Analysis of Design Process Lewis/Gould 1981 Study TC518 W ’06 Students Early Focus on Users 62%58% Empirical Measurement 40%69% Iterative Design 20%62%

Analysis of Design Process Number of Principles Mentioned 0123 Lewis/Gould 1981 Study 26%35%24%16% TC518 W ’06 Students 12%19%38%31%

Discussion  What challenges and complexities are associated with UCD in the “real” world? –What similarities? –What differences? –What surprises? –What implications? –What makes it hard? –What constitutes success of UCD? –Where can you be flexible? –Where do you have to stand firm? –What options do you have for applying and adapting UCD methods?

Usability Maturity Discussion  Are some companies not quite ready for usability? –Usability higher up in the hierarchy of “needs” than functionality? –Capability? Attitude? Readiness? –Usability Maturity Model? Like CMM? Immaturity? Different Models? –Are products from companies that have invested in usability worlds ahead of those from companies that didn't make that investment? –Design vs. Usability –Credit for design success? –Is good design obvious? Simple?

Project Sharing  Team discussions –Share results of Final Design Solution –Discuss your choice of methods and results  Team Presentations –Team (or Spokesperson) briefly present problem and solutions –Especially challenging aspects or surprising insights –Lessons learned

Activity  Draw the process of UCD –Think on your own for a few minutes –Pair up with someone not on your team –Discuss and share with the class

Discussion of Readings  Facilitate class discussion of topics / ideas / themes garnered from the online discussion, related to assigned readings. –Discussion Leaders 1. Gülay Birand 2. Thea Lehming 3. Ben Turner

Topic J: Revisiting User-centered Design Driving Questions:  What activities are involved in doing user-centered design? What skills and knowledge are required to do these activities? How do you select the activities/methods that you will actually use for any specific project?  What challenges arise in doing user-centered design? How can they be resolved?  What type of information is needed to support user-centered design? What sources exist for gaining this information (i.e., the sources of “literature”)? How does a designer evaluate this literature? What are the benefits and costs of turning to these sources in order to support design?  How does a designer accumulate sources of information so that they know where to go in order to become informed on a specific topic?  Overall, how can UCD designers ensure that user-centered perspectives are incorporated into the overall design process?

Parting Thoughts 1. UCD involves REAL users 2. The purpose of UCD is two-fold 1.Improve the product/system 2.Improve the development process 3. Evaluation 4. Iteration (and re-evaluation) 5. The class project was a simplification but… 6. Opportunities for UCD everywhere

User-centered Design of TC518  Some things we learned about our users –You give great feedback! –The following aspects of class helped learning: project work (hands-on), classmate experiences, weekly exercises, sharing independent work, readings, real-world examples, discussion –Concerned about: redundant class discussions, clarification of expectations for assignments –Diverse group in terms of prior experience with design and UCD techniques: professional experience, class experience, little/no experience  We will use this user information to revise the design of the course.

Looking back / Looking ahead Where we’ve been  Topics – Readings and discussion –What is UCD? –Collecting and summarizing info about users, tasks and context –Problem definition –Design –Evaluations  Project –Insights about users, tasks, and contextual issues –Actual data from observing real users –Problem definition –Proposal –Design –Evaluation (heuristic & usability) Where we’re going  On to Design in a brave new world!  Readings: –None  Upcoming Work: –Final Exam  Thanks for learning with us