience researcher; a social scientist interested in understanding how people experience information as part of their everyday lives. what I’m excited about: post-truth, alternative facts, fake news, social media echo chambers. what a time to be an information researcher!
  • 6. A QUICK NOTE ON WHERE TO FIND STUFF online readings, slides, references and tools available at bit.ly/ixd-workshop-stuff in your hands we’ll be handing out slides and activity materials throughout the day and you’ve each got a folder to hold your materials
  • 8. STEP 1: CREATE A PERSONAL TRADING CARD include: • your self-portrait • your nickname • 1 thing about yourself that people in this room aren’t likely to know
  • 9. STEP 2: TRADE CARDS • pass the trading cards around the room in no particular manner or order • read each trading card that falls into your hands and hold onto one you might ask a question about. Keep passing until you find one
  • 13. WORKSHOP OVERVIEW morning: research and theory • session 1: 9 – 10.30 introduction to Information Experience (IX) and Information Experience Design (IXD) • session 2: 11 – 12.30 IX research: tools and methods afternoon: design • session 3: 1.30 – 3 IXD activity • session 4: 3.30 – 5 IXD activity continued and wrap up
  • 14. GROUND RULES • work fast • done, not perfect • collaborative • voices for everyone • no spectators • when the time is up, it’s up! come back to the group quickly
  • 15. PRE-WORKSHOP SURVEY what you had to say and how it’s informing what we do today
  • 16. YOUR UNDERSTANDING OF INFORMATION LITERACY • information • finding information • using information • information need • a set of skills • user –> YOU (experts!) –> information • context
  • 17. YOUR REASONS FOR DOING THIS WORKSHOP • your current role • serving users • learning about a new methodology? • information experience itself!
  • 18. YOUR REASONS FOR DOING THIS WORKSHOP • improving customers’ experiences of information • information experiences and strategies to create an information environment that enhances our user's experiences
  • 19. WHAT YOU WANTED TO TAKE AWAY FROM TODAY • something new: practical o a methodology o a toolkit • something new: theoretical o understanding of users’ information experience • ultimately, you want to know how to o improve library services o enhance users’ experience of information
  • 20. SESSION 1 introduction to information experience (IX) and information experience design (IXD)
  • 22. PEOPLE& their experience of information & technology understanding Image 1: Public domain
  • 23. ““ IX AS AN EMERGING DOMAIN OF INFORMATION RESEARCH • a focus on experience o allows a broad understanding and interpretation of people’s engagement and interaction with the information environment. (Bruce, C. & Partridge, H., 2011) o takes into account the interrelations between people and their broader environments in a manner which considers people and their world as inseparable. It also provides deep insights into the ways in which people relate to their informational life-worlds. (Bruce, C., Davis, K., Hughes, H., Partridge, H., & Stoodley, I., 2014)
  • 24. IX AS DOMAIN OF RESEARCH • gives us an experiential lens through which to view people’s engagement with information • any number of objects of study can be researched with an experiential lens: information behaviour; information practice; information literacy • research in the domain of information experience takes a holistic view of people’s experiences of and with information and views people as inseparable from their informational worlds
  • 25. “ “ a complex of information experiences, as contextualised instances of using information. It integrates all information-related actions, thoughts, feelings, and has social and cultural dimensions. (Hughes, 2014, p. 34) DEFINING IX AS OBJECT OF STUDY
  • 26. SO WHAT? WHY IS IX IMPORTANT? • other information-related objects of study or approaches to research may not take a holistic focus • it defines information as that which informs a given cohort, not by traditional definitions • it considers people, their information worlds, their life-worlds, their contexts • IX research presents a nuanced view of people’s engagement with information
  • 27. DIMENSIONS OF IX • people: individuals and their worldviews, emotions, backgrounds, thoughts and feelings, as well as characteristics that define the participant cohort • context: the space (physical and/or virtual) in which the experience occurs; this may also include the ‘situation’ (for example, in the case of Bunce, Partridge, and Davis’s 2012 study, the situation is a natural disaster) • information: in its myriad forms and as indicated in the data (‘information-as-it-is-experienced’ (Lupton, 2014) as opposed to how it is traditionally defined)
  • 28. IX STUDIES TO DATE: PEOPLE AND CONTEXT DIMENSIONS My PhD study Partridge & Yates (2015) Bunce, Partridge, & Davis (2013) Haidn, Partridge & Yates (2014) Object of study New mothers’ information experience in social media Information experiences in social media during times of natural disaster Information experience in social media during the Brisbane floods of 2011 Information experience during the 2012 Queensland state election People New mothers residing in Australia (and their life/information worlds) People who were in some way effected by the 2010-11 Brisbane floods or Cyclone Yasi (and their life/information worlds) Residents of Brisbane City and surrounding suburbs who resided in areas affected by the 2011 Brisbane floods (and their life/information worlds) Residents of South East Queensland (and their life/information worlds) (and their life/information worlds) Context Social media Social media in natural disasters Social media in natural disasters The 2012 Queensland state election
  • 29. BUT WHAT ABOUT THE INFORMATION DIMENSION? what is information? well that’s a jolly good question! what do you think?
  • 31. WHAT YOU NEED TO DO • you will be given a number of short scenarios. • in each scenario, think of different forms of “information” • these are items that the character in the scenario may find “informing”
  • 32. SCENARIO 1 Lin is a 40-year old vegetarian woman. she is wondering whether she is eating a healthy diet.
  • 33. SCENARIO 2 Ella wants to vote in XY state election. she has a big question: who should she vote for?
  • 34. SCENARIO 3 Luiz is the manager of a small-sized company. he needs to know whether their clients are happy with their services/products.
  • 35. SCENARIO 4 the father of a family wants to find out whether he has a happy family.
  • 36. SCENARIO 5 Sep is a year 12 student. he is graduating soon and is wondering if he should apply to Oxford or Harvard?
  • 37. SCENARIO 6 I want to know if the kids have been brushing their teeth, but I know they won’t tell me if they haven’t. how could I find out?
  • 38. LET’S SET THAT ASIDE FOR A MINUTE… • and take a look at an IX study in a little more detail.
  • 39. NEW MOTHERS’ INFORMATION EXPERIENCE IN SOCIAL MEDIA an information experience study
  • 40. WHAT IS THE NATURE OF NEW MOTHERS’ INFORMATION EXPERIENCE IN SOCIAL MEDIA?Image 2
  • 41. STRUCTURE OF THE FINDINGS • three dimensions: o people o context o information • seven characteristics • 13 categories of experience
  • 42. CONTEXT DIMENSION SOCIAL MEDIA AS CONTEXT • social media as context o social media platforms o macro spaces o micro spaces • individual social media context comprised of macro and micro spaces • social media context unique to the individual • in this study, primarily o facebook o blogs o twitter o instagram
  • 43. INFORMATION DIMENSION PARTICIPANTS EXPERIENCED INFORMATION AS • advice: information that recommends an approach or a course of action • ideas: thoughts, suggestions or inspiration that suggest options or things to think about • reassurance: information that validates, comforts or heartens • recounted experiences: women’s narratives about mothering • proper information: information that is verifiable and grounded in medicine, science or psychology • nothing information: information that may not mean anything to those other than the sharer • announcements: personal or administrative information that announces or reveals something • instinct: internal information in the form of an innate impulse • own experience: prior experience, accumulated experience builds up as a sort of knowledgebase and informs future action • child’s behaviour: the way a child responds to stimulus or the environment
  • 44. INFORMATION DIMENSION DEALINGS WITH INFORMATION • creating: information is created, co-created, adapted and built upon through social interactions • discovering: information is actively sought out, encountered, and provided without solicitation • referring: information is shared • storing: information is stored for later use, builds up a knowledge bank, is bookmarked until needed • evaluating: information is assessed for quality, reliability and validity, with information based on personal experience being valued most highly • using: information is applied in making decisions or taking action
  • 45. 7 CHARACTERISTICS OF IX • social • individualised • immersive • personal • somewhere between public and private • context-specific • constantly changing
  • 46. 13 CATEGORIES OF EXPERIENCE • are underpinned by the three dimensions (people, context, information) and the seven characteristics • they are the guts of the theory • complex, multi-dimensional and contain variation • provide holistic view of the phenomenon – considering emotions, thoughts, lived experience • focus on experience and through this provide insights about information, information interactions, social media as context, and the characteristics of new mothers’ information experience
  • 47. 13 CATEGORIES OF EXPERIENCE • belonging to the sisterhood • sharing • learning to be a mother • understanding normal • being more than a mother • enacting relationships • experiencing moments of light • overcoming isolation • sense-making, catharsis and self-care • navigating the politics of mothering • exercising self and social awareness • being private in public • documenting
  • 48. BELONGING TO THE SISTERHOOD ...all of a sudden this secret society that you never knew existed ... it just pops up around you Image 3
  • 49. UNDERSTANDING NORMAL I just thought, “This is what babies are like”... I didn’t know that wasn’t normal, that they’re not meant to cry all day every day. Like, no one had told me that. Image 4
  • 50. SESSION 1 HIGHLIGHTS what were your key takeaways? did you notice anything about IX that might be different from the ways you usually think about customers and information?
  • 51. SESSION 2 IX research: tools and methods
  • 52. RESEARCHING IX why the focus on qualitative methods?
  • 53. ““ qualitative research involves disciplined inquiry that examines people’s lives, experiences and behaviours, and the stories and meanings individuals ascribe to them. it can also investigate organisational functioning, relationships between individuals and groups, and social environments… it may bring new insights into the experiences of individuals, groups or communities, or into issues such as environmental change, public policies and planning. qualitative research may also have quantitative elements or aspects. WHAT IS QUALITATIVE RESEARCH? NHMRC (2014). Chapter 3.1: Qualitative methods. In NHMRC (2015). National Statement on Ethical Conduct in Human Research. Retrieved April 12, 2016 from https://www.nhmrc.gov.au/book/chapter-3-1-qualitative-method
  • 54. ““ NATURE OF QUALITATIVE RESEARCH qualitative research is concerned with '...developing explanations of social phenomena...' 1. the world in which we live 2. why things are the way they are 3. concerned with social aspects of our world 4. seeks to answer questions about 1. why people behave the way they do 2. how opinions and attitudes are formed 3. how people are affected by the events that go on around them 4. how and why cultures have developed in the way they have 5. the differences between social groups 5. qualitative questions: 1. how 2. why 3. what University of Surrey (n.d.). Introduction to research. Retrieved September 4, 2016 from http://libweb.surrey.ac.uk/library/skills/Introduction%20to%20Research%20and%20 Managing%20Information%20Leicester/page_53.htm
  • 55. ““ qualitative researchers typically rely on four methods for gathering information: (a) participating in the setting, (b) observing directly, (c) interviewing in depth, and (d) analyzing documents and material culture. WHAT IS QUALITATIVE RESEARCH? Chapter 4 Data collection methods in Marshall, C. and Rossman, G. (2014). Designing Qualitative Research. Sage. pp. 97-150.
  • 57. COMMON QUALITATIVE METHODS • interviews • oral histories | life stories | narrative inquiry • focus groups • observation o online o offline • field notes • questionnaires and surveys • action research • document analysis
  • 58. SPECIALISED QUALITATIVE METHODS • reflective journals • archival research • historical analysis • video | photography • psychological testing
  • 59. METHOD ADVANTAGES DISADVANTAGES Surveys • Anonymous completion possible • Can administer to groups of • people at the same time Can be efficient and cost effective • Forced choices may miss certain responses from participants • Wording may bias responses Impersonal • Limited opportunity for qualitative responses Interviews (individual/ in- depth) • Can build rapport with participant • Can prompt to get additional information • Can get breadth or depth of information • Time consuming • Expensive • Interviewing styles and wording may affect responses Focus groups • Can get common impressions quickly • Can be an efficient way to get breadth and depth of information in a short time frame • Need experienced facilitator • Can be di cult and costly to schedule a group of 6–8 people • Time consuming to analyze responses Observation • Can observe the phenomenon as it occurs • Difficult to interpret observed behaviors • May influence behaviors of participants • May be expensive and time consuming to record each individual event CDC. (n.d.) Selecting data collection methods. https://www.cdc.gov/std/Program/pupestd/Selecting%20Data%20Collection%20Methods.pdf
  • 61. INTERVIEWS • yield rich and detailed data about how people experience the world • a conversation between researcher and participant • can be done face-to-face, over the phone, or via video call • generally recorded and then transcribed • guided by an interview discussion guide, which sets out the procedure for the interview
  • 62. ““ INTERVIEWS: ADVANTAGES • usually yield richest data, details, new insights • permit face-to-face contact with respondents • provide opportunity to explore topics in depth • allow interviewer to experience the affective as well as cognitive aspects of responses • allow interviewer to explain or help clarify questions, increasing the likelihood of useful responses • allow interviewer to be flexible in administering interview to particular individuals or in particular circumstances NSF. (2002). Data collection methods: some tips and comparisons. In NSF. (2002). The 2002 User- Friendly Handbook for Project Evaluation. Retrieved April 12, 2016 from http://www.nsf.gov/pubs/2002/nsf02057/nsf02057_4.pdf
  • 63. ““ INTERVIEWS: DISADVANTAGES • expensive and time-consuming • need well-qualified, highly trained interviewers • interviewee may distort information through recall error, selective perceptions, desire to please interviewer • flexibility can result in inconsistencies across interviews • volume of information very large; may be difficult to transcribe and reduce data NSF. (2002). Data collection methods: some tips and comparisons. In NSF. (2002). The 2002 User- Friendly Handbook for Project Evaluation. Retrieved April 12, 2016 from http://www.nsf.gov/pubs/2002/nsf02057/nsf02057_4.pdf
  • 64. INTENSIVE INTERVIEWS ALLOW THE INTERVIEWER TO • ‘go beneath the surface of the described experiences • stop to explore a statement or topic • request more detail or explanation • ask about the participant’s thoughts, feelings, and actions • keep the participant on the subject • come back to an earlier point • restate the participant’s point to check for accuracy • slow or quicken the pace • shift the immediate topic • validate the participant’s humanity, perspective, or action • use observational and social skills to further the discussion • respect the participant and express appreciation for participating’ (Charmaz, 2006, 26).
  • 65. INTENSIVE INTERVIEWS ALLOW PARTICIPANTS TO • ‘break silences and express their views • tell their stories and to give them a coherent frame • reflect on earlier events • be experts • choose what to tell and how to tell it • share significant experiences and teach the interviewer how to interpret them • express thoughts and feelings disallowed in other relationships and settings • receive affirmation and understanding’ (Charmaz, 2006, 26).
  • 66. DEGREE OF STRUCTURE • structured • semi structured • unstructured
  • 67. MAIN QUESTIONS • broad and open-ended rather than tailored for a specific type of answer • avoid yes or no questions
  • 68. CLARIFYING AND PROMPT QUESTIONS • follow-up questions, to facilitate more detailed responses, such as ‘Can you tell me more about...’ • probing questions, to encourage participants to expand on points already made • specifying questions, to prompt participants to talk about processes and practicalities, such as ‘Can you tell me how...’ • direct questions, to elicit responses on particular topics of interest, such as ‘How do you use that space...’ • structuring questions, to shape the course of the interview • interpreting questions, to facilitate understanding of a participant’s responses, such as ‘How did you feel...’ or ‘What does it mean when you...’. (Kvale, 2007)
  • 69. INTERVIEW SKILLS • active listening • be in the moment • build rapport • control your body language • be prepared to rephrase questions • keep notes rather than interrupting • take notes unobtrusively • let the conversation flow while remembering to come back to key points • summarise key ideas • structure it like a conversation • redirecting the participant when they go off topic • directing the conversation without leading Clifford, S. (n.d.) “Tipsheet – Qualitative interviewing”. DISM. Duke Initiative on Survey Methodology. Retrieved February 8, 2017 from http://www.dism.ssri.duke.edu/pdfs/Tipsheet%20- %20Qualitative%20Interviews.pdf
  • 70. ETHICAL CONSIDERATIONS • interview recordings are very often identifiable • transcriptions may be de-identified but are often re-identifiable • if there is another data set in play, re-identifiability may be increased if data is cross referenced • recordings are sometimes kept only for the duration of the study
  • 72. STEP 1: WATCH THE VIDEO • as you watch the video, take notes on anything you see or hear the interviewer do that you think demonstrates poor interviewing skills
  • 74. HERE ARE SOME OF THE MISTAKES WE SAW • questions: o not asking many open-ended questions o asking short answer questions o biasing responses o not probing • interviewing skills: o not covering the purpose of the study o not building rapport o not making eye contact o not showing good quality of attention and listening o talking too much and in a rushed manner o not being in the moment o not valuing the answers o interrupting the interviewee o not controlling her body language
  • 76. YOUR TASK explore each other’s information experience this morning; from the time you woke up to the time you sat down in this workshop
  • 77. STEP 1: DESIGN YOUR QUESTION/S as a first step, design your interview question/s 2 minutes
  • 78. STEP 2: CONDUCT YOUR INTERVIEW • in pairs, conduct one interview – one person interviews the other • don’t forget to use probing questions • remember to take notes 3 minutes
  • 79. STEP 3: SWAP AND REPEAT THE INTERVIEW • swap over and have the previous interviewee become the interviewer • don’t forget to use probing questions • remember to take notes 3 minutes
  • 80. STEP 4: REFLECT • what was hard? • what was easy? • what is your understanding of information experience now? 3 minutes
  • 81. STEP 5: SHARE • share some of your reflections with the group 4 minutes
  • 83. FEEDBACK • what did Kate do well? • what did Kate do badly? • what did you learn about interviewing from watching this example?
  • 85. PLANNING FOR ANALYSIS • plan from the outset as analysis approaches may influence o the data you collect o how you collect it o how you store it • selection of analysis approaches is often informed by the over-arching methodology e.g. grounded theory uses a particular type of analysis
  • 86. ““ The analysis of qualitative data can have several aims. The first aim may be to describe a phenomenon in some or greater detail. The phenomenon can be the subjective experiences of a specific individual or group (e.g. the way people continue to live after a fatal diagnosis). This can focus on the case (individual or group) and its special features and the links between them. The analysis can also focus on comparing several cases (individuals or groups) and on what they have in common or on the differences between them. The second aim may be to identify the conditions on which such differences are based. This means to look for explanations for such differences (e.g. circumstances which make it more likely that the coping with a specific illness situation is more successful than in other cases). The third aim may be to develop a theory of the phenomenon under study from the analysis of empirical material (e.g. a theory of illness trajectories). ANALYSING QUALITATIVE DATA Chapter 1 Mapping the field in Flick, U. (2014). The SAGE Handbook of Qualitative Data Analysis. Sage.
  • 87. ““ Content analysis is the intellectual process of categorizing qualitative textual data into clusters of similar entities, or conceptual categories, to identify consistent patterns and relationships between variables or themes. Qualitative content analysis is sometimes referred to as latent content analysis. This analytic method is a way of reducing data and making sense of them—of deriving meaning. It is a commonly used method of analyzing a wide range of textual data, including interview transcripts, recorded observations, narratives, responses to open-ended questionnaire items, speeches, postings to listservs, and media such as drawings, photographs, and video. CONTENT ANALYSIS Julien, H. Content Analysis, in Given, L. M. (2008). The SAGE Encyclopedia of Qualitative Research Methods. Sage.
  • 88. ““ Thematic analysis is a data reduction and analysis strategy by which qualitative data are segmented, categorized, summarized, and reconstructed in a way that captures the important concepts within the data set. Thematic analysis is primarily a descriptive strategy that facilitates the search for patterns of experience within a qualitative data set; the product of a thematic analysis is a description of those patterns and the overarching design that unites them. Thematic coding is the strategy by which data are segmented and categorized for thematic analysis. Thematic coding is a strategy of data reduction, in contrast to the axial and open coding strategies characteristic of grounded theory research, which enrich and complicate data through the inclusion of analytic insights and inquiries used. THEMATIC ANALYSIS Ayres, L. Thematic coding and Analysis, in Given, L. M. (2008). The SAGE Encyclopedia of Qualitative Research Methods. Sage.
  • 89. 6 STEPS TO THEMATIC ANALYSIS 1. Familiarizing yourself with your data Transcribing data (if necessary), reading and re-reading the data, noting down initial ideas 2. Generating initial codes Coding interesting features of the data in a systematic fashion across the entire data set, collating data relevant to each code 3. Searching for themes Collating codes into potential themes, gathering all data relevant to each potential theme 4. Reviewing themes Checking if the themes work in relation to the coded extracts (Level 1) and the entire data set (Level 2), generating a thematic ‘map’ of the analysis 5. Defining and naming themes Ongoing analysis to refine the specifics of each theme, and the overall story the analysis tells, generating clear definitions and names for each theme 6. Producing the report The final opportunity for analysis. Selection of vivid, compelling extract examples, final analysis of selected extracts, relating back of the analysis to the research question and literature, producing a scholarly report of the analysis Braun, V. & Clarke, C. (2006) Using thematic analysis in psychology. Qualitative Research in Psychology, 3:2, 77-101
  • 90. ARGH! THIS IS ALL TOO THEORETICAL! • analysis is hard, and it’s hard to explain without a methodological framework and/or dataset in mind • there are many ways to do coding with thematic analysis • we’ve listed some key readings on the blog post about this workshop • we are happy for you to use your consult hour to talk about analysis • in the mean time, let’s look at one approach
  • 91. GROUNDED THEORY INSPIRED CODING • constructivist grounded theory coding guidelines: o work quickly o code actions o code using gerunds o code at the • word/phrase • line • concept levels o use in vivo codes • I would add: o code for important concepts
  • 92. WHAT MIGHT THIS LOOK LIKE? the general idea: fracture the data then put the story back together {And then, like, even then, have connected with other people who have gone through similar things}, and so that’s been good. Connecting with others Sharing similar experiences Connecting with people around shared experience
  • 94. STEP 1: CODE THE TRANSCRIPT IN FRONT OF YOU • constructivist grounded theory coding guidelines: o work quickly o code actions o code using gerunds o code at the • word/phrase • line • concept levels o use in vivo codes • I would add: o code for important concepts 5 minutes
  • 95. STEP 2: REPORT BACK 3 minutes
  • 96. SESSION 2 HIGHLIGHTS what were your key takeaways?
  • 99. DESIGN DISCIPLINES • you might have heard of... o user centred design o human centred design o user experience o service design o design thinking o co-design • often interchanged, all related but not interchangeable • each has its own distinct definition, history and foundations
  • 100. WHERE DOES IXD FIT? • we’re taking some principles, approaches, tools and techniques from human centred design, design thinking and co-design • we’re going to work on a problem related to a persona’s information experience • we’ll be foregrounding information and specifically information experience
  • 101. IXD VERSUS OTHER DESIGN APPROACHES • we’ll be solving a problem or designing a solution related to information experience • we’re aiming to enhance our users’ information experience • this differs from what we might typically do in service design because we are foregrounding the user and their information experience to design better information experiences or information experience interventions • our focus is not necessarily on designing products or services, but we still might do that
  • 103. 7 MINDSETS OF A HUMAN CENTRED DESIGNER • Learn from failure • Make it • Creative confidence • Empathy • Embrace ambiguity • Be optimistic • Iterate, iterate, iterate
  • 106. A REMINDER ABOUT GROUND RULES • work fast • done, not perfect • collaborative • voices for everyone • no spectators • when the time is up, it’s up! come back to the group quickly
  • 108. THE PROCESS • discovery • problem definition • ideation • prototyping • testing • [the pitch] discovery definition ideationprototyping testing
  • 110. HOW YOU’RE GOING TO FEEL THROUGH THIS PROCESS
  • 111. …BECAUSE DESIGN PROCESSES ARE KINDA MESSY (Newman, D. 2010) uncertainty / patterns / insights clarity / focus research concept / prototype design
  • 114. MEET OUR PARTICIPANT read the transcript. highlight things that seem important, including information about our participant. make notes about potential insights into our participant’s information experience. individually 15 minutes
  • 115. PULL OUT KEY INSIGHTS working together, look over your highlighted points and notes on key insights. collaboratively make a list of key insights about our participant’s IX, challenges she might face etc together 10 minutes
  • 116. DEVELOP A PERSONA create a persona based on our participant to represent a user group together 10 minutes
  • 117. BEFORE YOU GET GOING ON YOUR PERSONA… let’s talk about personas
  • 118. WHAT THEY ARE • a representation of a type of user • ‘represents a cluster of users who exhibit similar behavioral patterns in their purchasing decisions, use of technology or products, customer service preferences, lifestyle choices, and the like’ (O’Connor, 2011)
  • 119. WHAT DO THEY DO • the process of developing them helps us to understand users • the end product o communicates a type of user o helps us relate to users o helps designers understand who they are designing for • focus on understanding the user and their experience
  • 120. MARKETING PERSONAS • include o demographic information o purchasing motivations o shopping / buying preferences o media habits • explain behaviour but may not understand why the behaviour exists • more descriptive than analytical
  • 121. UX PERSONAS • based on research and real people • communicate research insights • focus on goals, behaviours, pain points • focus on understanding the why • tell a story • ‘[d]escribe why people do what they do in attempt to help everyone involved in designing and building a product or service understand, relate to, and remember the end user throughout the entire product development process’ (llama, 2015)
  • 122. UX PERSONAS Proto-personas • Based on assumptions • Represents a hypothesised pattern across people/users Personas • Based on research • Represents an observed and validated pattern across people/users (Delaney and Sterry, 2014)
  • 123. A GOOD PERSONA… • reads as a ‘real’ person • tells a story (including use of text) • is distinct and memorable • is not static a resource
  • 124. Pain points Needs Goals Attitudes Behaviours Experiences Name Gender Age [Image] (Adapted from Delaney and Sterry, 2014) Communicate a user type Help relate to the user
  • 125. Pain points Needs Goals Attitudes Behaviours Experiences Name Gender Age [Image] (Adapted from Delaney and Sterry, 2014) Communicate a user type Help relate to the user Itdepends
  • 126. SOME ‘IT DEPENDS’ ELEMENTS • Experience and experience level • Priorities • Skills and skill level • Technical skill and savviness • Occupation • Interests • Hobbies • Languages spoken • Personal network / social groups • Location • Schedule • Routines • Marital status • Family size and orientation • Living situation • Income • Education level • Disability or illness • Cultural background • Race and ethnicity • Motivations • Emotions and emotional triggers (Delaney and Sterry, 2014)
  • 128. 1. Profile 2. Personality 3. Expertise 4. Must do / must never 5. Referents and influencers 6. Devices and platforms 7. Used products or services 8. Archetype 9. Key quotes 10. Experience goals 11. Brand / product relationship 12. Picture 13. User type (Churruca, S., 2013)
  • 129. DEVELOP A PERSONA create a persona based on our participant to represent a user group together 10 minutes
  • 130. SHARE YOUR WORK each team has 2 minutes to talk about what they’ve produced so far together 10 minutes
  • 132. JOURNEY MAPS • another really useful tool for understanding people and their experiences and defining problems • material in the blog post to accompany the workshop
  • 133. PROBLEM DEFINITION take some of the insights you have and identify problems related to our participant’s information experience – areas where you could improve her experience. write problem statements. choose 1 to move forward with together 10 minutes
  • 134. BEFORE YOU GET GOING ON YOUR PROBLEM STATEMENTS… let’s talk about the format
  • 135. HOW WHO WHAT WHY person challenge / need insight
  • 136. how might WHO WHAT so that WHY? person challenge / need insight
  • 137. how might an engineering student (who) find relevant information quickly (what) so that time on uni work is limited as they just bought a ps4 & want to play (why)?
  • 138. PROBLEM DEFINITION take some of the insights you have and identify problems related to our participant’s information experience – areas where you could improve her experience. write problem statements. choose 1 to move forward with together 10 minutes how might WHO WHAT so that WHY?
  • 140. BRAINSTORMING GUIDELINES • defer judgement • encourage wild ideas • build on the ideas of others • stay focused on the topic • one conversation at a time • be visual • go for quantity (DesignKit, n.d.)
  • 141. BRAINSTORM SOLUTIONS put your problem statement front and centre and brainstorm at least 30 solutions in 10 minutes together 10 minutes
  • 142. IDEA SELECTION which ideas are most delightful? which are most possible? which are you drawn to? you each have 3 votes – use them to choose the solution your group will work on. then refine your idea together 10 minutes
  • 144. PROTOTYPING use a tool like a storyboard, wireframe or journey map to prototype your idea. draft, then re-draft together 15 minutes
  • 145. BEFORE YOU GET GOING ON PROTOTYPING… let’s talk about some tools
  • 148. PROTOTYPING use a tool like a storyboard, wireframe or journey map to prototype your idea. draft, then re-draft together 15 minutes
  • 150. TEST AND ITERATE • the next step in the process is to test your low- fidelity prototype then iterate • once you are happy with your low fidelity prototype, test it in the wild by implementing it • the iteration cycle should continue
  • 151. PITCH
  • 152. PRESENT YOUR PROTOTYPE link it back to our participant’s IX. 2 minutes per team together 10 minutes
  • 154. HIGHLIGHTS what were your key takeaways for the day?
  • 155. AND FINAL WORDS… • IXD: information – experience – design • two phases • IXD: a methodology for linking theory to practice • researchers and practitioners
  • 156. THANK YOU Elham Sayyad Abdi Information Systems School QUT e.sayyadabdi@qut.edu.au @ellieabdi Kate Davis Digital Life Lab USQ kate.davis@usq.edu.au @katiedavis