Archive for February, 2010

Emily and Jeremy Case Study

This weekend I joined Emily Millette and Jeremy Purser for cooking dinner in their home, Chana Masala. They were very helpful in answering some questions I had prepared for them (and made me a delicious meal). Here is a snippet of our conversation:

Me: “How do you usually begin to find recipes?”
Emily: “I usually go to epicurious.com, but sometimes I really just don’t like what I’ve spent all that time making.”
Me: “So do you think it would be helpful to have some sort of recipe generator, where you fill out a profile to begin with foods you like/dislike, and then get recipe suggestions from your profile…kind of like pandora for recipes.”
Emily: “Yes, definitely, I really like the pandora-like idea. It would be nice to do a thumbs up or down option at the end, maybe create a rating system that way. And the profile idea also sounds helpful. You can think about people with food allergies as well.”
Me: “So how do you feel about an option to generate recipes by either choosing to shope for supplies, or use supplies already in your home?
Emily: “During the week, by the time I get home from work I don’t want to go out and get things. If I were good I would go to the store and buy things for everyday of the week but  I can’t really think that far ahead.”
Jeremy: “Yeah, and we don’t really like eating out a lot. We usually try new recipes on weekend.”
Emily: “Yes, we like using things we already have, but go shopping for new recipe supplies on weekends. We use CSA so we try to keep that as the bulk of things we use in our meals, so it would be nice to have something that could show me the things I could make using what I already have. Just something to surface an idea of what I can make.”
Me: “So what are some problems you run into while you are cooking where you feel like you could use some sort of visual aid?”
Emily: “I often look up how to weigh things, like how to weigh a cup of packed brown sugar. Or conversion charts. I do have a book called Cooks Illustrated that has really good illustrations of how to cut up complicated things, like Artichokes or pineapple. I’ve learned a lot from this book. It also has things like complicated skinning, like cabbage is a difficult thing to understand how to cut. It helps to see it in the illustration”
Me: Do you ever look up videos of how to cook things, or cooking shows in general?”
Jeremy: “Not usually, maybe if I happen to be watching a cooking show where they are making something I might like I might look up a recipe from there. But I don’t think it would be very helpful to be referencing a video while cooking, because you’d want to keep pausing and rewinding.”

I continued to observe and ask questions as they were cooking. I thought it was interesting that they kept walking back and forth to their computer to follow the recipe, and reading it to each other out loud. At that point they agreed it would be helpful to have that reference in the palm of their hand. I thought the illustrations in the book she was showing me were very clear & helpful-something I’m sure someone who was a novice at cooking could really appreciate.

The idea was brought up that it would be helpful in the beginning when you choose to go out and shop for your supplies to have a grocery list on your mobile device. This meal also took a little big longer to make than expected, so they brought up the idea of having an accurate indicator that shows you how far away you are from completing your meal. (Dinner Time.)

When the Chana Masala was finally ready, we just had to garnish it with some basal and wala! A delicious meal. At this point we discussed how we would rate the meal…maybe using forks up/down, or having a way to start bookmarking recipes and sending them to friends to share.

Not to mention I got my Karl Fix!


Storyboard



Project H Lecture at NCSU

Design Revolution Road Show and Lecture
Monday, March 1, 1:30PM
NCSU, Burns Auditorium

Project H Design connects the power of design to the people who need it most, and the places where it can make a real and lasting difference.

We are a team of designers and builders engaging locally to improve the quality of life for the socially overlooked. Our five-tenet design process (There is no design without (critical) action; We design WITH, not FOR; We document, share and measure; We start locally and scale globally, We design systems, not stuff) results in simple and effective design solutions for those without access to creative capital.

Our long-term initiatives focus on improving environments, products, and experiences for K-12 education institutions in the US through systems- level design thinking and deep community engagements.

Project H is a tax exempt 501c3 nonprofit based in the San Francisco Bay Area and Bertie County, North Carolina. We believe design can change the world.

Emily Pilloton is the Founder and Executive Director of Project H Design. Trained in architecture at UC Berkeley and product design at the School of the Art Institute of Chicago, she started Project H to provide a conduit and catalyst for need-based product design that empowers individuals, communities, and economies. Former Managing Editor of Inhabitat.com, writer, California girl and unwavering optimist, she has written for ID, GOOD, ReadyMade, taught design theory, and lectures worldwide about new social impact imperatives for the product design industry. Her book, “Design Revolution: 100 Products that Empower People,” is a compendium of and call-to-action for product design for social impact. When she isn’t traveling or emailing, Emily enjoys trivia games and baking (and eating) cupcakes.

storyboard>>>origami

After getting feedback from Ric on my initial idea about deciding how to cater between two audiences, I will be simplifying into one audience and two levels of expertise. There will be an opening sequence where the user can decide which level of difficulty to pursue. Upon selection, the user will either go through a series of sequences and steps to help them learn the folds to create an origami creation. The issue brought up in class today also addressed Ric's concern with how to prompt the interaction. He brought up the point that if the user has to pick up and put down the mobile device it will wear out the interaction. I propose perhaps using either the built in mic to allow the user to signal to go forward (by saying "NEXT") or signaling to go backward (by saying "BACK"). These rough ideas I will be going into depth more as I engage the different users and their preferences. Finally, at the end of the folding, I want to create either an animation or sound that will be played bringing the folded creation to life to the delight of the user.

Storyboarding….

Because most of my user experience will be someone sitting stationary learning….I drew out a very simple scenario that illustrates what could happen with the app and two of its users…Watching stock report on TV, keep hearing things about the economy and stock market.You take interest and want to learn about the stock market, how it works, what things mean, etc.

You find the stock market game application that will teach you about the market and how it works.

You, and a friend want to learn, as well as compete against each other in the game.

The companies are listed and you can select what companies you might want to invest in, and learn more about.

You select Apple. And see their current share prices, as well as their previous days results.

You can also learn more about the company’s history, trends, share values, etc.

After selecting which companies you want to buy stock in, at the end of the day you see your progress and one of the players will (hopefully) do better than the other, making smarter decisions with what they have learned through the trends and company stock information.

p.s: I know the hands are really proportional.

Outdoor Classroom Storyboard

storyboard- peters

Learning the Process…

How to create your first task, the modular typeface based on a specific shape.

Ph-oh-tos

Romanos – Storyboard

Storyboard

Scenario of Use

Sequenced left to right down each row.

PhotoStoryboard – Sample Scenario

Jen is in her apartment late one night, getting the water running for her shower. She figures it’s about ready and sticks her hand under the stream to test it, only to find that it’s ice-cold!

She thinks for a moment. She COULD call the landlord in to help, but it’s the middle of the night. She’d either have to wake someone up or go without a shower, and neither sounds great to her. Instead, she decides to take matters into her own hands and try out this cool new app for her iPod touch that says it can teach her how to maintain her home.

As per the app’s suggestion, Jen goes to check the water heater. Sure enough, the pilot light is out! With the handy step-by-step instructions on the iPod (equipped with an animated image of the pilot lighting!) Jen is able to successfully get the pilot lit.

After a while, she tries running the shower water again. Success! The water now gets warm!

Goals/Outcomes

Service Purpose:

Teaches users to be self-sufficient and independent in solving problems in and taking care of their own home, and to be well-informed in home care and maintenance.

Service Goals:

Provide users step-by-step instructions in diagnosing and solving problems they may have within their own homes. These step-by-step instructions are presented in a way that is easy to follow along with while doing the task, with the iPhone sitting somewhere nearby. The app also teaches relevant terminology and general knowledge information about each appliance. It gives a general framework for maintaining a house, telling users when to check things, what to look for, and where to go to get help. It also encourages good practices such as safety, sustainability, and responsible handling of chemicals.

Outcomes:

Knowledge Remembers previously learned material

-builds a knowledgebase of terms and tasks necessary to home upkeep

-learns to read meters and discuss home problems intelligently

Comprehension Grasps the meaning of the material

-learns which sets of tasks apply to which appliances around the house

-(hopefully) recognizes tasks that are similar across different appliances and does these more easily

Application Uses learning in new and concrete situations

-Step-by-step walkthroughs of solving problems and performing maintenance tasks

-Builds a “working memory” of tasks so as to know how to do them in the future

Analysis Understands both the content and structure of material

-recognize when instructions may need to be adapted to fit current situation

-weigh options when they arise

Evaluation Judges the value of material for a given purpose

-Learns when not to attempt a task alone

-Understands what is necessary to maintain one’s investment (house) or be a good tenant (apartment)

Storyboarding- caring for a newborn

Photographic Storyboard

The scenario is thus:

1st row –  She is looking up how to learn Spanish on the computer, without aid of listening or seeing words formed.

2nd row – She uses the application for a period of a few weeks and begins to learn Spanish by listening to herself speak, listening to the speaker on the application, being corrected and being taught grammatical structures.

3rd row – After learning how to speak/read Spanish, she is able to go to a Spanish website to plan a trip in the Dominican Republic without the use of a translator. Planning to enter and immerse herself for a more fulfilling experience abroad.

A very useful article about interface and web design

www.smashingmagazine.com/2009/09/24/10-useful-usability-findings-and-guidelines/

T-Mobile Presentation: Context Assessment / Joyce Chou

Download Joyce Chou’s Context Assessment Presentation (PDF)

SERVICE OUTCOME///Goals

SERVICE PURPOSE+

To teach kids and elderly people how to fold origami.

SERVICE GOALS+

To stimulate brain activity and development.

To engage how the user interacts with the folding process. First time users will be prompted step by step with sounds and rewarding stimuli to help engage them. The recurring (expert) users will be rewarded as well as prompted to recall missing steps. Memory and speed will be the primary touch points of rewards.

OUTCOMES+

As a person becomes more engaged in the interaction on the app. they become better origami folders. The faster they can understand a fold or know which fold comes next the further advanced they will become. The further advanced the user becomes the more familiar they become with the different folds and can interact more with the levels of folding.

Scope of Goals and Outcomes

Service Purpose

Teaching the abilities to converse with a native speaker and survive in  a foreign Spanish environment.

Service Goals

Through the series of steps, learning on tier-based process. When one level of ability is attained, another can be reached. The user is asked, and somewhat forced, to think in Spanish, seeing words and objects and making them become the Spanish word or phrase. Vocabulary will be shown to create a knowledge base of words. Grammar is an essential to learn and will be part of the tier-based app, certain forms and conjugations will be learned later on as they advance and comprehend more Spanish. Throughout the entire app, the user will be able to listen to native speaker’s speech, how words and sentences are supposed to sound and how they are supposed to be formed. There’s also a progress tracker that would determine the advancement of the user. They would advance as they improved in their knowledge and communicative skills, not when they felt like moving on.


Cognitive Domain

Knowledge:
- Identify when Spanish is being spoken and identifying words or sentences while listening to Spanish.
- State basic phrases in Spanish.
- Define Spanish words in English

Comprehension:
- Explain some tasks happening at a certain time.
- Describe physical attributes of an object
- Paraphrase paragraphs, though limited by knowledge.
- Translate learned material to the limited extent.

Application:
- Carry out a conversation, when kept going by the native speaker.
- Prepare, fluidly, for a response or words to use before entering into a topic of conversation.
- Use correct grammar, past, present, and future, though at times broken.

Analysis:
- Categorize verbs and appropriate conjugations/tenses for speaking.
- Analyze the origin of the speaker
- Outline a paragraph or story in multiple tenses and verbage

Synthesis:
- Start a conversation in Spanish with a native speaker
- Evaluate self Spanish pronunciation by listening to themselves speak, recognize problems in speaking.
- Generate stories, future/past/present
- Propose a conversation topic

Evaluation:
- Assess what would be appropriate to talk about in certain situations
- Interpret correctly, switch languages relatively easily
- Support other’s conversations, speak with multiple speakers and in multiple threads of conversations
- Evaluate your skills, knowing to improve
- Conclude that you can speak Spanish!

Service Objectives

How to create a typeface…

Purpose- to create a typeface (a working system of units with rules and exceptions)

Goals-

1. observe the history and anatomy of type

2. development of initial modular typeface system

3. complete the puzzle with a complex system using illustrator and type tool

Outcomes- Developing a sense of comparing type, observing working and broken systems, conquering type in illustrator and type tool

1. The user should know how to create a system using parts that fit together in a readable context

2. The user should be able to appreciate the applications illustrator and typetool, pushing themselves to create and solve more complex creative typefaces

3. The users should be able to understand the difference between different typefaces, how they were made, and possible identify type in real space.

4. Over all the user will be able to understand simple type, create their own system, analyze and revise their own work, and have the ability to critique and analyze type around them. Avoid using horrible type … ever again.