Loenguslaidid Tallinna Ülikooli kursusel IFI6094.DT Kasutajakeskse disaini meetodid. 20. september 2016.

1. Persoonad
IFI6094.DT Kasutajakeskse disaini meetodid

2. (Leinonen, Toikkanen, & Silfvast, 2008)

3. Cooper, A., Reimann, R., & Cronin, D. (2007).
About Face 3: The Essentials of Interaction
Design. Indianapolis, IN: Wiley Publishing, Inc.

4. Persoonade kasutuseesmärgid
• Määrata kindlaks, millised on toote peamised kasutajagrupid
ning nende eesmärgid seoses tootega
• Olla kommunikatsioonivahendiks disainerite, arendajate ja
erinevate osapoolte vahel
• Luua ühine arusaam disainimeeskonnas
• Mõõta disainilahenduste efektiivsust
• Anda sisendit toote turundamise kavandamiseks
(Cooper, Reimann & Cronin, 2007)

6. Persoonad põhinevad taustauuringul
• Intervjuud
• Kasutajate vaatlus
• Kirjanduse analüüs
• Konkurentsianalüüs
(Cooper et al., 2007)

7. Age: 26
Education: Master student
Occupation: librarian
Maria
Maria has studied information science and now she is doing her
Masterʼs studies in interactive media. At the same time she has a full
time job as a school librarian. Therefore she is interested in combining
school assignments with her work as much as possible. At the same
time she is a self-directed learner who likes to go in depth in topics that
are interesting for her.
Goals:
Personalization: “It is hard to have a full time job and be a master
student at the same time. If possible, then I try to choose assignments
that can be connected with my work.”
Scaffolding: “I feel that often it is difficult to specify all the resources
and actions that I have to make in order to achieve my learning
objectives. Good examples from other learners help me to refine my
contract.”
Awareness: “It was good that we had to review our learning
contracts. This way I was constantly aware of my objectives and
thinking about the strategy to achieve my goals.”
Photo by Alessandro Valli,
taken from http://www.flickr.com/photos/liquene/4435467897/
(LeContract blog, 2010)

8. Persoona osad
• Nimi
• Foto
• Taustainfo (vanus, amet, haridus, …)
• Kirjeldus (lühitutvustus, tüüpilised kasutussituatsioonid,
arvutioskus, erivajadused, …)
• Eesmärgid

9. Persoonade kavandamise protsess
1. Määra olulised käitumistunnused
2. Paiguta intervjueeritud kasutajad käitumistunnuste teljele
3. Määra olulised käitumismustrid
4. Koosta nende põhjal persoonad ja eesmärgid
5. Kontrolli terviklikkust ja võimalikke kattumisi
6. Lisa persoonadele kirjeldus, foto ja nimi
7. Määra persoona tüübid
(Cooper et al., 2007)

10. doesn’t matter if an interviewee falls at precisely 45% or 50% on the scale. Ther
often no good way to measure this precisely; you must rely on your gut feeli
based on your observations of the subject. The desired outcome of this step is
accurately represent the way multiple subjects cluster with respect to each signi
cant variable (see Figure 5-4).
Figure 5-4 Mapping interview subjects to behavioral variables. This example is
from an online store. Interview subjects are mapped across each behavioral axis
Precision of the absolute position of an individual subject on an axis is less
important than its relative position to other subjects. Clusters of subjects across
multiple axes indicate significant behavior patterns.
Necessity only Entertainment
Service-oriented Price-oriented
User 3 User 2 User 1, 4, 5
User 3User 2 User 5User 1, 4
(Cooper et al., 2007)

11. Persoona tüübid
• Peamine (ingl primary) persoona
• Teisene (ingl secondary) persoona
• Täiendav (ingl supplemental) persoona
• Kliendi (ingl customer) persoona
• Teenindatud (ingl served) persoona
• Negatiivne (ingl negative) persoona
(Cooper et al., 2007)

12. Peamine persoona
• Peamine persoona kirjeldab kõige olulisemat kasutajatüüpi
• Iga kasutajaliidese jaoks on ainult üks peamine persoona
• Keerulisematel süsteemidel võib olla mitu kasutajaliidest ning
iga kasutajaliidese jaoks eraldi peamine persoona

13. Teisene persoona
• Teisene persoona on enamjaolt samade vajadustega, mis
peamine persoona
• Teisesel persoonal on mõned täiendavad vajadused, mis ei
ole konfliktis peamise persoona vajadustega

14. Täiendav persoona
• Ei kuulu peamiste ega teiseste persoonade hulka
• Täiendavate persoonade vajadused on täielikult rahuldatud
peamise ja teiseste persoonade vajadusi kombineerides
• Tüüpiliselt koostatakse erinevate osapoolte (nt kliendid)
soovide rahuldamiseks

15. Kliendi persoona
• Kirjeldab kliendi, mitte kasutajate vajadusi
• Võetakse arvesse võrdselt teiseste persoonadega
• Mõningatel juhtudel võib kliendi persoona olla peamiseks
persoonaks haldusliidesele

16. Teenindatav persoona
• Teenindatavad persoonad ei kasuta toodet ise
• Teenindatavad persoonad on mõjutatud sellest, kuidas teine
isik toodet kasutab
• Võetakse arvesse võrdselt teiseste persoonadega

17. Negatiivne persoona
• Kindlad kasutajatüübid, kellele toode ei ole mõeldud
• Näide: tehniliselt väga kogenud kasutajad

18. Näide: kasutajatest persoonadeks
Digitehnoloogiate instituudi teemaderegistri kasutajad:
• DTI üliõpilased
• DTI õppejõud ja teadurid (juhendajad)
• DTI-välised juhendajad
• õppekavade kuraatorid
• õppenõustajad
• õppejuht, juhiabi, instituudi direktor
• külalised (teiste instituutide õppejõud, teiste ülikoolide õppejõud-üliõpilased, tulevased üliõpilased, …)
• …

19. Kasutajate eesmärgid
Elu eesmärgid
• Olla parim selles, mida ma teen
• Õppida kõike mingi uue teema kohta
Kogemusega seotud eesmärgid
• Mitte tunda ennast rumalana
• Mitte teha vigu
• Nautida toota kasutamist
Lõpp-eesmärgid
• Leida parima hinnaga pakkumine
• Broneerida hotellituba
(Cooper et al., 2007)

20. Mittekasutajate eesmärgid
Kliendi eesmärgid
• Olla kindel oma lapse turvalisuses
Ettevõtte eesmärgid
• Suurendada turuosa
• Kasutada ressursse säästlikumalt
Tehnilised eesmärgid
• Toetada kõiki levinud brausereid
• Pakkuda sarnast kasutajakogemust kõigil platvormidel
(Cooper et al., 2007)

21. Näited

22. Age: 34
Education: PhD student
Occupation: university lecturer
Diana
Diana is a PhD student and university lecturer in educational sciences.
She completed her Masterʼs as a biology teacher and worked in a
school for several years. She was eager to try various pedagogical
methods and finally decided to start PhD studies in educational
sciences.
Now she is teaching a few courses in the university. One of the
methods that she is using in her courses is a personal learning
contract. She can really see how the learning contracts help some
students to improve the way they learn. On the other hand for some
students it is difficult to come up with a meaningful learning contract.
Goals:
Thinking in details: “I can give feedback to studentsʼ goals and help
them to refine their learning contracts already in the beginning of the
course. This encourages them to think in details.”
Planning the learning environment: “It is good to know what kind of
resources and tools students are planning to use. This way I can
design the learning environment according to their needs.”
Staying on track: “We are reviewing the learning contracts in the
middle of the course. I can see what kind of progress the students
have made and make necessary changes to the course.”Photo by Russell James Smith,
taken from http://www.flickr.com/photos/russelljsmith/7006464/
(LeContract blog, 2010)

23. Age: 38
Education: Bachelorʼs degree, taking
online courses from foreign universities
Occupation: photographer
Carl
Carl has completed BA in computer science. He worked as a
programmer for more than a decade. Carl is interested travelling,
photography, history and foreign cultures. He is also an active user of
Web 2.0 environments.
With years of experience he has become quite good photographer. A
few years ago he decided to quit his programming job and started to
work as a freelancer wedding photographer. Now he has more time for
hobbies.
He has found out that quite a few foreign universities provide online
courses in foreign cultures, history, etc. He likes the fact that he can
study many interested topics but on the other hand he is worried about
the lack of community feeling in online courses.
Goals:
Social networking: “I think that collaboration with other participants is
very important in e-learning courses. Learning contracts help me to
find other people with whom I have similar learning goals.”
Collaboration: “I realized that learning contracts are specially
valuable for group work. This way we can easily divide roles and
responsibilities in a group.”
Photo by greenkozi,
taken from http://www.flickr.com/photos/themacinator/3576296437/
(LeContract blog, 2010)

24. Age: 58
Education: PhD
Occupation: professor
Jakob
Jakob is a professor of industrial design. He has been working in the
university for almost 30 years. As a designer and researcher he has
participated in many R&D projects but his real love is teaching.
In last few years Jakob has decided to spend less time on projects and
travelling. This means that he has more time for preparing his courses
and trying out different things. He has experimented with blogs and
social software. In his last course he decided to try personal learning
contracts. It took quite a lot of time but he hopes that learning
contracts will help him to give a more personal learning experience for
his students.
Goals:
Adjusting the course: “I would like to know what the students expect
to learn in my course. Then I can adjust the course assignments
according to their needs.”
Personalized support: “I want to give more personalized guidance
and support for my students.”
Fair grading: “I donʼt like grading but in some courses I am required to
do it. I have found that learning contracts help me on fair grading. I rely
on learning contracts when I negotiate grades with my students.”
Photo by Jesse Courtemanche,
taken from http://www.flickr.com/photos/jesse757/4170721132/
(LeContract blog, 2010)

26. Ben
Goals
● Find a place in particular are of London
● Make decision online, and travel only to few places
● Looking for same size apartment, so all his stuff would fit
in
● Need a room/corner to park his bike
Attitudes/Mood: Time is money
I need just a place to sleep with cool nabours
young, single, looking
for apartment in
London
About
● 30, single
● MA in Engineering
● Advanced level in IT, database management
● Ms Office & Internet Pro user
● Use iPhone 6, non stop
https://www.linkedin.com/in/sjorstimmer
Triggers/Motivators
● Time -saving
● Maximal information about location, surrounding facilities
● Place to keep a bike
Personal Story
Ben is young, single guy from Manchester, now living in London for 8
years. He is renting 1 bedroom 30 sq.m. apartment in London South,
Wimbledon. Ben is a contract based consultant in engineering &
construction. He has established his career, and has a decent client &
reference base. His working day regularly is 10-12 hours long.
Recently he got a new 12 month contract in Stratford, North London, and
decided to move for the same size apartment in Stratford, to save time &
money traveling to workplace every day, as transport is so expensive.
Frustrations/Pain points
● Hates traveling with public transport
● Hates to spend useless time looking at all the ugly
apartments before some good one shows up
Primary persona

27. Mõned soovitused

28. Mõned soovitused
• Alustage ajurünnakut märkmepaberitega
• Pidage silmas kindlaid isikuid, kuid kombineerige nende
eesmärgid ja kirjeldused persoonadeks
• Ideekaartide kasutamine aitab persoonade kavandamisel

29. EduFeedr personas
Primary persona
Examples
Teemu
Hans
Mart
Secondary persona
Examples
Terje
Kairit
Supplemental personas
Goals
To get a quick overview of latest posts in
the course
Description
34 years old lecturer, long time doctoral
student, has background in education but
is quite technically savvy, early adopter of
new technologies, has long experience in
online learning, wantʼs to try out
something different in each course, is
participating in several projects and
travelling quite often, has a constant lack
of time, often reads the blog posts from his
iphone but is planning to write comments
later, sometimes leaves the laptop at work
and writes comments from his iPad.
Understands that the technology may
have certain limitations when it is still
under development.
To give better feedback for the students
To have multiple ways for browsing the
course
Teacher
Examples
Varje
Heikki
Student
Examples
Maris
Elyna
Goals
To create a functional learning community
To give support and feedback for all
students
To use course data for research purposes
Description
28 years old PhD student, teaching her
second online course, average computer
user, experienced in using web 2.0 tools,
very systematic, wants to use course data
for research purposes. Wantʼs to have a
reliable system. Is using desktop RSS
reader in addition to EduFeedr.
Goals
Description
Goals
Not to spend to much time on managing
the course
To make students to submit their
assignments on time
To be sure that the system is reliable
Description
Teacher in a vocational school, has some
experience both in using Moodle and in
using social software. Wantʼs to have his
first blog-based course. Is not using RSS
reader.
To find inspiration from other student
blogs
To explore other open courses
Customer personaEducational technologist
Examples
Krista
Marge
Marko
Negative persona
ExamplesAnne
Goals
To have one learning platform that
satisfies all her needs
To customize the learning platform
according to her taste and needs
Goals
Description
To get teachers using the system
To be sure that the system is reliable
Not to spend too much time on supporting
the users
...
...
Description...
Ilya
To get statistics about the use in their
institution

30. Primary persona
Examples
Teemu
Hans
Mart
Goals
To get a quick overview of latest posts in
the course
Description
34 years old lecturer, long time doctoral
student, has background in education but
is quite technically savvy, early adopter of
new technologies, has long experience in
online learning, wantʼs to try out
something different in each course, is
participating in several projects and
travelling quite often, has a constant lack
of time, often reads the blog posts from his
iphone but is planning to write comments
later, sometimes leaves the laptop at work
and writes comments from his iPad.
Understands that the technology may
have certain limitations when it is still
under development.
To give better feedback for the students
To have multiple ways for browsing the
course

31. Fotode kasutamine
• Fotode kasutamisel tuleb järgida autoriõigusi. Kõige lihtsam
on kasutada Creative Commons Attribution litsentsiga või nn
royalty free fotosid.
• Creative Commons Attribution litsentsiga fotod Flickris: http://
www.flickr.com/creativecommons/by-2.0/
• FreeImages.com: http://www.freeimages.com

32. https://www.flickr.com/creativecommons

34. Tüüpilised vead persoonade tegemisel
• Proovitakse teha üks persoona igast persoona tüübist
• Kattuvad eesmärgid persoonade vahel
• Liigsed detailid persoona kohta (nt perekonnanimi)
• Ebasobiv foto (kirjeldusega mittesobiv, ebarealistlik, nägu
pole selgelt näha, …)

35. Kasutatud allikad
• Cooper, A., Reimann, R., & Cronin, D. (2007). About Face 3: The Essentials of
Interaction Design. Indianapolis, IN: Wiley Publishing, Inc.
• LeContract blog (2010). http://blog.lecontract.org
• Leinonen, T., Toikkanen, T., & Silvfast, K. (2008). Software as Hypothesis:
Research-Based Design Methodology. In Proceedings of the Tenth Anniversary
Conference on Participatory Design 2008 (pp. 61–70). Indianapolis, IN:
Indiana University.
• TLU Giraffe Experience. (2016). Personas. https://
tlugiraffeexperience.wordpress.com/2016/02/16/personas/

36. Photos
• Nicolas Nova: Personas, http://www.flickr.com/photos/nnova/2081056587/

37. See materjal on avaldatud Creative Commons Autorile viitamine–Jagamine
samadel tingimustel 3.0 Eesti litsentsi alusel. Litsentsi terviktekstiga tutvumiseks
külastage aadressi http://creativecommons.org/licenses/by-sa/3.0/ee/
Hans Põldoja
hans.poldoja@tlu.ee
IFI6094.DT Kasutajakeskse disaini meetodid
https://ifi6094.wordpress.com
Digitehnoloogiate instituut
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