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TDDD58 12 hp /Interaction design project (12 ECTS)

Ht1-Ht2 2013


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9/12  Some links
 

You can find the the exact link to the report template on the course information page under literature. But here you have it directly.

This test of different prototyping tools could be of use to some of you:

Designer's Toolkit: Road Testing Prototype Tools

Many of the tools have free 30 days trials. Make sure to record a screencast of your design for future reference, portfolio, and demo if you don't plan to buy a license.


5/12  Slides
 

Uploaded slides for Johan Åberg's lecture (10-11) on summative usability testing. This part of the course is important and difficult: Read ch. 1-6 in Albert and Tullis carefully.


2/12  Prototyping gestures
 

To prototype touch gestures (swipe, pinch) you can always use Wizard of Oz and have a person as wizard and he or she then looks at the gestures the user perform and then controles the interface accordingly using keyboard commands.

With some google-fu you will also discover that quite a few things also can be done in Axure with Dynamic Panels with OnSwype and OnDrag events: Link 1 Link 2

If you build prototypes using TAP + Adobe Fireworks there are also some tricks to build a gesture based interface. Link.

The following prototyping tools can also manage gestures:

Indigo Studio can manage gestures and has a 30 days free trial. If you test it and feel that you want to use it we can install it on one or two of our computers in Linköping that you can have access to.

Fluid can also manage gestures and it is free up to 10 screens.


2/12  Slides
 

Uploaded slides for lecture 9.


2/12  Example report
 

Example of a good individual report that exhibits a level of analysis where personal experiences are related to multiple references that also are related to each other. The example also shows that it is not about the length of the text, but rather about the level of knowledge displayed in it. The report is anonymized: Example report.


27/11  Schedule for Monday:
 

Matti's groups:
Group 1-3 kl 13-15
Group 4-6 kl 15-17

Lisa's groups:
Group 7-9 kl 13-15
Group 10-12 kl 15-17


25/11  Updated instructions
 

I have after the mid-semester course evaluation now clarified the instructions on the examination page. Look at them and check if there are any instructions that still need to be clarified.

I have also changed so that you can try for higher grade (see information on Deadlines at the Timetable page).


22/11  Test of the paper prototype
 

Change of test order in Lisa's groups:

Group 7 and 10
Group 8 and 9


22/11  Individual part of assignment 3
 

Make sure you rotate the roles in the user testing so that all get to try to be both facilitator and observer. Focus your individual report on your own observations and the things you have done yourself, but it is OK to include some things from others' observations too.

From a learning perspective I want you to primarily focus on your personal experiences from the assignment and conceptualise them using the things you have read. Such a process facilitates the learning best and makes it memorable.


14/11  Mid-semester evaluation
 

We'll use parts of the study class on Monday November 18 for a mid-semester evaluation of the course with a focus for how to plan the rest of the semester.


14/11  Testing the paper prototype
 

During the study class on Monday November 25 the plan is for you to start up the test your paper prototypes on students in another group. The following group will test on each other:

Group 1 and 2
Group 3 and 4
Group 5 and 6

Group 7 and 8
Group 9 and 10
Group 11 and 12


6/11  Presentation program
 

On Monday there are presentations. Last time we had a four hour session. This time we have a two hour session in total. This means 10 minutes presentation and 5 minutes discussion per group.

This is the program:

Matti's groups:
15.15 - 16.00. Group 1-3.
16.15 - 17.00. Group 4-6

Lisa's groups:
15.15 - 16.00. Group 7-9.
16.15 - 17.00. Group 10-12.


29/10  Slides
 

Uploaded slides on the Timetable-page for lecture 6 and 7.


24/10  Timetable
 

The timetable is updated. The presentation on week 45 has moved to Monday week 46. The lecture there has moved to week 45 instead.


22/10  Grading of Assignment 1
 

After examinining and grading the individual reports from the first assignment it is clear to us that many of you who have aimed for a higher grade has failed to reach the level of analysis required. Many of you have done good work without meeting the criteria for grade 4.

We believe this may be because you have misundersood what we mean by the word "analysis". If you whish to make a supplemantary examination for a higher grade you may hand it in again in a new version. This applies only to this first assignment (but not the following ones). The deadline for an updated version of the first assignment is at the same time as the deadline for the third assignment.

So, in what way have you misunderstood the word "analysis"?

Most of you have used the assigned course literature, with references, to *describe* your work. Example:

"We did a 'contextual inquiry' using the process defined by Arvola (2013)."

This is however not enough. You also need to *analyse* your work, and as stated in the slides from the first lecture this means:

* What was good and and what could have been better?
* What really happened in the work? Compare it to expected process and outcomes based on what you can read in the literature. Use correct references.

Example:

"We did a 'contextual inquiry' roughly using the process defined by Arvola (2013). He stresses the importance of taking the role of an apprentice. In our case this was not an option because we could not get access to users for more than 20 minutes each. We accordingly had to rely on de-contextualised interviews. This had the concequence of not being able to connect what people say and what they do, something also highlighted by Saffer (2010). To compensate for this, we should probably also have made observations. Unfortunatly, there was no time for that given our current budget."

For Grade 4 you also need to *draw lessons learned*, and as stated in the slides from the first lecture this means:

* Generally what can anyone learn from your experiences and from your analysis?
* Specifically what can you bring with you from your personal experiences, situation and ways of working?
* Personally what can you differently in the future in this kind of situations?
* How does these lessons learned relate to what you have read in the literature? Use correct references.


15/10  Instructions for Assignment 2
 

I have received a question from one group that find the instructions on what to do in Assignment 2 confusing. Here is my reply to them, where I basically broke down the instructions to bullet lists.

A suggested work process for you to follow on each assignment (copied from the slides from the first lecture):

1. Individual work to read up on the literature and the assignment.
2. The group meets and goes through the assignment and plans the work.
3. Individual work (reported individually in writing).
4. The group meets and develops the group deliverables.
5. Written and oral group presentation and hand-in of written individual parts.

THE GROUP'S SKETCHBOARD:

* Concept alternatives
* Evaluation matrix
* Design decisions
* Joint concept proposal
* One page of text describing your approach step by step and a participation report

INDIVIDUAL REPORT:

All reports should (copied from the examination page):

* Have a cover sheet with assignment, course, names and social security numbers listed.
* Be well-written. It should be spell-checked and properly proof read.
* Handed in on paper at the presentation session.
* Employ correct terminology in accordance the literature.
* Have a clear structure (introduction, problem / challenge / question / thesis, methodology and implementation, results, discussion and conclusions).
* Make use of clear references to the course literature showing that you read and understood the literature. Use an established reference style.

For grade 3 the report shall contain:

* An elaborately filled out concept design form (including storyboard).
* One page analysis of what your own concept mean/would mean for the group work.

For grade 4 the literature for the assignment (not small just parts of it) should in addition be properly used to (see slides from first lecture):

* describe the work
* analyze the work
* draw lessons learned from it

For grade 5 include in addition:

* An individual sketchbook from the design work (that shows design exploration).
* A brief description of the reasoning behind your design choices.


4/10  Procedures for design reviews
 

We have 3 groups during each 2-hour presentation session.

Each group will:

1. Show and describe the sketchboards. Describe also briefly your work process. Describe then your reactions, thoughts and feelings during the work. No evaluations at this stage. 10 minutes.

2. The members of the other groups gives critique on what they perceive the strengths to be and what the weaknesses are and how they could be improved. They offer solutions to problems they see and alternatives. They challenge the group to think differently. The group listens and takes notes. 10 minutes

Discussion (20 minutes):

3 cross-groups are then formed and discussion tables are held where participants go around the table and let everybody talk. Everybody takes notes for themselves and for their groups. The following topics are covered in the discussions:

1. Analysis: Are there any commonalities between the groups' experiences? Are there any differences between the groups' experiences? Why?

2. General conclusions: What can we learn from this experience in general?

3. Specific conclusions: What can you learn from your personal, specific, unique situation and work process?

Short get-to-gather with all on what you discussed in the smaller groups.

When you meet next time in the group, reflect on everything people have said (compare notes) and use them to improve your work.


3/10  Presentations on Friday
 

I have received questions about the presentations tomorrow. This is what I want to see:

Group presentations: Sketchboard with two personas, present-day scenarios (textual, visual, mixed or as a diagram of some sort), objectives tree, and one page description of your method. Hand also in a participation report.

Individually in writing (with a deadline at the presentation):

For grade 3: A simple report with results in the form of written up field notes from and an analysis of them with consequences for your group's work. As an examiner I want to see that you personally have gathered data and understand what your results mean.

For grade 4 in addition: The literature for the assignment should properly be used to describe and analyze the work and draw lessons from it. As an eaxminer I want to see that you have understood the course literature for the assignment and can apply it to the group's work with a certain degree of insight.

For grade 5 in addition: An individual sketchbook (see Greenberg et al, 2011) where the results from your own contextual inquiry are illustrated in initial design ideas and a collection of inspirational material. Include also a brief description of your own thoughts around your ideas. As an examination I want to see a designerly, explorative, and inspirational attitude and approach.


30/9  Review on Friday
 

Timetable for the review sessions on Friday in TDDD58. Not in numerical order due to some special requests.

13-15 Matti's groups: Group 1, 4, 6

15-17 Matti's groups: Group 2, 3, 5

13-15 Lisa's groups: Group 10, 11, 12

15-17 Lisa's groups: Group 7, 8, 9


23/9  Handouts
 

Uploaded the handouts under Timetable in the menu to the left.


9/9  Friday study class
 

Maja Eveborn (Actia) and a colleague will come to the study class on Friday September 13. All groups that do The Wishing Car project will therefor be in TP43. The rest of the groups will be in TP45.


6/9  Course book
 

Greenberg et al. (2011) has not been ordered by Bokab. They ordered the companion to the book we use (a very good book too, read it on the side). This is the correct one which you need early on in the project, so I suggest you order it online.


5/9  Supervisors
 

Group 1-6 has Mattias as supervisor and is hence GDK2.a in the timetable. Group 7-12 has Lisa as supervisor and is GDK2.b in the timetable.


2/9  Handouts
 

Uploaded the handouts from Lecture 1 and 2 under Timetable in the menu to the left.


30/8  Booklet
 

The booklet "N 310 Interaktionsdesign, konceptfasen" is now printed. It is, howver, in Swedish so you may not want to buy it. I have assigned you with a set of articles instead of this booklet, but if you do want to read it in Swedish it is sold in Kåkenhus at Campus Norrköping. Price 80:- kronor.


28/8  Deadlines
 

Changed the deadlines for Assignment 3 and 4.


27/8  Design Briefs
 

Uploaded all design briefs that you can work on in the course.


26/8  New Edition
 

Tullis' and Albert's book Measuring the User Experience has arrived in a new edition from 2013. You can buy that edition instead. The course is planned from the old edition from 2008, but I'm sure the new edition covers all topics we plan to include.


26/8  Updated Course Info
 

These web pages are now updated with course info in English.


15/8  Exchange Students
 

For information in English for exchange students, please contact the course examiner Mattias Arvola via e-mail: mattias.arvola (at) liu.se



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Last updated: 2012-05-03