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UX for Learning Design

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Presentation from ASTD 2014 on User Experience (UX) principles and practices that can and should be applied to learning design.

Published in: Design, Education, Technology
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UX for Learning Design

  1. 1. User Experience Design for Learning Julie Dirksen – Usable Learning ASTD ICE 2014
  2. 2. UsableLearning©2014 Outline  What is User Experience (UX)  How it can influence the process  How it can influence our practice
  3. 3. UsableLearning©2014 How do you define User Experience Design? What is UX Design?
  4. 4. UsableLearning©2014 Anybody have a Tivo? Which one can you use on the couch, in the dark, without thinking about it?
  5. 5. UsableLearning©2014 The remote my mother needs…
  6. 6. UsableLearning©2014 Pyramid: Stephen Anderson www.poetpainter.comFrom Stephen Anderson www.poetpainter.com http://www.slideshare.net/s tephenpa/creating- pleasurable-interfaces- getting-from-tasks-to- experiences
  7. 7. UsableLearning©2014 Getting things done Increase Motivation Lower Friction Image adapted from Joshua Porter
  8. 8. UsableLearning©2014 Also referred to as UCD…  What do we mean when we say User-centered Design? User!
  9. 9. UsableLearning©2014 Does this design decision-making process look familiar? Stakeholder wants training SME provides content/direction Does Stakeholder approve? Does SME approve? No Yes No Yes
  10. 10. UsableLearning©2014 But Learning is in the intersection Content Learner Learning!
  11. 11. UsableLearning©2014 How do experts see the world? An Expert Mental Model
  12. 12. UsableLearning©2014 A Novice Mental ModelAn Expert Mental Model How do novices see the world?
  13. 13. UsableLearning©2014 Also, we design in a tunnel
  14. 14. UsableLearning©2014 And we fill in gaps
  15. 15. UsableLearning©2014 Only learners can build shelves Content / Information Mental Model / Framework
  16. 16. UsableLearning©2014 User Needs How do you do analysis right now?
  17. 17. UsableLearning©2014 Audience Analysis Results Audience Demographics:  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. 18. UsableLearning©2014 Analysis Methods from UX  Contextual Inquiry (Job Shadowing)  Persona Development  User Journey Mapping
  19. 19. UsableLearning©2014 Contextual Inquiry / Job Shadowing Follow them around:
  20. 20. UsableLearning©2014 Contextual Inquiry / Job Shadowing 1 2 3 4 Things you might learn:
  21. 21. UsableLearning©2014 Why is Context Important?  Matching the real world  People leave stuff out  Memory Prompts  Behavioral Triggers
  22. 22. UsableLearning©2014 Why is Context Important?  Matching the real world
  23. 23. UsableLearning©2014 Why is context important  People leave stuff out
  24. 24. UsableLearning©2014 Why is Context Important?  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. 25. UsableLearning©2014 Why is Context Important?  Behavioral Triggers
  26. 26. UsableLearning©2014 High vs Low Context Your phone just rang. Better pick it up…
  27. 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. 28. UsableLearning©2014 How you develop personas: Interview A Data Contextual Inquiry Data Demographics
  29. 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. 30. UsableLearning©2014 Recent Learners are your 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. 31. UsableLearning©2014 Getting a good problem statement https://twitter.com/NathanaelB/status/345077151625781248
  32. 32. UsableLearning©2014 Learner Journey Mapping
  33. 33. UsableLearning©2014 Mapping Experiences http://mappingexperiences.com/
  34. 34. UsableLearning©2014 Customer Journey Map – Adaptive Path http://www.adaptivepath.com/ideas/the-anatomy-of-an-experience-map/
  35. 35. UsableLearning©2014 Card Sorting
  36. 36. UsableLearning©2014 Prototyping! “Storyboarding about interactivity is like dancing about architecture.” - Shameless paraphrasing
  37. 37. UsableLearning©2014 Rapid Prototyping
  38. 38. UsableLearning©2014 Some Prototyping Tools  PowerPoint  Storyline  Captivate  Balsamiq Mockups  Axure
  39. 39. UsableLearning©2014 Image by Gluemoon cc license http://www.flickr.com/photos/gluemoon/90804324/sizes/l/in/photostream/ Biggest Rule of All Test your designs
  40. 40. UsableLearning©2014 Who does Usability Testing?
  41. 41. UsableLearning©2014 What Usability Testing ISN’T:  UAT – User Acceptance Testing  Focus Groups  Demos  Sending the link out for feedback  Quality Assurance Testing
  42. 42. UsableLearning©2014 Steps for User Testing  Recruit users (5-6 testers / 1-1.5 hours each)
  43. 43. UsableLearning©2014 Steps for User Testing  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. 44. UsableLearning©2014 Watch them use it  Watch in Person  Use a lab  Remote Testing  User testing software (Morae, but screen share works pretty well)
  45. 45. UsableLearning©2014 Document the Results  User Testing Summary Report  Design Recommendations  Rinse and Repeat
  46. 46. UsableLearning©2014 How many of you are doing user testing? Are you doing user testing? What have you found out?
  47. 47. UsableLearning©2014 Case 1: The Close Button
  48. 48. UsableLearning©2014 Case 1: The Close Button xMore Information: Text box that pops up at certain points during the training… x To close the box, they clicked here.
  49. 49. UsableLearning©2014 Case 1: The Close Button Fitts’ Law: The time to acquire a target is a function of the distance to and size of the target
  50. 50. UsableLearning©2014 Case 1: The Close Button xMore Information: Text box that pops up at certain points during the training… Close
  51. 51. UsableLearning©2014 Case 2: Invisible Text
  52. 52. UsableLearning©2014 Case 2: Invisible Text
  53. 53. UsableLearning©2014 Case 2: Invisible Text
  54. 54. UsableLearning©2014 Case 2: Invisible Text
  55. 55. UsableLearning©2014 Case 2: Invisible Text
  56. 56. UsableLearning©2014 Case 2: Invisible Text
  57. 57. UsableLearning©2014 Case 3: Active Learning
  58. 58. UsableLearning©2014 Case 3: Active Learning
  59. 59. UsableLearning©2014 Case 3: Active Learning
  60. 60. UsableLearning©2014 Case 3: Active Learning
  61. 61. UsableLearning©2014 F-shaped Reading Pattern http://www.nngroup.com/articles/f-shaped-pattern-reading-web-content/
  62. 62. UsableLearning©2014 Enough about Process  Here’s what I think is the real importance of UX for Learning and Development…
  63. 63. UsableLearning©2014 Instead, let’s talk about this… Knowledge in the Head vs Knowledge in the world
  64. 64. UsableLearning©2014 Let me tell you a story A long time ago, I had this job training customer service reps for a financial services company…
  65. 65. UsableLearning©2014 It was not a great job… You know how the stock art of for customer service always shows the rep smiling?
  66. 66. UsableLearning©2014 It took a long 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. 67. UsableLearning©2014 This was a big part of the reason… IBM AS/400 7 different systems (accounting , credit, collections, etc)
  68. 68. UsableLearning©2014 Which should we fix?
  69. 69. UsableLearning©2014 You can either: See Joshua Porter on increasing motivation vs reducing friction
  70. 70. UsableLearning©2014 Make it easy for people to succeed Don Norman, The Design of Everyday Things
  71. 71. UsableLearning©2014 Play to strengths
  72. 72. UsableLearning©2014 Environment Matters
  73. 73. UsableLearning©2014 Design changes behavior
  74. 74. UsableLearning©2014 Where's the knowledge? world head Embedded
  75. 75. UsableLearning©2014 Fully Embedded Knowledge
  76. 76. UsableLearning©2014 Where's the knowledge? world head Embedded Guidance
  77. 77. UsableLearning©2014 Guidance
  78. 78. UsableLearning©2014 Guidance
  79. 79. UsableLearning©2014 Guidance
  80. 80. UsableLearning©2014 Guidance Microcopy
  81. 81. UsableLearning©2014 Where's the knowledge? world head Embedded Guidance Performance Support
  82. 82. UsableLearning©2014 Performance Support Job Aids EPSS Electronic Performance Support System
  83. 83. UsableLearning©2014 Where's the knowledge? world head Embedded Guidance Performance Support References / Resources
  84. 84. UsableLearning©2014 References and Resources
  85. 85. UsableLearning©2014 Where's the knowledge? world head Embedded Guidance Performance Support References / Resources Training
  86. 86. UsableLearning©2014 My favorite job aid
  87. 87. UsableLearning©2014 Triggers in the environment
  88. 88. UsableLearning©2014 Guidance in the environment
  89. 89. UsableLearning©2014 More Guidance in the Environment The Freedom Trail, Boston
  90. 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. 91. UsableLearning©2014 Questions? Julie Dirksen julie@usablelearning.com Twitter: usablelearning Design For How People Learn designforhowpeoplelearn.com

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