This document discusses user-centered analysis (UCA) as part of a user-centered development process. UCA involves gathering data about users, tasks, and environments through techniques like interviews, diaries, surveys and observations in order to understand who the users are and how they work. This analysis informs the design of graphical user interfaces to ensure usability and accessibility. The project this document is part of aims to exchange knowledge and experiences on UCA and was funded by the European Commission.
Inclusive Usability Techniques in Requirements Analysis of Accessible Web App...Grupo HULAT
Authors: Lourdes Moreno, Paloma Martínez, Belén Ruiz-Mezcua
IWWUA 2007: 1st International Workshop on Web Usability and Accessibility in conjuntion with the 8th International Conference on Web Information Systems Engineering, (January 2007, Nancy, France).
CREW (Collaborative Research Events on the Web) aims to improve access to research event content by capturing and publishing the scholarly communication that occurs at events like conferences and workshops. This is a Virtual Research Environment funded by JISC within the UK.
This slide show describes release 5 of the development. See site: http://www.crew-vre.net/
Traning workshop on ‘Designing an conducting user studies”
Module 1 - Methods and Techniques (Kristien Ooms)
@ ICC&GIS
June 15th, 2016
Albena, Bulgaria
DSpace-CRIS_An open source solution for Research_EDU15Michele Mennielli
The research area is a complex world to manage. It involves collecting data, supporting researchers and administrators, monitoring results, allocating resources efficiently, enhancing visibility, and strengthening national and international collaborations. RIMs manage these activities, but they might be too expensive. This is why Cineca developed DSpace-CRIS, and released it in open source.
Digital Curator Vocational Education Europe: Project ObjectivesDigCurV
Presentation by Kate Fernie, MDR Partners at the DigCurV International Conference; Framing the digital curation curriculum
6-7 May, 2013
Florence, Rome
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
More Related Content
Similar to UCA: Data Gathering Techniques. Overview.
Inclusive Usability Techniques in Requirements Analysis of Accessible Web App...Grupo HULAT
Authors: Lourdes Moreno, Paloma Martínez, Belén Ruiz-Mezcua
IWWUA 2007: 1st International Workshop on Web Usability and Accessibility in conjuntion with the 8th International Conference on Web Information Systems Engineering, (January 2007, Nancy, France).
CREW (Collaborative Research Events on the Web) aims to improve access to research event content by capturing and publishing the scholarly communication that occurs at events like conferences and workshops. This is a Virtual Research Environment funded by JISC within the UK.
This slide show describes release 5 of the development. See site: http://www.crew-vre.net/
Traning workshop on ‘Designing an conducting user studies”
Module 1 - Methods and Techniques (Kristien Ooms)
@ ICC&GIS
June 15th, 2016
Albena, Bulgaria
DSpace-CRIS_An open source solution for Research_EDU15Michele Mennielli
The research area is a complex world to manage. It involves collecting data, supporting researchers and administrators, monitoring results, allocating resources efficiently, enhancing visibility, and strengthening national and international collaborations. RIMs manage these activities, but they might be too expensive. This is why Cineca developed DSpace-CRIS, and released it in open source.
Digital Curator Vocational Education Europe: Project ObjectivesDigCurV
Presentation by Kate Fernie, MDR Partners at the DigCurV International Conference; Framing the digital curation curriculum
6-7 May, 2013
Florence, Rome
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
UCA: Data Gathering Techniques. Overview.
1. Leonardo da Vinci Partnerships Project
GUI USABILITY AND ACCESSIBILITY:
EXCHANGING KNOWLEDGE AND EXPERIENCES
Introduction to User-Centred Analysis (UCA)
Data Gathering Techniques
Overview
Cristina Cachero
This project has been funded with support from the European
Commission under the Lifelong Learning Programme
2. Leonardo da Vinci Partnerships Project
GUI USABILITY AND ACCESSIBILITY:
EXCHANGING KNOWLEDGE AND EXPERIENCES
It is made up of three disciplines:
User-Centered Analysis (UCA)
User-Centered Design (UCD)
Usability Testing (UT)
It’s an iterative process
This project has been funded with support from the European
Commission under the Lifelong Learning Programme
2
User-Centred Development
Source: ISO 13407
3. Leonardo da Vinci Partnerships Project
GUI USABILITY AND ACCESSIBILITY:
EXCHANGING KNOWLEDGE AND EXPERIENCES
UCA: set of activities and techniques to discover…
Who are the users
How they think and work
Which are the objectives and aims of the different stakeholders
Gathers data about:
User profiles
Working environment
Task scenarios (how and why users interact with the interface
Content
Navigation structures
This project has been funded with support from the European
Commission under the Lifelong Learning Programme
3
User-Centred Analysis
4. Leonardo da Vinci Partnerships Project
GUI USABILITY AND ACCESSIBILITY:
EXCHANGING KNOWLEDGE AND EXPERIENCES
This project has been funded with support from the European
Commission under the Lifelong Learning Programme
4
User-Centred Data Gathering Techniques
Using more than
one technique
prevents biases in
the gathered data
(researcher is with
the user while the data
is being gathered)
(researcher looks at data
previously gathered
from the user)
Interviews
(Traditional/
Contextual)
Diaries/Journals
Card Sorting
Surveys
Focus Groups
Observations
Task/Activity
analysis
Web analytics (search logs,
Google analytics, etc.)
Customer feedback reports
Help desk reports
Call Center reports
Other people’s insights
(people working at
help desks, call centers, …)
Self-Reported Observed
Indirect
Direct
Collection method
Participant Involvement
5. Leonardo da Vinci Partnerships Project
GUI USABILITY AND ACCESSIBILITY:
EXCHANGING KNOWLEDGE AND EXPERIENCES
These slides are made available under the license Creative Commons
Attribution-NonCommercial-NoDerivs CC BY-NC-ND. More
information about license:
http://creativecommons.org/licenses/by-nc-nd/3.0/.
These slides were created under Leonardo daVinci Partnerships
Project 2012-1-PL1-LEO04-28181 GUI USABILITY AND
ACCESSIBILITY: EXCHANGING KNOWLEDGE AND EXPERIENCES (
http://usability-accessibility.org/).
This project has been funded with support from the European
Commission under the Lifelong Learning Programme
5
Attributions
6. Leonardo da Vinci Partnerships Project
GUI USABILITY AND ACCESSIBILITY:
EXCHANGING KNOWLEDGE AND EXPERIENCES
These slides are made available under the license Creative Commons
Attribution-NonCommercial-NoDerivs CC BY-NC-ND. More
information about license:
http://creativecommons.org/licenses/by-nc-nd/3.0/.
These slides were created under Leonardo daVinci Partnerships
Project 2012-1-PL1-LEO04-28181 GUI USABILITY AND
ACCESSIBILITY: EXCHANGING KNOWLEDGE AND EXPERIENCES (
http://usability-accessibility.org/).
This project has been funded with support from the European
Commission under the Lifelong Learning Programme
5
Attributions
Editor's Notes
Hello, my name is Cristina Cachero, and I am associate professor at the University of Alicante.
In this video I am going to introduce you into the main data gathering techniques proposed as part of a User-Centered Development process.
As mentioned in a previous presentation, the User-Centered Development paradigm proposes an iterative development process that is made up of three disciplines or workflows.
The first one is the User-Centered Analysis, where the development team (which ideally will include developers, domain experts and usability experts) understands and specifies the context of use of the application, and defines the user and organizational requirements.
The, during the User-Centered Design workflow, the development team produces the design solutions taking into account well-known usability design heuristics to progressively come up with more refined versions of the application, in a typical prototype-based approach.
Last, it defines a Usability testing workflow, where the usability team evaluates the design against requirements and provides feedback for the next iteration of the process.
In this course we are centering around the first of the three workflows, that is, the User-Centered Analysis.
The UCA workflow provides a set of activities and techniques to answer three main questions.
The first question is Who are the users of my application? This means discovering Which different groups can be distinguished and which are the characteristics that differentiate them that may influence the interface design.
The second question is How do these user groups think and work? This will shape what do they expect/need to find in the application and how must these features/information be organized
The third question revolves around which are the objectives and aims of the different stakeholders? Such stakeholders include those not directly working with the application. Take into account that not only the end user but also the organization that ordered the application in the first place must be happy with the result.
In order to answer these questions, the different techniques proposed in the UCA allow the usability expert to gather data about things such as user profiles, working environments, task scenarios, and content and navigation structures.
How does the usability analyst gather these data?
Along the years, a myriad of data gathering techniques have been proposed, each one with its own set of strengths and weaknesses.
Broadly speaking, these techniques can be classified into two orthogonal dimensions:
The first dimension concerns the collection method. According to this dimension, data gathering techniques can be classified as either direct or indirect techniques.
Direct collection involves some type of face-to-face activity between the usability analyst and the research participant. The biggest advantage of all direct research methods is that, because you’re with the participant, you can not only check that you have correctly understood what the research participant is saying, but also explore any issues of interest as they arise, even if they were not foreseen in advance.
Indirect collection is done without any face-to-face contact with the participant. These methods often have one big advantage: they can collect a lot of information -as compared with direct methods-.
The second dimension concerns the participant involvement. According to this dimension, data gathering techniques can be classified as either self-reported or observed.
On the one hand, self-reported methods rely on the participant telling you what they think they do. The data gathered with self-reported methods may suffer from some particularly dangerous biases, since people aren’t particularly good at knowing -let alone explain to others- how or why they do something (or even what they do). Observed methods, on the other hand, involve seeing how people actually do something, and their biggest strength is their authenticity – all the behaviour is real.
You may have noticed that we have placed Interviews somewhere in the middle between self reported and observed. The reason is that depending on the type of interview the classification varies. Traditional interviews are usually done out of the participant's usual workplace (and therefore are a purely self-reported technique). However, in contextual interviews (also called contextual inquiries) the researcher observes the user while performing the tasks and then asks any question. Therefore contextual interviews are an observed technique.
We do strongly advise you to use more than one method when gathering data for your usability study, and particularly to combine self-reporting with observation, since in this way you will increase your chances of basing your decisions on reliable data.
In the next video, we will briefly review some of these techniques. So keep tuned!