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Jennifer Turns |
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Research Scientist, PETTT & CELT, University
of Washington |
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Ph.D., Industrial Engineering, Georgia Institute
of Technology |
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Topics |
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Informational Websites (e.g., home info, envt
info) |
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When users are learners |
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An example |
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Health Information (e.g., Arthritis Source) |
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PETTT (“We”) |
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Goal: Enhance site, Support other educators in
doing this |
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Team: Dr. Rick Matsen, Scott Macklin, Tracey
Wagner, Ralph Warren, Kristina Liu, Aaron Louie, Julianne Fondiller, Jake
Burghardt, … |
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My Role |
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Theory: Interface design, Cognitive Science,
Learning, Usability, Design |
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Research: Design tools, Design processes,
Educational technology |
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Designing Informational Websites |
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Challenges |
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Why “Listening to the Learner” |
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Examples from Our Research |
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Our Informational Website – The Arthritis Source |
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Sampling of our “Listening to the Learner”
Efforts |
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Wrap up |
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General observations |
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Current directions |
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Challenges include |
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Technical challenges |
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Business challenges |
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Lifecycle challenges |
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Collaboration/teamwork challenges |
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Communication/Education challenges |
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Guidelines for effective design
(Technical
Communication, August 2000) |
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Application of many guidelines requires
knowledge of users |
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“Be sure that all links indicate that they are
links” Farkas & Farkas, p. 342 |
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“Make pages trustworthy.” Spyridakis, p. 373 |
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“Make sure that the visual elements in your
display are large enough to be seen and interpreted.” Williams, p. 383 |
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“Choose tone that fits the message and the
audience.” Spyridakis, p. 371 |
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“Select content that will be interesting and
relevant to audience”, Spyridakis, p. 361 |
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Guidelines for effective design |
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August 2000 Issue of Technical Communication |
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“Know thy user” is imperative |
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Application of guidelines requires knowledge of
users |
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Audience analysis is common theme |
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User-centered design (UCD) focuses on user
(Norman and Draper 1988) |
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On-the-job tasks |
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Budgeting with software |
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Maintaining customer information in database |
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Life tasks |
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Banking with Bank of America online |
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Other tasks |
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Email |
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Collaboration via tools |
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What |
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Demographics |
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Tasks |
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Goals |
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Tools |
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… |
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How |
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Interviews |
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Observation |
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Laboratory tasks |
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Surveys |
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Contextual Inquiry |
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Think aloud protocols |
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Cognitive Theory |
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… |
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Characteristics of learners |
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Growth (Soloway, 1994) |
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Diversity (Soloway, 1994) |
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Motivation (Soloway, 1994) |
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Prior Understandings (NRC, 1999) |
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Thinking about implications |
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What to know and why |
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Knowing users over time |
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Variations (how many to know) |
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Time required to truly “know” |
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How? |
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Online survey |
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Phone interviews |
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(Tools are similar) |
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“Listening aids” |
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Use may be different |
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Duration |
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What to listen for. |
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Growth |
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Diversity |
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Motivational Issues |
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Misconceptions |
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Why this phrase |
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Is listening different than knowing? |
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An Admission - It is working for us…. |
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Tentative thoughts… |
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Open to surprises (designer not all-knowing) |
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Implies duration (listen over time) |
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Power relationship (learner control) |
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Designing Informational Websites |
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Challenges |
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Why “Listening to the Learner” |
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Examples from Our Research |
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Our Informational Website – The Arthritis Source |
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Sampling of our “Listening to the Learner”
Efforts |
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Wrap up |
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General observations |
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Current directions |
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Provides |
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Quality, authorized content |
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Variety of arthritis issues |
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History |
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“Information therapy” emerges |
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Dr. Matsen developed in 1995 |
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Arthritis Foundation Materials |
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Directions |
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Learner-centered content |
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Sustainable model for content generation |
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PETTT seeks to enhance the effectiveness of the
University of Washington's faculty and thus of the institution itself, by
creating a campus framework to promote the thoughtful exploration,
development, assessment, and dissemination of next-generation technologies
and strategies for teaching and learning.
Source: http://depts.washington.edu/pettt |
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PETTT Activities |
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Exemplars as testbeds for research and design |
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Disseminate tools, ideas, methods, findings to
educators |
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Research within Arthritis Source |
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Log files |
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Online Survey |
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Quick Poll |
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“Orthoedu” – Email your question |
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Research apart from Arthritis Source |
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Phone survey |
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Bulletin board discussion analysis |
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Research within Arthritis Source |
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Log files |
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Online Survey |
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Quick Poll |
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“Orthoedu” – Email your question |
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Research apart from Arthritis Source |
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Phone survey |
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Bulletin board discussion analysis |
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Research within Arthritis Source |
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Log files |
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Online Survey |
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Quick Poll |
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“Orthoedu” – Email your question utility |
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Research apart from Arthritis Source |
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Phone survey |
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Bulletin board discussion analysis |
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Goals |
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Listen for goals and success |
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Listen demographics and general user info |
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Listen for unexpected… |
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History |
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Designed with Julianne Fondiller (TC), Jake
Burghardt (TC) |
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Implemented by PETTT staff |
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Data collection ongoing |
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Analysis, Oct-Dec, by Kristina Liu (Education) |
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Analysis, 192 complete (270 start, 62%
completion) |
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Question: |
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3a: Why have you visited the site today?… |
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3b: Have you been successful? |
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Surprise: |
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31% did not know |
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Question |
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Which category best describes you? |
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Surprise: |
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22% selected “other” |
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Question: |
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Where are you located? |
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Surprise: |
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Worldwide…
(International Issues) |
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Question: |
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What is your age? |
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Surprise: |
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All ages… |
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Results |
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192 complete (270 start) |
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62% completion rate |
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Duration: 13.25 min |
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Goals |
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Listen for usability/usefulness of Arthritis
Source |
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Listen for knowledge of arthritis |
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(osteoarthritis and rhematoid arthritis) |
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History |
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Protocol designed with |
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Tracey Wagner (TC) and Kristina Liu (Education) |
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Recruitment via online survey |
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Data collection complete |
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Some general observations |
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Extensive comparison shopping |
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Rave reviews |
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Offers to contribute |
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Surprise:
Enthusiasm for site |
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Example |
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Osteoarthritis and Osteoporosis Confusion |
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Surprise: |
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Getting informants to talk about knowledge |
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Comfort with limited knowledge |
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Goals |
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Listen for users situated questions |
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Information not on site / not findable |
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Complexity and nature of their questions |
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History |
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One of the original “listening aids” |
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Dr. Matsen answers questions |
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Analysis by Ralph Warren (Medical Informatics) |
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Question Topics |
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Other Observations: |
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Diversity, Complexity |
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Change in Function |
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Initially developed as “listening aid” |
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Current efforts to leave as service (automate) |
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Learning of design team members |
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Initially, “We cannot answer this” |
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Later, “This could be answered with information
on the site, but the information is hard to find and synthesize.” |
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Designing Informational Websites |
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Challenges |
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Why “Listening to the Learner” |
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Examples from Our Research |
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Our Informational Website – The Arthritis Source |
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Sampling of our “Listening to the Learner”
Efforts |
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Wrap up |
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General observations |
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Current directions |
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We are starting to understand our learners |
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Lots of diversity |
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Growth in knowledge, concerns |
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Levels of motivation |
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Levels of knowledge |
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Benefits of Listening |
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Design iterations |
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Surprises… |
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Learners like to be listened to |
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Challenges: |
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Deciding when to stop collecting information |
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Integrating all information into design |
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Representing all information |
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Coordination and timing, getting technical
issues in sync with our information |
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Transformative nature of listening – |
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Design new content for site |
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Templates to support distributed authorship |
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Templates informed by all information collected |
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Distributed authors will not get to listen |
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Continuing listening as the new information is
released… |
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Making listening aids available to UW
community... |
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Describe strategies |
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Disseminate via UW Catalyst |
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Requests for information |
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Specific details |
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Often more than one question |
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Complex questions |
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Notes