The document discusses the design of learning environments focused on user personas and various design methodologies for interaction design. It includes specific examples of personas used in educational settings, highlighting their goals and objectives in relation to learning contracts and personalized guidance. The text features insights on creating personas, their types, and design processes that enhance user experience in educational technology.

1. Õpikeskkondade
disain
IFI7227.DT Õpikeskkonnad ja võrgustatud õpe

2. “Õelad” probleemid
(wicked problems)

3. http://www.sirp.ee/s1-artiklid/c21-teadus/oel-maailm-ja-ilusad-ideed/

4. Disain kui protsess

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

6. probleem lahendus
lahknemine
(divergence)
koondumine
(convergence)

7. Disain kui kommunikatsioon

9. Disainimeetodid

10. Persoonad
(personas)

11. Cooper, A., Reimann, R., Cronin, D, & Noessel,
C. (2014). About Face: The Essentials of
Interaction Design. Indianapolis, IN: John Wiley
& Sons, Inc.

12. 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 et al., 2014)

14. 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, 2010)

15. 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, 2010)

16. Persoonad põhinevad taustauuringul
• Intervjuud
• Kasutajate vaatlus
• Kirjanduse analüüs
• Konkurentsianalüüs
(Cooper et al., 2014)

17. 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., 2014)

18. (Cooper et al., 2014)
placement of interviewees in relationship to each other. In other words, it doesn’t matter
if an interviewee falls at precisely 45 or 50 percent on the scale. There’s often no good way
to measure this precisely; you must rely on your gut feeling based on your observations
of the subject. The desired outcome of this step is to accurately represent how multiple
subjects cluster with respect to each significant variable, as shown in Figure 3-6.
User 3
User 2 User 5
! ! !
User 3 User 2 User 1, 4, 5
! ! !!!
Service-oriented Price-oriented
Necessity only Entertainment
User 1, 4
!!
Figure 3-6: 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.

19. One Brand: Uses only one
bank for all financial needs.
Many Brands: Uses
multiple institutions for a
range of financial needs.
Loyalty
One Channel: Interacts
with bank through one
channel.
Many Channels: Interacts
with bank through every
available channel.
Venue
Low: Interacts with bank
less than than once a week.
High: Interacts with bank
more than once a week.
Activity
One Account: Holds one or
two basic accounts.
Many Accounts: Holds
many accounts of different
types.
Breadth
One User: Bears sole
responsibility for managing
family finances.
Multiple Users: Shares
responsibility for managing
finances and making
decisions.
Collaboration
New Online User Active Banker
Figure 3.14: Linking dimensions together, you can show how one user
group maps to each of the behaviors in the model.
ch is an imperfect
te that research is a design
ose is to help me, the
users. I don’t need to
ives, and sometimes a
gger an understanding of
on 1 through 4, did you?
dig into the personas
w to Describe a Persona”
escription in great detail.
way to discuss all of them
are two approaches to
criteria for prioritizing
ost important and work
m, spending less and less
g feedback” portion of (Brown, 2010)

20. (Õunapuu, 2020)

21. 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., 2014)

22. 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

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

24. 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

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

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

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

28. 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 persona
Educational technologist
Examples
Krista
Marge
Marko
Negative persona
Examples
Anne
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

29. 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

30. Stsenaariumide-põhine disain
(scenario-based design)

31. Carroll, J. M. (2000). Making Use: Scenario-Based
Design of Human-Computer Interactions.
Cambridge, MA: The MIT Press.

32. Stsenaarium 1: Õpetajakoolituse üliõpilane testib oma pädevusi
Mari õpib ülikoolis põhikooli loodusteaduslike ainete õpetajaks. Ta on
kuulnud, et bioloogia jaoks on loodud mitu erinevat õpitarkvara ning
loodusainete õpetajad on suhteliselt aktiivsed arvutikasutajad. Nüüd
haridustehnoloogia kursuse käigus on ta mitmega neist lähemalt kokku
puudunud ning omab paremat ettekujutust sellest, kuidas IKT vahendeid
õppetöös rakendada. Ühes praktikumis tutvustab õppejõud
haridustehnoloogiliste pädevuste hindamise keskkonda DigiMina ning jätab
koduseks ülesandeks oma pädevuste hindamise.
Mari läheb DigiMina lehele ning tutvub seal väljas oleva õpetajate
haridustehnoloogilise pädevusmudeliga. Lisaks pädevusmudelile on seal
mõned näidisülesanded, mida pädevuste hindamisel kasutatakse. Mari saab
aru, et oma pädevuste hindamiseks tuleb registreeruda DigiMina
kasutajaks.
Pärast sisselogimist suunatakse teda pädevuste hindamise juurde. Iga
alampädevuse hindamiseks on eraldi ülesanne. Mõnede ülesannete juures
tuleb valida õiged vastusevariandid, teiste juures ühendada sobivad
paarid jne. Paljud ülesanded on illustreeritud piltide või videotega.
Ülesannete lahendamine võtab parasjagu aega, kuid õnneks on lehel näha,
mitu ülesannet veel jäänud on. Samuti on võimalik salvestada hetkeseisu
ja hiljem vastamist jätkata.

33. Kui Mari vastamise lõpetab, siis kuvatakse talle pädevusprofiili leht,
kus on ülevaatlikul diagrammil näha tema tase erinevate pädevuste kaupa.
Süsteem küsib Mari käest, kas ta soovib teha oma pädevusprofiili
avalikuks. Mari arvab, et praegu pole tal seda vaja, kuid tulevikus
õpetajana töötades võib ta omale avaliku pädevusprofiili luua.
Lisaks kokkuvõttele kuvatakse talle ka soovitusi
haridustehnoloogiaalaste kursuste kohta. Mari näeb, et digitaalsete
õppematerjalide koostamise kohta on nende ülikoolis eraldi kursus. Just
sellel teemal vajaks ta täiendavaid praktilisi oskuseid.
Küsimused
1. Milliseid mõtteid see stsenaarium teis kõigepealt tekitas?
2. Kas selline stsenaarium on realistlik?
3. Mida te muudaksite selle stsenaariumi juures?
4. Kas te kujutaksite ennast ette selle üliõpilase rollis?
5. Kuidas see stsenaarium jätkuda võiks?

35. Mõistekaardid
(concept maps)

36. Novak, J. D. (2010). Learning, Creating, and Using
Knowledge: Concept Maps as Facilitative Tools in
Schools and Corporations. New York, NY:
Routledge.

37. (Põldoja & Väljataga, 2010)

38. (Põldoja et al., 2014)

39. Kasutajalood
(user stories)

40. Cohn, M. (2004). User stories applied: For agile
software development. Boston, MA: Addison-
Wesley.

43. Kasutajalugude näited:
New Tweet taken
1. Kasutajana saan kirjutada lühipostituse ja postitada selle
Twitterisse
2. Kasutajana saan näha, mitu tähemärki on lühipostituse
kirjutamiseks järel
3. Kasutajana saan valida oma arvutist foto ja lisada selle oma
lühipostitusele
4. Kasutajana saan vahetada Twitteri kontot, mida lühipostituse
postitamiseks kasutada

44. Paberprototüübid
(paper prototypes)

45. Snyder, C. (2003). Paper prototyping: The fast and
easy way to design and refine user interfaces. San
Francisco, CA: Morgan Kaufmann.

49. Sõrestikmudelid
(wireframes)

53. Ootused rühmatöödele

54. Ootused rühmatöödele
• probleemi tutvustus
• sihtgrupi analüüs
• vahendite võrdlus ja valik
• õpikeskkonna skeem
• õpikeskkonna prototüüp

55. Viited
• Brown, D. M. (2010). Communicating Design: Developing Web Site Documentation for Design and Planning (2nd ed.).
Berkeley, CA: New Riders.
• Cooper, A., Reimann, R., Cronin, D., & Noessel, C. (2014). About Face: The Essentials of Interaction Design. Indianapolis,
IN: John Wiley & Sons.
• Leinonen, T., Toikkanen, T., & Silfvast, 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.
• Põldoja, H., & Väljataga, T. (2010). Externalization of a PLE: Conceptual Design of LeContract. In The PLE 2010
Conference Proceedings. Barcelona: Citilab. Retrieved from http://pleconference.citilab.eu/cas/wp- content/uploads/
2010/06/ple2010_submission_68.pdf
• Põldoja, H., Väljataga, T., Laanpere, M., & Tammets, K. (2014). Web-based self- and peer-assessment of teachers’ digital
competencies. World Wide Web, 17(2), 255–269. http://doi.org/10.1007/s11280-012-0176-2
• Õunapuu, G. (2020). IKT kõrghariduse võimaluste tutvustamine naistele mobiilirakenduse kaudu [Bakalaureusetöö,
Tallinna Ülikool]. ETERA. https://www.etera.ee/s/DimqYBXM51

56. Kasutatud fotod
• Tim Herrick, https://www.flickr.com/photos/minkymonkeymoo/5078790076/

57. 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
IFI7227.DT Õpikeskkonnad ja võrgustatud õpe
https://opikeskkonnad.ee
Tallinna Ülikool
Digitehnoloogiate instituut