Slides used as an introduction to E-Learning Resources: Evaluation course at Appleby Magna on 11 May 2009 run by Martin Bazley on behalf of Renaissance East Midlands
Introduction to Usability Testing for Survey ResearchCaroline Jarrett
This document provides guidance on planning and preparing for usability testing of surveys. It discusses determining what aspects of a survey to test, who to recruit as participants, and where to conduct the testing. Key recommendations include deciding what to test at least a month before testing, recruiting 5-10 participants to represent intended users, and conducting testing in rounds with revisions between rounds rather than one large test. Locations for testing can either be at the organization conducting the test or in participants' natural environments.
ResearchOps Berlin Meetup #2 - UX Maturity - How to Grow User Research in you...ResearchOps Meetup Berlin
In our spring edition of ResearchOps Berlin we will likewise talk about growing and maturing.
Our host FlixBus will give us insights into how they started UX in their organization and how they accelerated research in terms of such as their team set-up or research methods. Luky Primadani, Katja Borchert, Carolina Schomer and Pietro Romeo will provide us with use cases and how they see the next steps in becoming more UX mature.
Lee-Anne Walker developed prototypes for two ideas to help senior high school students transition from school to work: 1) Workshops led by experts covering career exploration, CV/interview preparation, and mentorship; and 2) An online portal providing a one-stop resource for career guidance, simulations, and connections to employers. Both prototypes were demonstrated to and received positive feedback from the stakeholder, a teacher, though some questions were raised. Further refinement of the prototypes and testing with additional stakeholders was recommended before pursuing implementation.
This document provides guidance on developing research skills. It discusses identifying a valid research problem and refining research aims and objectives. Primary and secondary data collection methods are covered, including interviews, observations, questionnaires and using existing sources. Key considerations for research include relevance, costs and ethics. The document emphasizes establishing a research problem and justification, designing appropriate data collection tools, analyzing findings and drawing conclusions supported by evidence.
This document discusses benchmarking usability performance. It defines usability and user experience, noting that usability refers to how effectively, efficiently and satisfactorily users can achieve goals. The document recommends benchmarking to provide a framework for comparing future website performance metrics. It describes different testing methods like in-lab one-on-one sessions using eye trackers, focus groups, and surveys. Preparation tips are provided like creating unambiguous tasks and avoiding bias. Analysis involves comparing results to goals and benchmarks. Outputs include notes, recordings, and reports.
Introduction to Usability Testing for Survey ResearchCaroline Jarrett
This document provides guidance on planning and preparing for usability testing of surveys. It discusses determining what aspects of a survey to test, who to recruit as participants, and where to conduct the testing. Key recommendations include deciding what to test at least a month before testing, recruiting 5-10 participants to represent intended users, and conducting testing in rounds with revisions between rounds rather than one large test. Locations for testing can either be at the organization conducting the test or in participants' natural environments.
ResearchOps Berlin Meetup #2 - UX Maturity - How to Grow User Research in you...ResearchOps Meetup Berlin
In our spring edition of ResearchOps Berlin we will likewise talk about growing and maturing.
Our host FlixBus will give us insights into how they started UX in their organization and how they accelerated research in terms of such as their team set-up or research methods. Luky Primadani, Katja Borchert, Carolina Schomer and Pietro Romeo will provide us with use cases and how they see the next steps in becoming more UX mature.
Lee-Anne Walker developed prototypes for two ideas to help senior high school students transition from school to work: 1) Workshops led by experts covering career exploration, CV/interview preparation, and mentorship; and 2) An online portal providing a one-stop resource for career guidance, simulations, and connections to employers. Both prototypes were demonstrated to and received positive feedback from the stakeholder, a teacher, though some questions were raised. Further refinement of the prototypes and testing with additional stakeholders was recommended before pursuing implementation.
This document provides guidance on developing research skills. It discusses identifying a valid research problem and refining research aims and objectives. Primary and secondary data collection methods are covered, including interviews, observations, questionnaires and using existing sources. Key considerations for research include relevance, costs and ethics. The document emphasizes establishing a research problem and justification, designing appropriate data collection tools, analyzing findings and drawing conclusions supported by evidence.
This document discusses benchmarking usability performance. It defines usability and user experience, noting that usability refers to how effectively, efficiently and satisfactorily users can achieve goals. The document recommends benchmarking to provide a framework for comparing future website performance metrics. It describes different testing methods like in-lab one-on-one sessions using eye trackers, focus groups, and surveys. Preparation tips are provided like creating unambiguous tasks and avoiding bias. Analysis involves comparing results to goals and benchmarks. Outputs include notes, recordings, and reports.
This document discusses evaluation in ESP (English for Specific Purposes) courses. It covers:
1. Why evaluation is important in ESP - ESP courses have specific objectives and learners/sponsors want to see a return on their investment, requiring accountability.
2. The two levels of evaluation - learner assessment and course evaluation. Learner assessment ensures students are learning effectively, while course evaluation establishes if the course is meeting its aims.
3. Aspects of course evaluation - what should be evaluated, how it can be done, who should be involved, and when it should take place. Getting feedback from learners, teachers and sponsors is important.
The document discusses various aspects of evaluating English for Specific Purposes (ESP) teaching materials, including designing, adapting, and selecting existing materials. It describes designing original materials by providing input and language learning opportunities for students. It also discusses adapting existing materials to suit specific purposes and evaluating materials by looking at what meets learner needs. Key aspects of evaluation include examining how well materials fulfill learning objectives, suit a task-based syllabus, and provide a basis for improving future materials. The document also provides examples of preliminary, performance, and formative evaluation types and criteria for course book evaluation.
Design Chapter 7 - Testing and Evaluation Techniquesguest01bdf1
This document discusses techniques for testing and evaluation in fire service training. It covers four levels of evaluation (reaction, learning, transfer, business results), the difference between summative and formative evaluation, and various types of tests including written, oral, practical, and performance evaluations. Guidelines are provided for constructing written, multiple choice, true/false, matching, completion and essay tests. Sources for test materials are also discussed.
ESP PPT : GROUP 3 SYLLABUS AND COURSE DESIGN IN ESPDieyana Rahman
The document discusses course design and syllabus for English for Specific Purposes. It describes language-centered, skill-centered, and learning-centered approaches to course design. The types and purposes of different syllabi are outlined. A syllabus plays an important role in organizing content and sequencing lessons according to the chosen approach to course design, whether it is language-centered, skill-centered, learning-centered, or learner-centered. Criteria for organizing a syllabus include focusing on key materials, selecting and subdividing topics, and deciding on sequencing.
This document discusses different types of evaluation:
1) Placement, formative, summative, and diagnostic evaluations are distinguished based on when they are used in the learning process. Placement evaluates entry-level knowledge, formative provides ongoing feedback, summative assesses mastery at the end, and diagnostic identifies specific learning difficulties.
2) Evaluations can also be norm-referenced, comparing performance to peers, or criterion-referenced, assessing whether criteria are met without comparisons. Criterion-referenced tests describe specific behaviors while norm-referenced rank performance within a group.
3) The key difference between criterion-referenced and norm-referenced tests is that criterion-refer
This document discusses different ways to categorize tests, including by mode of response (oral, written, performance), ease of quantification of responses (objective vs. subjective), mode of administration (individual vs. group), test constructor (standardized vs. unstandardized), and mode of interpreting results (norm-referenced vs. criterion-referenced). Tests can be categorized based on whether responses are oral, written, or performance-based. Objective tests with quantifiable responses can be compared to yield scores, while subjective tests allow divergent answers like essays. Tests are also categorized by whether they are administered to individuals or groups, and whether they are standardized with established procedures or unstandardized for classroom use.
Understanding Online Audiences Bazley Ma Wonder Web 10 Jun09Martin Bazley
The document discusses the importance of understanding online audiences through research in order to improve websites and ensure users understand what is being offered. It provides examples of why audience research is needed and outlines common goals, methods, and tools used for audience research including qualitative and quantitative data collection and analysis. Key reasons for doing audience research include evaluation, promotion, and planning.
Bazley understanding online audiences vsg conf march 2016 for uploadingMartin Bazley
The document provides guidance on understanding online audiences from Martin Bazley, a digital heritage consultant. It discusses defining audience research goals, collecting and analyzing data, and using the results to guide changes. It offers tips on tools for gathering data like surveys, web analytics, and user testing. The goal is to learn about users in order to improve websites and ensure they meet user needs.
Bazley Developing And Evaluating Online ResourcesMartin Bazley
The document discusses best practices for developing online resources and evaluating websites. It emphasizes that the web is primarily a visual medium and that users scan pages in an F-shaped pattern. When writing for the web, it is important to understand audiences, learning outcomes, and evaluation. User testing and iterative development are recommended to improve websites.
090511 Appleby Magna Overview PresentationMartin Bazley
Slides used as an introduction to E-Learning Resources: Evaluation course at Appleby Magna on 11 May 2009 run by Martin Bazley on behalf of Renaissance East Midlands
Sustaining digital learning provision gem conf 2011Martin Bazley
The document discusses the importance of evaluating digital learning resources through classroom user testing. It provides examples of projects that used a two-phase evaluation approach, beginning with preliminary user testing followed by in-class testing, and outlines key insights gained from observing how students and teachers interacted with the resources in a classroom setting that were not identified during initial user testing. Potential concerns about classroom user testing are also addressed, emphasizing that it is important to directly observe how resources function in their intended learning environment and context.
Webinar: How to Conduct Unmoderated Remote Usability TestingUserZoom
The webinar covered how to conduct unmoderated remote usability testing in 3 parts: an introduction and case study, how to plan, design, recruit for, and analyze a remote unmoderated usability study. It discussed choosing goals and metrics, creating study scripts with tasks and questions, recruiting participants, and analyzing results including task success rates, efficiency metrics, satisfaction scores, and behavioral data. The presentation provided examples and tips for each part of the process.
This document discusses combining web analytics and user testing methods to provide more comprehensive insights. It outlines how each method has limitations on its own but provides complementary quantitative and qualitative data when used together. Specific examples show how web analytics can help focus user research activities like participant recruitment and test scenarios, while qualitative findings from user testing help interpret web analytics metrics. The overall message is that combining these methods allows telling a stronger story backed by both data and insights.
"Open" includes users - Leverage their inputRandy Earl
This document discusses various user research methods that can be used to improve open source software and ensure diversity. It begins by explaining the importance of intentionally including a diverse user base to drive innovation. It then provides an overview of common user research methods such as interviews, usability testing, card sorting, and analytics reviews. Specific examples are given around label testing and task-based navigation that resulted in improved user experiences and outcomes. The overall message is that proactively involving and understanding users is critical for the success of any software, including open source projects.
This document provides an overview of digital learning and how to create effective online learning resources. It discusses using digital tools to support face-to-face learning and how learner-created projects can promote ownership of learning. Key elements of online resources are described, including images, activities, and videos. The importance of user testing is emphasized through frameworks like the W6, which considers who the resource is for, what it offers, how it will be used, when, where, and why. An iterative process of testing, revising, and retesting content and design is recommended to create useful digital learning resources.
Experience Research Best Practices - UX Meet Up Boston 2013 - Dan BerlinMad*Pow
The document provides guidance on best practices for experience research. It discusses understanding research goals, choosing appropriate research methods, gathering qualitative data through tasks, moderator guides, note taking, and organizing findings. The key points are: understand business goals and user needs to define research goals; use a methods chart to evaluate options based on goals, timeline, budget and other constraints; and properly document studies through moderator guides, notes grids, and findings sheets to facilitate analysis.
Research project, proposed, conducted, and reported on a usability study and evaluation of a website. Usability testing involves testing products, documentation, texts, or websites to see if they meet the needs of their users.
This proposal of work contains details and samples of the user centric design process I follow. I have been trying to find a good graph that represents the process, but at the end I have decided to make my own! ;)
This document discusses evaluation in ESP (English for Specific Purposes) courses. It covers:
1. Why evaluation is important in ESP - ESP courses have specific objectives and learners/sponsors want to see a return on their investment, requiring accountability.
2. The two levels of evaluation - learner assessment and course evaluation. Learner assessment ensures students are learning effectively, while course evaluation establishes if the course is meeting its aims.
3. Aspects of course evaluation - what should be evaluated, how it can be done, who should be involved, and when it should take place. Getting feedback from learners, teachers and sponsors is important.
The document discusses various aspects of evaluating English for Specific Purposes (ESP) teaching materials, including designing, adapting, and selecting existing materials. It describes designing original materials by providing input and language learning opportunities for students. It also discusses adapting existing materials to suit specific purposes and evaluating materials by looking at what meets learner needs. Key aspects of evaluation include examining how well materials fulfill learning objectives, suit a task-based syllabus, and provide a basis for improving future materials. The document also provides examples of preliminary, performance, and formative evaluation types and criteria for course book evaluation.
Design Chapter 7 - Testing and Evaluation Techniquesguest01bdf1
This document discusses techniques for testing and evaluation in fire service training. It covers four levels of evaluation (reaction, learning, transfer, business results), the difference between summative and formative evaluation, and various types of tests including written, oral, practical, and performance evaluations. Guidelines are provided for constructing written, multiple choice, true/false, matching, completion and essay tests. Sources for test materials are also discussed.
ESP PPT : GROUP 3 SYLLABUS AND COURSE DESIGN IN ESPDieyana Rahman
The document discusses course design and syllabus for English for Specific Purposes. It describes language-centered, skill-centered, and learning-centered approaches to course design. The types and purposes of different syllabi are outlined. A syllabus plays an important role in organizing content and sequencing lessons according to the chosen approach to course design, whether it is language-centered, skill-centered, learning-centered, or learner-centered. Criteria for organizing a syllabus include focusing on key materials, selecting and subdividing topics, and deciding on sequencing.
This document discusses different types of evaluation:
1) Placement, formative, summative, and diagnostic evaluations are distinguished based on when they are used in the learning process. Placement evaluates entry-level knowledge, formative provides ongoing feedback, summative assesses mastery at the end, and diagnostic identifies specific learning difficulties.
2) Evaluations can also be norm-referenced, comparing performance to peers, or criterion-referenced, assessing whether criteria are met without comparisons. Criterion-referenced tests describe specific behaviors while norm-referenced rank performance within a group.
3) The key difference between criterion-referenced and norm-referenced tests is that criterion-refer
This document discusses different ways to categorize tests, including by mode of response (oral, written, performance), ease of quantification of responses (objective vs. subjective), mode of administration (individual vs. group), test constructor (standardized vs. unstandardized), and mode of interpreting results (norm-referenced vs. criterion-referenced). Tests can be categorized based on whether responses are oral, written, or performance-based. Objective tests with quantifiable responses can be compared to yield scores, while subjective tests allow divergent answers like essays. Tests are also categorized by whether they are administered to individuals or groups, and whether they are standardized with established procedures or unstandardized for classroom use.
Understanding Online Audiences Bazley Ma Wonder Web 10 Jun09Martin Bazley
The document discusses the importance of understanding online audiences through research in order to improve websites and ensure users understand what is being offered. It provides examples of why audience research is needed and outlines common goals, methods, and tools used for audience research including qualitative and quantitative data collection and analysis. Key reasons for doing audience research include evaluation, promotion, and planning.
Bazley understanding online audiences vsg conf march 2016 for uploadingMartin Bazley
The document provides guidance on understanding online audiences from Martin Bazley, a digital heritage consultant. It discusses defining audience research goals, collecting and analyzing data, and using the results to guide changes. It offers tips on tools for gathering data like surveys, web analytics, and user testing. The goal is to learn about users in order to improve websites and ensure they meet user needs.
Bazley Developing And Evaluating Online ResourcesMartin Bazley
The document discusses best practices for developing online resources and evaluating websites. It emphasizes that the web is primarily a visual medium and that users scan pages in an F-shaped pattern. When writing for the web, it is important to understand audiences, learning outcomes, and evaluation. User testing and iterative development are recommended to improve websites.
090511 Appleby Magna Overview PresentationMartin Bazley
Slides used as an introduction to E-Learning Resources: Evaluation course at Appleby Magna on 11 May 2009 run by Martin Bazley on behalf of Renaissance East Midlands
Sustaining digital learning provision gem conf 2011Martin Bazley
The document discusses the importance of evaluating digital learning resources through classroom user testing. It provides examples of projects that used a two-phase evaluation approach, beginning with preliminary user testing followed by in-class testing, and outlines key insights gained from observing how students and teachers interacted with the resources in a classroom setting that were not identified during initial user testing. Potential concerns about classroom user testing are also addressed, emphasizing that it is important to directly observe how resources function in their intended learning environment and context.
Webinar: How to Conduct Unmoderated Remote Usability TestingUserZoom
The webinar covered how to conduct unmoderated remote usability testing in 3 parts: an introduction and case study, how to plan, design, recruit for, and analyze a remote unmoderated usability study. It discussed choosing goals and metrics, creating study scripts with tasks and questions, recruiting participants, and analyzing results including task success rates, efficiency metrics, satisfaction scores, and behavioral data. The presentation provided examples and tips for each part of the process.
This document discusses combining web analytics and user testing methods to provide more comprehensive insights. It outlines how each method has limitations on its own but provides complementary quantitative and qualitative data when used together. Specific examples show how web analytics can help focus user research activities like participant recruitment and test scenarios, while qualitative findings from user testing help interpret web analytics metrics. The overall message is that combining these methods allows telling a stronger story backed by both data and insights.
"Open" includes users - Leverage their inputRandy Earl
This document discusses various user research methods that can be used to improve open source software and ensure diversity. It begins by explaining the importance of intentionally including a diverse user base to drive innovation. It then provides an overview of common user research methods such as interviews, usability testing, card sorting, and analytics reviews. Specific examples are given around label testing and task-based navigation that resulted in improved user experiences and outcomes. The overall message is that proactively involving and understanding users is critical for the success of any software, including open source projects.
This document provides an overview of digital learning and how to create effective online learning resources. It discusses using digital tools to support face-to-face learning and how learner-created projects can promote ownership of learning. Key elements of online resources are described, including images, activities, and videos. The importance of user testing is emphasized through frameworks like the W6, which considers who the resource is for, what it offers, how it will be used, when, where, and why. An iterative process of testing, revising, and retesting content and design is recommended to create useful digital learning resources.
Experience Research Best Practices - UX Meet Up Boston 2013 - Dan BerlinMad*Pow
The document provides guidance on best practices for experience research. It discusses understanding research goals, choosing appropriate research methods, gathering qualitative data through tasks, moderator guides, note taking, and organizing findings. The key points are: understand business goals and user needs to define research goals; use a methods chart to evaluate options based on goals, timeline, budget and other constraints; and properly document studies through moderator guides, notes grids, and findings sheets to facilitate analysis.
Research project, proposed, conducted, and reported on a usability study and evaluation of a website. Usability testing involves testing products, documentation, texts, or websites to see if they meet the needs of their users.
This proposal of work contains details and samples of the user centric design process I follow. I have been trying to find a good graph that represents the process, but at the end I have decided to make my own! ;)
The document discusses user-centered design and usability testing. It provides an overview of typical user-centered design workflows, experience design approaches, and perspectives from designers on usability testing. The document also outlines what usability testing is, why organizations conduct them, and how the testing process typically works. It emphasizes the importance of planning usability tests, including defining goals, researching audiences, developing personas and scenarios, recruiting appropriate test participants, and analyzing results to improve designs.
This document summarizes a presentation on evaluating engagement activities. The presentation aimed to help participants develop evaluation strategies and make strong cases for engagement. It covered why evaluation is important, how to identify what to evaluate using logic models, who evaluations are for, and making the case for engagement through evaluation. The presentation included activities where participants discussed their experiences with evaluation and worked through examples of logic models and evaluation plans.
This document provides guidance for conducting usability testing and quality assurance. It discusses identifying websites to test and key tasks for each site. It encourages identifying sites that may be new to classmates and, ideally, sites that those conducting the test work on. For each chosen site, it recommends identifying 3-5 key tasks that a user should be able to accomplish on the site.
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1. User testing and evaluation: why, how and when to do it Evaluating and user testing… Appleby Magna Centre 11 May 2009 Martin Bazley Martin Bazley & Associates www.martinbazley.com