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Cross-channel Ecosystems 101 - Part 4

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Part 4 of a series on cross-channel experience design in preparation for the Rapid Cross-channel Prototyping at the ASIS&T IA Summit 2017 in Vancouver.
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Cross-channel Ecosystems 101 - Part 4

  1. 1. PART 4 - HEY! THAT’S NOT AN ANSWER CROSS-CHANNEL ECOSYSTEMS 101 Andrea @Resmini January 12 2017
  2. 2. WAIT A SECOND, THAT’S NOT AN ANSWER It is. While a certain project will be initiated because of a social, organizational, or individual need or pain, that need or pain is not what generates the ecosystem That need or pain is a problem space within an ecosystem that is usually, at project start, largely unknown
  3. 3. HERE YOU GO AGAIN. NEEDS AND PAINS? Yes. Needs or pains are usually the reason an investigation starts Examples of organizational pain are “not intercepting the actor’s path because they go to competitors”, “increase our paid-for vs free customer ratio”, or “enter the online grocery market” A social pain could be reduce traffic, or promote equality
  4. 4. NOT FOLLOWING. MAYBE AN EXAMPLE? PLEASE? Sure. Suppose there is a fictional University X whose management wants to “improve their courses” This need or desire to improve is the organizational pain that serves as the catalyst for the design process
  5. 5. “MAKE OUR COURSES BETTER”
  6. 6. SO WE HAVE PA... Before we get to that. I find always extremely useful to have the design team produce a rough sketch of the ecosystem as they see it based on whatever information they possess This is an iterative process whose primary goal is to provide a canvas for further reflection and a way to make bias explicit
  7. 7. ALRIGHT. PAIN ... … this can be the ugliest, most terrible sketch ever, or something more refined or structured, depending on resources The important thing is that it gets to be constantly used and revised, and made like a map / rich picture / system map Pictures. Links. Not a list, nor a set of requirements
  8. 8. ... You were saying that pains are not solutions, right? They aren’t. They are a problem space that requires investigation But then, what about the actors and their experiences?
  9. 9. THEY WANT BETTER COURSES, NO? Do they? We know what University X wants to do, and we could argue that University X is an actor (or many different groups of actors), and we’d be correct, but are they ostensibly the primary actors? Are they the ones for whom we make better courses?
  10. 10. I GUESS NOT. I WOULD SAY STUDENTS Correct again, at least in our example. In reality, even that would have to be checked. It might be that a better course means a course that can be approved by some certification authority Here, let’s say students. So, wouldn’t you agree that we first of all should know what a “better course” is to students?
  11. 11. SURE, BUT WHAT ABOUT TEACHERS, OR STAFF? Pragmatism is the name of the game, as in all of design If budget, time, or other constraints allow it, investigate them If pockets are empty and results due yesterday, stick to the primary group of actors. Remember there’s always more actors
  12. 12. WAIT. WHAT DO YOU MEAN THERE’S ALWAYS MORE? Given any system, its boundaries are arbitrarily established based on the questions being asked You cannot argue in abstract that the group “students’ partners” is to be included or excluded, for example
  13. 13. OK. BACK ONE STEP. INVESTIGATE PRIMARY ACTORS Using whatever tools or methods are appropriate, actors are investigated to find out what “a course” is to them We want to know their goal and the path they travel Usually, not only there are differences between actor groups, but individual actors in the same group do not see eye to eye
  14. 14. YES, STUDENTS ARE INDIVIDUALS. BUT GOALS? Students will tell you that a course for them is something they want to pass because they need the credits, or that they want to learn all of the knowledge, or that they hate school These “goals” are important in connection with the path they travel through the still unknown ecosystem we are exploring
  15. 15. THE PATH THEY TRAVEL? At this stage, these different “goals” will probably configure structurally different cross-channel ecosystems Even though the base elements might or might not be exactly the same, their role, their relationships, and their weight in “the experience” will be different from actor to actor
  16. 16. ANY WAY YOU CAN MAKE THIS A TAD CLEARER? For a student who just wants to pass, additional non-compulsory reading material or resources will have little importance For an off-campus student, the teacher’s office might be useless but a Facebook group or the course online platform essential Goals and paths through the ecosystem are linked
  17. 17. PART 5 COMING JAN 19 “FUN TIMES WITH PATHS AND MAPS” Andrea @Resmini

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