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TDDD58 Interaktionsdesign - Projekt

Ht1-Ht2 2013

Senaste nytt...

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

La upp slides för föreläsning 9.

28/11  Exempelrapport

Exempel på en kort men bra individuell rapport som visar på en analytisk höjd där egna erfarenheter relateras till flera källor som också relateras till varandra. Exemplet visar också att det inte är längden som räknas utan kunskapsnivån som visas i texten. Försättsbladet är borttaget för att anonymisera rapporten: Exempelrapport.

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  Uppdaterade instruktioner

Efter halvterminsutvärderingen har jag nu förtydligat instruktionerna på examinationssidan. Kika på dem och kolla om det återstår några otydligheter eller grodor.

Jag har också ändrat instruktionerna så att det går att komplettera för högre betyg i samband med kompletteringsdeadlines (se schema-sidan i menyn).

22/11  Test av pappersprototypen

Ändring av testordning bland Lisas grupper:

Group 7 med 10
Group 8 med 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  Halvtidsutvärdering

Vi använder delar av lektionen på måndag den 18 november för en halvtidsutvärdering av kursen med fokus på hur vi ska lägga upp resten av terminen.

14/11  Test av pappersprototypen

Under lektionen på måndag den 25 november är planen att ni ska påbörja testningen av er pappersprototyp med studenterna i en annan grupp enligt detta schema:

Group 1 med 2
Group 3 med 4
Group 5 med 6

Group 7 med 8
Group 9 med 10
Group 11 med 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

La upp slides under Schema-sidan för föreläsning 6 och 7.

24/10  Schemaändringar

Schemat är uppdaterat. Redovisningen flyttad till måndag vecka 46 och den föreläsning som låg på den dagen har flyttats till vecka 45.

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.


"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.


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

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  Föreläsningshandouts

La upp handouts under Schema i menyn till vänster.

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  Föreläsningshandouts

La upp handouts från föreläsning 1 och 2 under Schema i menyn till vänster.

30/8  Kompendium

Kompendiet N 310 Interaktionsdesign, konceptfasen är klart. Säljes i Kåkenhus Campus Norrköping. Pris 80:-kr

28/8  Deadlines

Ändrade deadlines för uppgift 3 och 4.

27/8  Designuppdrag

La upp alla designuppdrag vi har i årets kurs.

26/8  Uppdatering

Rättade en del fel som smugit sig in på kurshemsidan.

26/8  Exchange students

Information in English for exchange students.

20/8  Ny upplaga

Tullis och Alberts bok Measuring the User Experience har kommit i en ny upplaga från 2013. Ni kan köpa den istället om ni vill. Kursen är planerad utifrån den gamla upplagan från 2008 men jag är säker på att den nya upplagan täcker in det vi är ute efter. Det kan hända att Bokakademin köpt in den gamla upplagan (jag kollar med dem).

14/8  Skissböcker

Uppdaterade med information om hur man arbetar med skissböcker.

13/8  Exchange students

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

13/8  Uppdaterat

Kursinfo för 2013 är nu uppe.

Sidansvarig: infomaster
Senast uppdaterad: 2012-05-03