1) Front end evaluation is conducted at the beginning of the exhibit design process to understand the audience. It identifies what the audience knows, any misconceptions, and how they want to learn through methods like surveys, interviews, and focus groups.
2) There are three main types of evaluation: front end, formative, and summative. Front end evaluation identifies the audience needs. Formative evaluation occurs during design to test prototypes. Summative evaluation measures the exhibit's effectiveness after completion.
3) Front end evaluation guides the interpretation and content design by understanding what the audience already knows, attitudes, interests, preferred learning styles, and vocabulary to ensure the exhibit effectively reaches the audience.
The Art of Asking Survey Questions: 7 Survey-Writing Don'tsHubSpot
What types of questions should you avoid the next time you have to write a survey to get feedback?
This presentation covers just a section of our guide: What not to do when writing survey questions. Get your free copy of the complete guide and workbook, The Art of Asking Survey Questions, right here: http://hub.am/1imzkQ6
This document provides guidance on effective survey design. It discusses what surveys can measure, including behaviors, attitudes, demographics, and preferences. It also describes different types of survey questions such as open-ended, closed-ended, rating scales, rankings, and checklists. Common problems with question wording like bias, unequal comparisons, and threats to self-esteem are explained. The document recommends using question scales that directly measure the concept in question rather than artificial agreement scales. It emphasizes the importance of pilot testing surveys and refining questions based on feedback.
The document provides guidelines for conducting empathy interviews and creating empathy maps and problem statements. It instructs the interviewer to listen more than talk, ask open-ended questions, and follow up on interesting answers. The empathy map involves categorizing quotes from the interview under "Say," "Think," and "Feel" sections to make inferences about the person's needs. Finally, the problem statement identifies the stakeholder's needs in the form of a verb, provides insights from the empathy map, and avoids being too narrow or broad in scope.
This document provides an overview of best practices for writing effective surveys and questionnaires. It discusses key concepts like the difference between surveys and censuses, and surveys and questionnaires. It outlines common issues like sampling, design, analysis, question wording, response methods, and question ordering that should be considered. Best practices are presented such as clearly defining the research goal, verifying that a survey is needed, pretesting the questionnaire, and getting feedback from others. The goal is to help people construct surveys that accurately measure constructs and avoid biases.
This document provides an overview of best practices for writing effective surveys and questionnaires. It discusses key concepts like the difference between surveys and censuses, and surveys and questionnaires. It outlines common issues like sampling, design, analysis, question wording, response methods, and question ordering that should be considered. Best practices are presented such as clearly defining the research goal, verifying that a survey is needed, pretesting the questionnaire, and getting feedback from others. The goal is to help people construct surveys that accurately measure constructs and avoid biases.
We created a “traditional” survey and a new and improved “fun” survey to collect data from nearly 1000 people about gaming opinions and behaviours. The questions and answer options were the same, but the grammar and word choice was different.
The document provides an overview of lessons from a short course on market research, including qualitative research methods and analysing qualitative data. It discusses topics such as what qualitative research involves, how to design qualitative studies, different qualitative techniques like focus groups and depth interviews, analysing qualitative data through coding and identifying themes, and ensuring the validity of qualitative findings. The document aims to help researchers understand and apply key qualitative research methods and analysis techniques.
This document discusses different types of interviews and considerations for conducting interviews. It describes structured, semi-structured, and unstructured interviews. Structured interviews are quick but provide less detailed information, while unstructured interviews provide more in-depth data but are more difficult to analyze. Semi-structured interviews combine aspects of both. Factors like the type of participants, location, timing, question phrasing, recording responses, obtaining consent, and analyzing the data are important to consider for effective interviews.
The Art of Asking Survey Questions: 7 Survey-Writing Don'tsHubSpot
What types of questions should you avoid the next time you have to write a survey to get feedback?
This presentation covers just a section of our guide: What not to do when writing survey questions. Get your free copy of the complete guide and workbook, The Art of Asking Survey Questions, right here: http://hub.am/1imzkQ6
This document provides guidance on effective survey design. It discusses what surveys can measure, including behaviors, attitudes, demographics, and preferences. It also describes different types of survey questions such as open-ended, closed-ended, rating scales, rankings, and checklists. Common problems with question wording like bias, unequal comparisons, and threats to self-esteem are explained. The document recommends using question scales that directly measure the concept in question rather than artificial agreement scales. It emphasizes the importance of pilot testing surveys and refining questions based on feedback.
The document provides guidelines for conducting empathy interviews and creating empathy maps and problem statements. It instructs the interviewer to listen more than talk, ask open-ended questions, and follow up on interesting answers. The empathy map involves categorizing quotes from the interview under "Say," "Think," and "Feel" sections to make inferences about the person's needs. Finally, the problem statement identifies the stakeholder's needs in the form of a verb, provides insights from the empathy map, and avoids being too narrow or broad in scope.
This document provides an overview of best practices for writing effective surveys and questionnaires. It discusses key concepts like the difference between surveys and censuses, and surveys and questionnaires. It outlines common issues like sampling, design, analysis, question wording, response methods, and question ordering that should be considered. Best practices are presented such as clearly defining the research goal, verifying that a survey is needed, pretesting the questionnaire, and getting feedback from others. The goal is to help people construct surveys that accurately measure constructs and avoid biases.
This document provides an overview of best practices for writing effective surveys and questionnaires. It discusses key concepts like the difference between surveys and censuses, and surveys and questionnaires. It outlines common issues like sampling, design, analysis, question wording, response methods, and question ordering that should be considered. Best practices are presented such as clearly defining the research goal, verifying that a survey is needed, pretesting the questionnaire, and getting feedback from others. The goal is to help people construct surveys that accurately measure constructs and avoid biases.
We created a “traditional” survey and a new and improved “fun” survey to collect data from nearly 1000 people about gaming opinions and behaviours. The questions and answer options were the same, but the grammar and word choice was different.
The document provides an overview of lessons from a short course on market research, including qualitative research methods and analysing qualitative data. It discusses topics such as what qualitative research involves, how to design qualitative studies, different qualitative techniques like focus groups and depth interviews, analysing qualitative data through coding and identifying themes, and ensuring the validity of qualitative findings. The document aims to help researchers understand and apply key qualitative research methods and analysis techniques.
This document discusses different types of interviews and considerations for conducting interviews. It describes structured, semi-structured, and unstructured interviews. Structured interviews are quick but provide less detailed information, while unstructured interviews provide more in-depth data but are more difficult to analyze. Semi-structured interviews combine aspects of both. Factors like the type of participants, location, timing, question phrasing, recording responses, obtaining consent, and analyzing the data are important to consider for effective interviews.
This document provides information on primary research methods. It defines primary research as data collected first-hand by the researcher. Some key types of primary research discussed include interviews, surveys, and focus groups. The document outlines advantages of primary research such as control over the method and sample, as well as disadvantages like time and cost involved. It also discusses important considerations for primary research like sample size and margin of error. Examples are provided of questions that could be used in a survey as a primary research method.
This document provides information on primary research methods. It defines primary research as data collected first-hand by the researcher. Some key types of primary research discussed include interviews, surveys, and focus groups. The document outlines advantages of primary research such as control over the method and sample, as well as disadvantages like time and cost involved. It also discusses important considerations for primary research like sample size and margin of error. Examples are provided of questions that could be used in a survey as a primary research method.
This document provides guidance on how to effectively ask questions to gather user feedback. It discusses identifying goals and assumptions, engaging the right participants, formulating good open-ended questions, using follow-up questions and considering question format. Effective listening is also covered, including remaining neutral, engaging with participants and allowing silence. The overall aim is to facilitate discussions that prepare teams for gathering insightful client and user feedback.
The document provides guidance on conducting semi-structured qualitative interviews. It advises using open-ended questions, avoiding leading questions, probing for more details, and letting the interviewee guide the discussion. Effective probing techniques include repeating responses, asking for more details or examples, and using encouraging noises. Note-taking should include both raw notes taken during the interview and expanded notes written afterwards. Notes should then be coded to help analyze themes and patterns in the data.
How to Improve Your Library Instruction: Assessment in Five Minutes (February...ALATechSource
This document discusses quick assessment techniques that can be used in one-shot library instruction sessions to identify student comprehension and learning. It recommends drafting learning outcomes using Bloom's Taxonomy and then composing assessment instruments based on those outcomes. Some suggested assessment tools include polls, interactive exercises, and pre/post quizzes or questionnaires. Best practices for question drafting include converting outcomes to questions, including a mix of question types and difficulties, and getting feedback on questions. Delivery tools mentioned are Kahoot, SurveyMonkey, Poll Daddy, Poll Everywhere and Google Forms. The goal of assessment is to review responses and identify areas for improvement in teaching.
If you had five minutes with a user of your product or service what would you ask him or her? Would you even know how to approach that person? Or who to ask? What makes a good interview anyway? Interviewing is both an art and a science, but often, both are overlooked. Taking time to ask the right questions reveals insights into the experiences we design. Everyone is has a story to tell, and everyone has insight that can inform your product, website, or service experience. But if we don’t ask good questions, we’ll lose the valuable input coming directly from the people we’re designing for.
Whether formal or informal, on a shoestring or a big budget, this workshop will give you concrete strategies for conducting interviews to get results you can use. Learn strategies for asking good questions, how to listen (more challenging than you think), get interview technology you need, and find out what the experts are doing in the field. Walk away with practical experience you can use the very same day to inform the products you’re creating.
The document provides guidance on conducting effective interviews. It discusses preparing well in advance with an interview schedule and guide to ensure interviews stay focused. The three key steps are preparation, execution, and review. During execution, interviewers should listen actively, ask open and closed questions, and adjust their style based on the interviewee. After, they should write up structured interview notes for review and comparison. The goal is to gain rich information through well-structured guided dialogues.
This document provides guidance for a personal production project. Students will create a package of related products based on a consistent concept or theme of their choosing. They will go through stages of planning, research, experimentation, production and evaluation. Initial requirements include creating mind maps and mood boards to develop project ideas. Students will then research similar existing products, conduct audience research through surveys and interviews, and experiment in their chosen medium. Further stages involve formalizing a proposal, pre-production planning, the production process with daily reflections, gathering peer feedback, and a final evaluation. The goal is for students to independently design and create an original package of multimedia products.
This document provides guidance on how to conduct an interview. It recommends preparing questions in advance through research, bringing materials to take notes, and scheduling the interview. Open-ended questions should be asked to obtain new information. Different types of questions are appropriate at different stages of the interview. Proper etiquette includes contacting the interviewee in advance, introducing yourself, asking permission to record, being polite, and thanking them afterwards. Practice interviews are suggested to gain experience.
The PPt of 10 Questions of Interview of BSN,Post RN, MSN
The video of this topic is also on My youtube channel #StarsNursingAcademy. Link os video is
https://youtu.be/ZyMDRNweHY0
Plz visit my channel once
In this talk, we’ll look at the process of designing a research methodology. Is it better to stick to the safety of the lab, or to broaden our horizons? And how can we convince colleagues and stakeholders to buy into the decision? We’ll introduce a set of principles and a thinking tool to help you weigh up and justify your approach.
This document discusses and compares primary and secondary research methods. Primary research methods discussed include surveys and interviews. Surveys allow you to collect information from many people but responses may not be accurate. Interviews are a quick way to get opinions but the information could be forgotten if not recorded. Secondary research methods discussed are using the internet, reading books, and searching archives. The internet provides fast access to information but books require more time. Archives provide historical information but it may be outdated.
The document provides a self-evaluation of the author's production process for an animation project. Some key weaknesses identified include a lack of depth in initial secondary research, not researching different styles of animation openings which limited inspiration, and an inability to find specific audience research online. Strengths included gathering useful details from secondary research and conducting interviews that provided rich details. The author notes they could have improved their primary research by conducting more interviews for additional comparisons. Overall, the evaluation identifies areas for improvement while also recognizing positive aspects of the research process.
The document discusses the art of probing through asking effective questions. It notes that asking questions can drive creativity and lead to new knowledge as the cycle of questions and answers helps get to the core of an idea. It recommends using journalist's tools of who, what, when, where, why and how questions to dig deeper into topics. Specific probing techniques mentioned include probing for emotion, clarification, purpose, relevance, response, extension, and doubts. The art of probing is useful for presentations, problem solving, enhancing learning, sales, and effective communication.
The document provides an evaluation of Will Anderson's secondary and primary research for a production process evaluation project. Some key weaknesses identified in the secondary research include a lack of depth in researching target audiences and different animation styles. The primary research analysis notes that interviews lacked depth and number of participants compared to surveys. Survey responses were limited by similar demographics of participants. Overall, the evaluation reflects on strengths like organized research slides but also areas for improvement such as conducting more diverse primary research.
The document provides a self-evaluation of Will Anderson's secondary research, primary research, planning, and mood boards for an animation production project. Some key points:
- The secondary research lacked depth in certain areas and did not research different animation styles enough. Primary research interviews were too few and could have been improved.
- Surveys gathered useful information but focused on a narrow demographic. Analysis of research could have compared results more.
- Initial planning ideas like mind maps and mood boards helped develop the project but could have been expanded on certain topics. Comparisons between planning elements were lacking.
- Reflections identified strengths like thorough analyses but also weaknesses such as not brainstorming enough ideas or cross-refer
The document provides a self-evaluation of Will Anderson's secondary research, primary research, planning, and mood boards for an animation production project. Some key points:
- The secondary research lacked depth in certain areas and did not research different animation styles enough. Primary research interviews were too few and could have been improved.
- Surveys gathered useful information but focused on a narrow demographic. Analysis of research could have compared responses more.
- Initial planning ideas like mind maps and mood boards helped develop the project concept but could have been expanded on certain elements.
- Reflections identify strengths like thorough analyses but also weaknesses such as not cross-referencing research more or exploring additional ideas during planning. Overall the evaluation
The document provides an evaluation of Will Anderson's secondary and primary research for a production process evaluation project. Some key weaknesses identified in the secondary research include a lack of depth in analyzing posters and not researching different styles of animation openings. The primary research weaknesses discussed are conducting too few interviews and only surveying friends within a similar age demographic. Strengths highlighted are organizing the secondary research clearly and linking findings back to the project, as well as structuring the survey to be quick and avoid boredom. Overall, the evaluation identifies areas for improvement but also demonstrates learning from the research process.
This document provides guidance on conducting effective interviews for journalism. It outlines best practices for various stages of the interview process, including preparing questions in advance, being respectful and engaged during the interview, getting accurate quotes, and concluding professionally. The key aspects covered are researching the topic beforehand, preparing open-ended questions, listening attentively, and following up on interesting details that emerge.
Understanding user needs is essential for design thinking. Qualitative research methods like observation and interviews allow deep insights into user contexts, needs, and pain points. The document discusses how to conduct qualitative research through various methods. It recommends observing users in their natural environments to understand behaviors, then interviewing to gain attitudes and perspectives. Field notes and open-ended questions are important. The goal is to gain empathy and refine understanding of user needs through an iterative research process.
This document provides an overview of a unit on responding to a media commission. It discusses understanding the target audience and research, including primary and secondary research. The key activities covered are identifying the audience, conducting a questionnaire to test audience opinions on ideas, and performing secondary research on similar texts. Feedback is also provided on writing effective questions for the questionnaire.
This document provides information on primary research methods. It defines primary research as data collected first-hand by the researcher. Some key types of primary research discussed include interviews, surveys, and focus groups. The document outlines advantages of primary research such as control over the method and sample, as well as disadvantages like time and cost involved. It also discusses important considerations for primary research like sample size and margin of error. Examples are provided of questions that could be used in a survey as a primary research method.
This document provides information on primary research methods. It defines primary research as data collected first-hand by the researcher. Some key types of primary research discussed include interviews, surveys, and focus groups. The document outlines advantages of primary research such as control over the method and sample, as well as disadvantages like time and cost involved. It also discusses important considerations for primary research like sample size and margin of error. Examples are provided of questions that could be used in a survey as a primary research method.
This document provides guidance on how to effectively ask questions to gather user feedback. It discusses identifying goals and assumptions, engaging the right participants, formulating good open-ended questions, using follow-up questions and considering question format. Effective listening is also covered, including remaining neutral, engaging with participants and allowing silence. The overall aim is to facilitate discussions that prepare teams for gathering insightful client and user feedback.
The document provides guidance on conducting semi-structured qualitative interviews. It advises using open-ended questions, avoiding leading questions, probing for more details, and letting the interviewee guide the discussion. Effective probing techniques include repeating responses, asking for more details or examples, and using encouraging noises. Note-taking should include both raw notes taken during the interview and expanded notes written afterwards. Notes should then be coded to help analyze themes and patterns in the data.
How to Improve Your Library Instruction: Assessment in Five Minutes (February...ALATechSource
This document discusses quick assessment techniques that can be used in one-shot library instruction sessions to identify student comprehension and learning. It recommends drafting learning outcomes using Bloom's Taxonomy and then composing assessment instruments based on those outcomes. Some suggested assessment tools include polls, interactive exercises, and pre/post quizzes or questionnaires. Best practices for question drafting include converting outcomes to questions, including a mix of question types and difficulties, and getting feedback on questions. Delivery tools mentioned are Kahoot, SurveyMonkey, Poll Daddy, Poll Everywhere and Google Forms. The goal of assessment is to review responses and identify areas for improvement in teaching.
If you had five minutes with a user of your product or service what would you ask him or her? Would you even know how to approach that person? Or who to ask? What makes a good interview anyway? Interviewing is both an art and a science, but often, both are overlooked. Taking time to ask the right questions reveals insights into the experiences we design. Everyone is has a story to tell, and everyone has insight that can inform your product, website, or service experience. But if we don’t ask good questions, we’ll lose the valuable input coming directly from the people we’re designing for.
Whether formal or informal, on a shoestring or a big budget, this workshop will give you concrete strategies for conducting interviews to get results you can use. Learn strategies for asking good questions, how to listen (more challenging than you think), get interview technology you need, and find out what the experts are doing in the field. Walk away with practical experience you can use the very same day to inform the products you’re creating.
The document provides guidance on conducting effective interviews. It discusses preparing well in advance with an interview schedule and guide to ensure interviews stay focused. The three key steps are preparation, execution, and review. During execution, interviewers should listen actively, ask open and closed questions, and adjust their style based on the interviewee. After, they should write up structured interview notes for review and comparison. The goal is to gain rich information through well-structured guided dialogues.
This document provides guidance for a personal production project. Students will create a package of related products based on a consistent concept or theme of their choosing. They will go through stages of planning, research, experimentation, production and evaluation. Initial requirements include creating mind maps and mood boards to develop project ideas. Students will then research similar existing products, conduct audience research through surveys and interviews, and experiment in their chosen medium. Further stages involve formalizing a proposal, pre-production planning, the production process with daily reflections, gathering peer feedback, and a final evaluation. The goal is for students to independently design and create an original package of multimedia products.
This document provides guidance on how to conduct an interview. It recommends preparing questions in advance through research, bringing materials to take notes, and scheduling the interview. Open-ended questions should be asked to obtain new information. Different types of questions are appropriate at different stages of the interview. Proper etiquette includes contacting the interviewee in advance, introducing yourself, asking permission to record, being polite, and thanking them afterwards. Practice interviews are suggested to gain experience.
The PPt of 10 Questions of Interview of BSN,Post RN, MSN
The video of this topic is also on My youtube channel #StarsNursingAcademy. Link os video is
https://youtu.be/ZyMDRNweHY0
Plz visit my channel once
In this talk, we’ll look at the process of designing a research methodology. Is it better to stick to the safety of the lab, or to broaden our horizons? And how can we convince colleagues and stakeholders to buy into the decision? We’ll introduce a set of principles and a thinking tool to help you weigh up and justify your approach.
This document discusses and compares primary and secondary research methods. Primary research methods discussed include surveys and interviews. Surveys allow you to collect information from many people but responses may not be accurate. Interviews are a quick way to get opinions but the information could be forgotten if not recorded. Secondary research methods discussed are using the internet, reading books, and searching archives. The internet provides fast access to information but books require more time. Archives provide historical information but it may be outdated.
The document provides a self-evaluation of the author's production process for an animation project. Some key weaknesses identified include a lack of depth in initial secondary research, not researching different styles of animation openings which limited inspiration, and an inability to find specific audience research online. Strengths included gathering useful details from secondary research and conducting interviews that provided rich details. The author notes they could have improved their primary research by conducting more interviews for additional comparisons. Overall, the evaluation identifies areas for improvement while also recognizing positive aspects of the research process.
The document discusses the art of probing through asking effective questions. It notes that asking questions can drive creativity and lead to new knowledge as the cycle of questions and answers helps get to the core of an idea. It recommends using journalist's tools of who, what, when, where, why and how questions to dig deeper into topics. Specific probing techniques mentioned include probing for emotion, clarification, purpose, relevance, response, extension, and doubts. The art of probing is useful for presentations, problem solving, enhancing learning, sales, and effective communication.
The document provides an evaluation of Will Anderson's secondary and primary research for a production process evaluation project. Some key weaknesses identified in the secondary research include a lack of depth in researching target audiences and different animation styles. The primary research analysis notes that interviews lacked depth and number of participants compared to surveys. Survey responses were limited by similar demographics of participants. Overall, the evaluation reflects on strengths like organized research slides but also areas for improvement such as conducting more diverse primary research.
The document provides a self-evaluation of Will Anderson's secondary research, primary research, planning, and mood boards for an animation production project. Some key points:
- The secondary research lacked depth in certain areas and did not research different animation styles enough. Primary research interviews were too few and could have been improved.
- Surveys gathered useful information but focused on a narrow demographic. Analysis of research could have compared results more.
- Initial planning ideas like mind maps and mood boards helped develop the project but could have been expanded on certain topics. Comparisons between planning elements were lacking.
- Reflections identified strengths like thorough analyses but also weaknesses such as not brainstorming enough ideas or cross-refer
The document provides a self-evaluation of Will Anderson's secondary research, primary research, planning, and mood boards for an animation production project. Some key points:
- The secondary research lacked depth in certain areas and did not research different animation styles enough. Primary research interviews were too few and could have been improved.
- Surveys gathered useful information but focused on a narrow demographic. Analysis of research could have compared responses more.
- Initial planning ideas like mind maps and mood boards helped develop the project concept but could have been expanded on certain elements.
- Reflections identify strengths like thorough analyses but also weaknesses such as not cross-referencing research more or exploring additional ideas during planning. Overall the evaluation
The document provides an evaluation of Will Anderson's secondary and primary research for a production process evaluation project. Some key weaknesses identified in the secondary research include a lack of depth in analyzing posters and not researching different styles of animation openings. The primary research weaknesses discussed are conducting too few interviews and only surveying friends within a similar age demographic. Strengths highlighted are organizing the secondary research clearly and linking findings back to the project, as well as structuring the survey to be quick and avoid boredom. Overall, the evaluation identifies areas for improvement but also demonstrates learning from the research process.
This document provides guidance on conducting effective interviews for journalism. It outlines best practices for various stages of the interview process, including preparing questions in advance, being respectful and engaged during the interview, getting accurate quotes, and concluding professionally. The key aspects covered are researching the topic beforehand, preparing open-ended questions, listening attentively, and following up on interesting details that emerge.
Understanding user needs is essential for design thinking. Qualitative research methods like observation and interviews allow deep insights into user contexts, needs, and pain points. The document discusses how to conduct qualitative research through various methods. It recommends observing users in their natural environments to understand behaviors, then interviewing to gain attitudes and perspectives. Field notes and open-ended questions are important. The goal is to gain empathy and refine understanding of user needs through an iterative research process.
This document provides an overview of a unit on responding to a media commission. It discusses understanding the target audience and research, including primary and secondary research. The key activities covered are identifying the audience, conducting a questionnaire to test audience opinions on ideas, and performing secondary research on similar texts. Feedback is also provided on writing effective questions for the questionnaire.
This document provides information on active learning methodologies that can be used to engage students in the Leaving Certificate Applied program. It discusses what active learning is and its benefits. It then outlines and provides examples of various active teaching methodologies including brainstorming, questionnaires, interviews, learning logs/diaries, group work, and learning centers. The document aims to provide practical examples of active methodologies that can be used across different course areas to complement the student learning outcomes.
Facilitating user research - being aware of bias and techniques to overcome itNicola Dobiecka
This document provides guidance on conducting effective user research through facilitation techniques. It discusses 5 principles of human behavior that are important for user researchers to understand: 1) Users do not think like researchers, 2) Users lack insight into their own behaviors, 3) Past behavior predicts future behavior, 4) Behavior is context dependent, and 5) People are prone to biases. The document then offers tips for moderators to avoid biases, including observing nonverbal cues, using open-ended questions, and focusing on users' behaviors rather than feelings.
1. The document discusses the key parts and elements of an effective presentation, including the introduction, main body, and conclusion. It emphasizes that the introduction should capture audience attention within 15 seconds, the main body should cover the topic thoroughly using clear transitions between points, and the conclusion should summarize main points without new information.
2. It also provides tips for delivering presentations effectively, such as being well prepared, engaging the audience, and being able to answer questions. Checklists are included to help presenters establish the purpose and requirements and practice their presentation skills.
3. Overall, the document offers guidance on structuring presentations systematically and techniques for delivering presentations confidently through preparation and audience interaction.
Design thinking is a problem solving process geared for ambiguous situations. There are four principles of design thinking: empathize, visualize, co-create and iterate. This presentation gives tips and techniques for empathizing includes how to interview and how to analyze research data.
Primary research involves collecting your own data through methods like interviews and questionnaires. It allows you to tailor questions to your needs but takes more time. Secondary research reviews existing materials, providing a wide range of existing resources but not tailored to your specific needs. The document provides information on research methods like questionnaires, interviews, closed and open questions, and quantitative and qualitative research. It also discusses tools like Survey Monkey for collecting questionnaire responses.
Primary research involves collecting your own data through methods like interviews and questionnaires. It allows you to get specific information but takes more time. Secondary research analyzes existing materials, allowing you to access a wide range of existing information but it may not fully suit your needs. A combination of primary and secondary research is recommended to efficiently gather both broad and specific insights into your target audience.
The second lecture in the HIT Lab NZ Design Thinking class on understanding and empathising with end users.
Taught by Mark Billinghurst at the University of Canterbury on December 10th 2013.
Problem solving and_critical_thinking_eltecsJamie Hoang
This document discusses the importance of teaching critical thinking and problem solving skills in English language teaching. It outlines the key elements of critical thinking such as observation, facts, inferences, assumptions, opinions, arguments, and critical analysis. It also discusses Bloom's taxonomy of thinking skills. The document notes several benefits of critical thinking skills for students and challenges that teachers may face in teaching these skills. It provides examples of how to develop critical thinking through questioning, analogies, interaction, reflection and real-life problems. Finally, it outlines the steps to problem solving and discusses teachers' roles in developing these important skills in students.
This document provides an overview of empathy interviews and their role in the design thinking process. It discusses different types of interviews like focus groups and skilled interviews. Empathy interviews are described as the cornerstone of design thinking, as they allow designers to understand users' needs and perspectives. Various empathy tools are introduced, such as empathy maps and the "five whys" technique. The document also includes examples of empathy interview questions. Breakout activities are proposed to have students practice conducting empathy interviews on topics like online learning apps. The goal of interviews is to generate user insights that can help identify problems and opportunities to design better solutions.
Looking for feedback? Trying to gauge interest in a new service? "Let's create a survey" is often the default response to these and other questions. Surveys are "easy" to throw together, but they're not always the answer. Let's discuss thinking critically about whether or not a survey is the appropriate methodology to answer your research question. This presentation will also cover essentials around survey design including thinking about what types of questions to use, determining what to ask, and tips for writing questions.
The document outlines the 8 stages of the inquiry process:
1) Choose an area of interest and develop questions to guide the inquiry.
2) Find information from multiple reliable sources to help answer the questions.
3) Record findings using graphic organizers to organize the information.
4) Reflect on the questions and direction of the inquiry, refining as needed.
5) Present findings using an appropriate format like a report, model, or other display.
6) Evaluate what was learned about the topic and inquiry process, and set goals for future learning.
Collaborative Research The Conference by Media Evolution MalmöErika Hall
The document discusses collaborative research and user research methods. It provides an overview of stakeholder interviews, competitive analysis, usability testing, analyzing research findings, and creating models and reports. The key goals are to form good research questions, gather and analyze qualitative data, and create a shared understanding to inform decisions.
Phase 1 Understanding users & interaction/1- phas 1- example.pdf
Phase 1 Understanding users & interaction/2- COMP325B 2014 Project Phase I - Understanding users & interaction.pdf
COMP325B
2014
Project
Phase
I
Due
Friday,
15
August
2014
Designing
a
system
to
help
people
brand
their
personal
identity
Who are you? A cool-as designer, a surfer dude, a sports star, a coder, a book-loving
geek? Who am I? An intellectual, an existentialist writer, a dancer?
Throughout our lives we express our personal identity in many different ways.
Sometimes this is through direct interaction with people, but more and more we
present ourselves online via digital media. We tweet how we feel about that person
who ‘stole our’ car park from us, post our dream holiday destination on Facebook,
compose songs, design invitations, manipulate photos – all using digital software.
Some of this expression results in permanent artefacts – photos, recorded music –
other things are more temporary – phone conversations with friends, live music.
Your task, this semester, is to design a system that will help people to brand their
personal identity. Phase I of this project involves understanding how people currently
deal with their personal expression. The aim of the activities in this phase of the
project is for you to immerse yourself in the real-world context and issues involved in
producing, managing, and sharing expression of personal identity, both online and in
the real world/offline.
You can interpret ‘expression of personal identity’ very broadly. Some things you
consider might be active presentations of an artistic nature such as music, art or
writing. Other aspects of personal identity might be happening more subconsciously
such as the choice what food to eat, what sports to play or which friends to have;
people might not perceive this as expression of their personal identity, nevertheless it
forms a big part of it.
This understanding of context should be deep enough to prepare you to perform a
detailed design of a system to support people in producing, managing and expressing
their personal identity; the system should enable users to ‘brand their personal
identity’. You will create and evaluate this design in Phase II. In Phase III, you will
implement and evaluate a proof-of-concept prototype of the Phase II design.
Phase I consists of 5 steps. There are deliverables associated with each of these steps.
Step
1:
Self-‐observation
and
self-‐interview:
how
do
you
express
your
own
identity?
In this step, you will analyse your own behaviour in expressing your personal
identity: the strategies, applications, and resources that you use. Note that you might,
or might not, have previously thought of yourself as expressing or branding your
personal identity; here, we’re defining personal id.
Overview of Evaluation Methods and Choices.pptxChrisHayes76322
This presentation looks at considerations and choices for designing and planning your evaluation activity.
It looks at common methods for data collection.
It touches on data analysis and write-up
This document provides an overview and summary of a lecture on communication planning. It discusses a 6-step model for planning communications that includes identifying objectives, recipients, channels, matching messages to recipients, getting feedback, and developing an action plan. It also covers non-verbal communication, cultural differences, and 10 rules for effective language including simplicity, brevity, credibility, consistency, novelty, sound, visualization, asking questions, and providing context. The document concludes with an assignment on interview skills.
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This document defines key terminology used in research and summarizes different types of research including:
- Primary and secondary research, with primary research involving direct contact with participants and secondary relying on existing research.
- Quantitative and qualitative research, with quantitative using measurable data and qualitative providing insights through methods like interviews.
- Audience, market, and product research, which gather information about consumers, customers, and desired product characteristics.
The document also outlines advantages and disadvantages of different research methods and provides examples of techniques used.
1. Identifying Your Audience: Front End Evaluation in Exhibit Design
Monica Post October 2010
Introduction
How do you develop your exhibits?-
Are you making assumptions?
Are you making the choice for the visitor?
Are you hearing select anecdotal information and basing everything on that?
Are you asking your visitors what they want?... know… etc?
Are you asking, listening and responding?
What is Front End Evaluation?
Three (or Four) types of Evaluation:
1. Front End Evaluation: At the beginning of design
Find out what audience knows, vocabulary, misconceptions, how they want to learn
2. Formative Evaluation: As the project is being designed, but before it is too far to make
changes. Try out prototypes and activities, make changes and try them again. Find out
how the audience uses and responds to the proposed design, what are the take away
messages, what needs to be changed?
3. Remedial Evaluation: After the exhibit is complete… maybe before audiences come
in, maybe not. Finding what doesn’t work and fixing what you can. May be as simple as
changing a light bulb, tightening a screw or moving a sign. This is not intended for major
changes- those should have been caught in formative. You do remedial so that you aren’t
paying someone to tell you that “no one read that sign because the light was burned out”.
Sometime when an exhibit has been in place for a while and ready for an
overhaul, I might be hired to conduct remedial evaluation. In this case they
know the space isn’t working and they want specifics regarding why because
they will be changing the space and the study will advise the changes. This is a
semantics issue: studying the existing space for the purpose of making changes
could be classified as front end- because it is before the new exhibit is being
designed and the study will advise the design. It can also be considered
formative because it is an exhibit that is being tested and anticipated to see
changes. In this case the old exhibit acts like a prototype.. Or it could be
summative- we are studying a completed exhibit to determine the message
outcomes and how people use the space. No matter what you want to call this
type of remedial evaluation, (it probably should have a totally different name), it
is great that the museum has the foresight and ability to do the testing.
MPR Museum Consulting October 2010
www.MPRconsultants.com Monica Post
2. 4. Summative Evaluation happens after the exhibit is open, visitors are coming in,
burned out light bulbs have been replaced and all the fixes that are going to be made,
have been made. Summative evaluation is not intended to improve the exhibit, it is
intended to measure how well it works. Its like a college final exam. You aren’t going to
improve after taking the exam, that’s not its intent. Summative evaluation measures the
exhibit take away messages. What visitors feel, what they did, how they behaved, what
they are leaving the space with. (You can’t necessarily say… what they learned, unless
you know what they entered the exhibit knowing and then measure what they left
knowing). Cognitive gain can be measured in a summative evaluation, but that has to be
addressed specifically.
Back to Front End
• Front End Evaluation is research conducted at the beginning of the planning process.
• Data gathered during the front end process advises and guides the interpretation
content and delivery.
• While there is still time to make changes, but not so early that you don’t have any
information or details that you can give to participants.
The earlier the better……. sort of. Better late than never.
Step 1 What do you want to know / or need to find out?
• What your visitors already know
vocabulary
misconceptions
• Attitudes and Emotions
• What your visitors want to know
how much do they want to know?
• How do they want to learn it?
do it?
read it?
watch it?
listen to it?
• What do you already know about your audience?
demographics
MPR Museum Consulting October 2010
www.MPRconsultants.com Monica Post
3. vocabulary
Step 2 How are you going to find out?
Lots of methods to choose from
Literature review
Surveys
Interviews
Post it surveys
Observation of existing spaces
Focus groups
Concept Mapping
Key point: Usually you will need to use more than one method
Step 3 How to Design your study
what works for who?
general visitors- interviews, surveys, post it surveys
target audiences- focus groups
school groups
new audiences
your visitors
your members
your board
Step 4 How to Write a Front End Interview
Start with a Topic or even better: The Big Idea
Anticipated vocabulary
Misconceptions?
Level of Interest
Type of delivery methods
Types of Questions
open, closed, scale, ranking
Length of Interview
Demographics- ! Remember the purpose ! The demographics are here to
make sure your sample is representative of your
audience. Not to determine who your audience is.
MPR Museum Consulting October 2010
www.MPRconsultants.com Monica Post
4. Only ask questions that you will act on.
Respect and recognize participants’ time – so keep it short
Think about your audience - No wrong answers
Leading questions- have a place- probably not in front end evaluation
Step 5 How to Conduct the Interview
Procedure for collecting data (Front End Interview)
Equipment: Clipboard or notebook, pens or pencils, a small notepad
1. Determine an imaginary line where you are recruiting people. (We have done this
already as a group). Pick every fifth person who crosses that imaginary line to approach
about participating in this interview- or the next person after you’ve finished with the
first.
Random selection criteria:
The accuracy of the data is dependant on getting a realistic sample of the audience
in this space. For this reason, it is very important to follow the criteria list below.
You will be approaching every fifth person. If, while you are talking with a
participant, more than five people slip by, that is O.K. – approach the next person.
Do not avoid approaching someone because they “look like” they might not want
to: or any other reason. If you avoid approaching someone because they look
like they might be in a hurry, or you think that he/she wouldn’t want to
participate, then you are introducing your bias into the data. That will skew the
data and change the outcome. Approach everyone that fits the criteria- every fifth
person over age 8.
You should not interview anyone who looks as though they are not old enough to
read – around 8 years old. In other words- if your fifth person is a toddler –go to
the next person. If your fifth person looks to be around ten years old- approach
that person.
If the person is a child – approach them cautiously speaking loud enough for the
accompanying adult to hear and ask the adult if it is o.k. for the child to
participate in the interview.- You will have to use your judgement and ability to
work with children and their parents here. Do not avoid asking children just
because it is a pain or you are uncomfortable – that would bias the data.
Do not recruit more than one person in a group- (even if there are more than 11),
you will get a bias. Do not give away a gift to anyone who has not completed an
interview.
2. Use this recruiting statement:
MPR Museum Consulting October 2010
www.MPRconsultants.com Monica Post
5. Hello, Excuse me. We are working on a new exhibit and would like to get some feedback
from our visitors. Would you be willing to answer a few questions that will help us
develop a new exhibit? It should take less than 5 minutes.
Do not pause before completing the final sentence.
3. If the visitor says “yes”
Begin asking the questions as they are written.
Write down the visitor responses using their words as best as possible.
Do not instruct, correct or influence them before the interview.
Do not help them with the interview. For example if they say “I want to learn about that
machine that … you know, picks corn- what’s that thing called?” Be very slow to
respond. Like you have amnesia also. Then if that doesn’t work, respond with an
answer like “Oh, that slips my mind also- I’ll write it down as you’ve described it.
4. If the visitor asks a question or wants to discuss something, politely say something
like: ‘Let’s go ahead and finish this and then I’ll be happy to tell you more about that.”
Step 6 How to Analyze the Data
Don’t start analysis until you have all the data for one method of study
Give each instrument a number
Enter data into the computer
If using a word processing program: don’t auto number
When all the data is entered, this is your rough compilation.
Now you need to go over each answer and find commonalities.
For example: For question #1 you notice that 4 people used the “creepy”
(Please forgive the indentation: I can’t get my computer to get rid of it suddenly.)
Create a “Creepy” subheading and put the 4 people who used that word and
put their complete answer under that subheading
Participant number 12 may have used the word “creepy” and “cute” in their
answer. They will be represented under both sub
categories.
When the data for each question has been compiled this is your final
compilation. You will use this to analyze your data.
So for your analysis you may note that 27% of the visitors used the word
“creepy” in their answer to question 1. This is
information that the designer can use to develop their
MPR Museum Consulting October 2010
www.MPRconsultants.com Monica Post
6. layout and messages. Does “creepy” need to be
addressed? …. probably how? It depends on the
purpose of the exhibit…. Do you want the exhibit to feel
creepy…or safe?
MPR Museum Consulting October 2010
www.MPRconsultants.com Monica Post