Uploaded byJulie Dirksen
UX for Learning Design
The document discusses user experience (UX) design and its impact on learning by emphasizing the importance of user-centered design principles. It highlights various UX analysis methods, such as audience analysis, persona development, and usability testing, to create effective learning experiences. Additionally, it underscores the significance of designing environments that support knowledge acquisition and behavior change, integrating real-world context into the learning process.
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UX for Learning Design
- 1. User Experience Designfor Learning Julie Dirksen – Usable Learning ASTD ICE 2014
- 2. UsableLearning©2014 Outline What isUser Experience (UX) How it can influence the process How it can influence our practice
- 3. UsableLearning©2014 How do youdefine User Experience Design? What is UX Design?
- 4. UsableLearning©2014 Anybody have aTivo? Which one can you use on the couch, in the dark, without thinking about it?
- 5. UsableLearning©2014 The remote mymother needs…
- 6. UsableLearning©2014 Pyramid: Stephen Anderson www.poetpainter.comFromStephen Anderson www.poetpainter.com http://www.slideshare.net/s tephenpa/creating- pleasurable-interfaces- getting-from-tasks-to- experiences
- 7. UsableLearning©2014 Getting things done IncreaseMotivation Lower Friction Image adapted from Joshua Porter
- 8. UsableLearning©2014 Also referred toas UCD… What do we mean when we say User-centered Design? User!
- 9. UsableLearning©2014 Does this designdecision-making process look familiar? Stakeholder wants training SME provides content/direction Does Stakeholder approve? Does SME approve? No Yes No Yes
- 10. UsableLearning©2014 But Learning isin the intersection Content Learner Learning!
- 11. UsableLearning©2014 How do expertssee the world? An Expert Mental Model
- 12. UsableLearning©2014 A Novice MentalModelAn Expert Mental Model How do novices see the world?
- 13. UsableLearning©2014 Also, we designin a tunnel
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- 15. UsableLearning©2014 Only learners canbuild shelves Content / Information Mental Model / Framework
- 16. UsableLearning©2014 User Needs How doyou do analysis right now?
- 17. UsableLearning©2014 Audience Analysis Results AudienceDemographics: Age – 18-64 Gender 58% Male / 42% Female Prior Knowledge Existing procedures for Business Analysis reporting and documentation General Business Analysis Knowledge Basic computer literacy / skills Education – B.A. or above Experience Level – from new hire to 15 yrs
- 18. UsableLearning©2014 Analysis Methods fromUX Contextual Inquiry (Job Shadowing) Persona Development User Journey Mapping
- 19. UsableLearning©2014 Contextual Inquiry /Job Shadowing Follow them around:
- 20. UsableLearning©2014 Contextual Inquiry /Job Shadowing 1 2 3 4 Things you might learn:
- 21. UsableLearning©2014 Why is ContextImportant? Matching the real world People leave stuff out Memory Prompts Behavioral Triggers
- 22. UsableLearning©2014 Why is ContextImportant? Matching the real world
- 23. UsableLearning©2014 Why is contextimportant People leave stuff out
- 24. UsableLearning©2014 Why is ContextImportant? Memory Prompts Where would you like to study for a test? a)Home b)Quiet Library c) Windowless classroom with noisy HVAC system d)Favorite Coffee Shop
- 25. UsableLearning©2014 Why is ContextImportant? Behavioral Triggers
- 26. UsableLearning©2014 High vs LowContext Your phone just rang. Better pick it up…
- 27. UsableLearning©2014 Persona Development Persona: Alice Age:32 Job Function: Business Analyst Description: Alice has been with the company for 3 years, and started as a tester in the quality assurance department. She spends her work time requesting and reviewing research reports, interviewing stakeholders and end users and creating software specs. She is focused, goal-oriented within a strong leadership role. One of her concerns is maintaining quality across all output of programs. She is connected via a T1 connection at work and cable modem at home. She also uses her smart phone extensively . She is most likely to be heard saying: “Can you be more specific?” "Personas are a way to give the user a seat at the table every time.“ - Kendra Shimmell, director of training and education services at Cooper
- 28. UsableLearning©2014 How you developpersonas: Interview A Data Contextual Inquiry Data Demographics
- 29. UsableLearning©2014 How you DON’T develop personas: So,the first type of user I can think of would be the “Soccer Mom” user…
- 30. UsableLearning©2014 Recent Learners areyour BFFs So, the part I found really confusing was… Consider giving them an actual seat at the table. The way it finally made sense to me was…
- 31. UsableLearning©2014 Getting a goodproblem statement https://twitter.com/NathanaelB/status/345077151625781248
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- 34. UsableLearning©2014 Customer Journey Map– Adaptive Path http://www.adaptivepath.com/ideas/the-anatomy-of-an-experience-map/
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- 36. UsableLearning©2014 Prototyping! “Storyboarding about interactivityis like dancing about architecture.” - Shameless paraphrasing
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- 38. UsableLearning©2014 Some Prototyping Tools PowerPoint Storyline Captivate Balsamiq Mockups Axure
- 39. UsableLearning©2014 Image by Gluemooncc license http://www.flickr.com/photos/gluemoon/90804324/sizes/l/in/photostream/ Biggest Rule of All Test your designs
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- 41. UsableLearning©2014 What Usability TestingISN’T: UAT – User Acceptance Testing Focus Groups Demos Sending the link out for feedback Quality Assurance Testing
- 42. UsableLearning©2014 Steps for UserTesting Recruit users (5-6 testers / 1-1.5 hours each)
- 43. UsableLearning©2014 Steps for UserTesting Write a script Let you know why you are here Testing the application – not you You can’t do anything wrong I probably won’t help you because we want to see how people use the course when they are alone Talk aloud while you go through it Script:
- 44. UsableLearning©2014 Watch them useit Watch in Person Use a lab Remote Testing User testing software (Morae, but screen share works pretty well)
- 45. UsableLearning©2014 Document the Results User Testing Summary Report Design Recommendations Rinse and Repeat
- 46. UsableLearning©2014 How many ofyou are doing user testing? Are you doing user testing? What have you found out?
- 47. UsableLearning©2014 Case 1: TheClose Button
- 48. UsableLearning©2014 Case 1: TheClose Button xMore Information: Text box that pops up at certain points during the training… x To close the box, they clicked here.
- 49. UsableLearning©2014 Case 1: TheClose Button Fitts’ Law: The time to acquire a target is a function of the distance to and size of the target
- 50. UsableLearning©2014 Case 1: TheClose Button xMore Information: Text box that pops up at certain points during the training… Close
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- 62. UsableLearning©2014 Enough about Process Here’s what I think is the real importance of UX for Learning and Development…
- 63. UsableLearning©2014 Instead, let’s talkabout this… Knowledge in the Head vs Knowledge in the world
- 64. UsableLearning©2014 Let me tellyou a story A long time ago, I had this job training customer service reps for a financial services company…
- 65. UsableLearning©2014 It was nota great job… You know how the stock art of for customer service always shows the rep smiling?
- 66. UsableLearning©2014 It took along time to learn… Amount of time to get really proficient? ~ 6 months How long before they were eligible to apply for another job in the company? Exactly 6 months
- 67. UsableLearning©2014 This was abig part of the reason… IBM AS/400 7 different systems (accounting , credit, collections, etc)
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- 69. UsableLearning©2014 You can either: SeeJoshua Porter on increasing motivation vs reducing friction
- 70. UsableLearning©2014 Make it easyfor people to succeed Don Norman, The Design of Everyday Things
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- 74. UsableLearning©2014 Where's the knowledge? worldhead Embedded
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- 76. UsableLearning©2014 Where's the knowledge? worldhead Embedded Guidance
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- 81. UsableLearning©2014 Where's the knowledge? worldhead Embedded Guidance Performance Support
- 82. UsableLearning©2014 Performance Support Job Aids EPSS ElectronicPerformance Support System
- 83. UsableLearning©2014 Where's the knowledge? worldhead Embedded Guidance Performance Support References / Resources
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- 85. UsableLearning©2014 Where's the knowledge? worldhead Embedded Guidance Performance Support References / Resources Training
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- 87. UsableLearning©2014 Triggers in theenvironment
- 88. UsableLearning©2014 Guidance in theenvironment
- 89. UsableLearning©2014 More Guidance inthe Environment The Freedom Trail, Boston
- 90. UsableLearning©2014 Change the environment Pick a design challenge and think about what you can do with the environment instead of training. What behavior is causing problems? Where is there an opportunity?
- 91. UsableLearning©2014 Questions? Julie Dirksen julie@usablelearning.com Twitter: usablelearning DesignFor How People Learn designforhowpeoplelearn.com