EDER 679.12 Computer Based Learning II Jan 17

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EDER 679.12Computer Based Learning IIJan 17
2nd Seminar
40
60
2
Weekly Schedule
Norman (2004)

• Emotion makes you smart. Without emotions, your
  decision-making ability would be impaired. (10)
• we now have evidence that aesthetically
  pleasing objects enable you to work better. (10)
• being happy broadens the thought processes and
  facilitates creative thinking (19)

• Snacks
• Seminar
• Break Snacks
• Seminar
• Lab

Therefore,
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Plan for tonight

• Emotional design key ideas
• Information Design what is the product?
• Usability / User Experience
• A Break
• Yossis Lab

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Part I The Meaning of ThingsChapters 1 and 2

• The basic tools of emotional design Attractive
  things do work better their attractiveness
  produces positive emotions, causing mental
  processes to be more creative, more tolerant of
  minor difficulties.
• Three levels of emotion visceral, behavioral
  and reflective.
• Each plays a critical role in human behavior,
  each an equally critical role in design,
  marketing and use of products.

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Norman (2004)Emotional Design Ch 1

• Designers can use knowledge of the brain to make
  designs more effective, but the rules are not
  simple (32)
• Design guidelines, rules of thumb
• Usability and user experience
• Norman, Nielsen, Schneiderman, etc
• Our challenge in this course to link the key
  concepts from Norman to the design of joyful
  learning experiences

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Chapter 1Attractive Things Work Better

• Everything you do has both a cognitive and an
  affective component cognitive to assign
  meaning, affective to assign value (25).
• Three different levels of the brain each
  requires a different style of design (21 23)
• Designers can get away with more if the product
  is fun and enjoyable. Things intended to be used
  under stressful situations require a lot more
  care, with much more attention to detail (26)
• When designing learning opportunities,
  environments, applications, it is important to
  focus on fun, enjoyment, joy, pleasure
• Focus and Creativity the joy of learning

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Mac vs. PCHonda vs. Ford

• We all change our operating parameters to be
  appropriate for the situation we are in (Norman,
  p. 32).
• The source of design complexity can be found in
  the three levels of processing.
• At the visceral level, people are pretty much the
  same all over the world (yes, individuals vary).
• The behavioral and reflective levels are very
  sensitive to experiences, training and education.
  Cultural views have a huge impact.

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Chapter 2Multiple Faces of Emotion and Design
Design requirements for different emotional levels

• Visceral pre-consciousness, pre-thought
  appearance matters and first impressions are
  formed. Visceral design is about the initial
  impact of a product, about its appearance, touch
  and feel.
• Behavioral about use, about experience with
  product. Experience has many facets function
  (what activity does it support?), performance
  (how well does it do the desired functions?),
  usability (ease with which the user can
  understand how it works and how to get it to
  perform).
• Reflective consciousness and highest levels of
  feelings, emotions, and cognition reside here.
  The full impact of both thought and emotions are
  experienced. Interpretation, understanding, and
  reasoning. Variability through culture,
  experience, education, and individual
  differences. This level can override the others.

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Double-edged sword

• Confuse or frustrate the person who is using the
  product and negative emotions can result. But, if
  the product does what is needed, if it is fun and
  easy to satisfy goals with it, then the result is
  a warm, positive affect (37)

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TIME

• Visceral and behavioral levels are about now
  your feelings and experiences while actually
  seeing or using the product
• Reflective level extends much longer through
  reflection you remember the past and contemplate
  the future
• Reflective design is about long-term relations,
  about the feelings of satisfaction produced by
  owning, displaying and using a product. A
  persons self-identify is located within the
  reflective level, and here is where the
  interaction between the product and your identity
  is important as demonstrated in pride (or shame)
  of ownership or use (38

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Working with the 3 levels

• Simplification of complexity
• Visceral design gtgt Appearance
• Behavioral design gtgt Pleasure and
  effectiveness of use
• Reflective design gtgt Self-image, personal
  satisfaction, memories
• Difficulty in application
• Should some products be primarily visceral in
  appear, others behavioral, others reflective?
• How does one trade off the requirements at one
  level against those of the others?
• How does each of the three levels compare in
  importance with the others?

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Learner Characteristics

• No single product can hope to satisfy everyone.
  The designer must know the audience for whom the
  product is intended (39)

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Characteristics of Use

• Another important dimension for a product is its
  appropriateness to setting (41)
• Questions in educational technology have evolved
  from
• Does it work?
• Does it work better than that?
• Under what conditions, for which learners, for
  what purpose, is it effective for learning?

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Needs Vs. Wants

• Satisfying peoples true needs, including the
  requirements of different cultures, age groups,
  social and national requirements, is difficult
  (43).
• What are the needs variables that impact
  designs for learning?
• Now, add the necessity to cater to the many
  wants whims, opinions and biases of the
  people who actually purchase products, and the
  task becomes a major challenge (43)
• What are the want variables that impact designs
  for learning?

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Norman Key ideas
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Four stages in design process
Instructional Design
Interaction Design
Presentation Design
Information Design
What is the problem? The product? -
content - goals - audience -
organization
What is the Learning Theory Strategy?
How should It work? - navigation -
interaction - use case - controls
How should It look? - style -
layout - elements
Learner tasks
Flowchart
Storyboard
Prototype
Learn Specs.
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Course Project

• To design and develop a working prototype of a
  learning application or system about which you
  are willing to make explicit claims about the
  intended student audience, the needs of that
  audience, how the project meets those needs
  (including choice of media, structure, and
  interface), what should be learned from the
  project, and how that learning will be assessed
• To describe your experience of an iterative,
  user-centered design process in a final
  comprehensive paper.

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Stages in the Design Process
Information Design
What is the problem? The product? -
content - goals - audience -
organization
Flowchart
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Concept Maps / Flow charts
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Information DesignSharing Knowledge

• Web-based example of student work

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Team Activity

• 25 Sites We Can't Live Without
• Groups of 4
• Browse sites
• Pick one
• Design a brief learning activity for the class