Deep thinking on (design) education (not training!) in combination with a practical implementation.
“Designers are entrusted with increasingly complex and impactful challenges. However, the current system of design education does not always prepare students for these challenges. Designers are moving into new areas, many of which require management, social, technological, and political skills never before thought of as the responsibility of design. Not only has technology increased and changed dramatically in recent decades, but society has become more and more concerned with weighty global issues, such as hunger, health, education. Design skills for developing creative solutions to complex problems are becoming more and more essential. Businesses are starting to recognize that designers bring something special to the work—a rational belief based upon numerous studies that link business success to a design-driven approach. These are all powerful opportunities, yet we are not always training our students appropriately.”
Donald A. Norman and Michael W. Meyer ~ jnd.org ★ courtesy of marcovanhout
Or how information (not data) drives design and research.
“This article discusses how the artifact of Research through Design (RtD) is changing due to data technology. The article firstly reviews the character and role of the prototype in RtD traditions informed by practices of skillful crafting and industrial design manufacturing. It then describes the move of RtD to data-enabled practices to offer a conceptualization of artifacts as connected things, that is, decentralized objects that actively collapse the division between design participation, user interaction and the creation and distribution of products and services. By considering connected things as capable of ‘making’ things too, the article positions the changing character and role of the RtD artifact in relation to three key shifts in design practice: (1) the agential shift towards the inclusion of things as partners in design, (2) the temporal shift towards always available opportunities for co-creation, and (3) the infrastructural shift towards unstable forms of value. The article concludes with a discussion on the implications of these changes for how knowledge might be generated, critiqued and shared in future data-enabled RtD practice.”
Elisa Giaccardi a.k.a. /elisagiaccardi | @elisagiaccardi ~ International Journal of Design 13.3 ★ courtesy of @g_ferri
UX Research is definitely different from UX Design.
“I have been a UX researcher for 25 years. I did not come up through the usual degree programs available at the time, such as cognitive psychology and human factors. Rather, I came to the field from technical communication, seeing that there was a role for technical communicators to play in advocating for the user and promoting usability testing to understand the user experience, even if it meant conducting stealth testing on the documentation at the end of the product development cycle.”
Carol Barnum ~ Journal of Usability Studies 15.1 ★
Always good to know the relevant backgrounders.
“The relation between design and art (and other related disciplines) can be observed in several stages, i.e. from the high modernist synthesis of applied arts, visual arts and design in the 1950s, to the scientification of design throughout the 1960s and the emphasis on its rationality and the postmodernist position in which it is once again positioned at the centre of the interrelations of various disciplines, no longer through a complete synthesis, but, above all, through their interaction.”
Ivica Mitrović ★
Noticing a lot of overlaps and omissions regarding all things user, field and design research.
“These eight pillars are the broad areas of User Research. Underneath these pillars sit groups of things that User Researchers or ‘people who do research’ (PWDR) are concerned with. Many of these things are challenges to operationalising research.”
Emma Boulton a.k.a. /emmalouiseboulton | @emmaboulton ★
Getting quantitative insights into your design decisions.
“This is not the millionth article that will tell you to base your UX decisions on an obscure combination of metrics. Data-driven can be taken quite literally: using real data in the design process from start to finish. This is an overview of where we are now and what lies ahead.”
Peter Vermaercke a.k.a. /petervermaercke | @pvermaer ★
Fitting qualities into numbers is like fitting squares into circles.
“Somewhat confusingly, satisfaction scales also have a subgroup called satisfaction scales. I’ve broken this group into three further subgroups (unipolar rating scales, unipolar thermometers, and bipolar rating scales) as some research suggests that they have different reliability and discriminating characteristics. That gives us five common ways you’ll see satisfaction measured, with some notes about how particular scales have performed in published research.”
Jeff Sauro a.k.a. /jeffsauro | @MeasuringU ~ MeasuringU ★
But are you measuring what you want to measure?
“We take a comprehensive journey into the world of UX metrics, exploring both behavioural and attitudinal measurements, before highlighting our own single score program for user experience.”
Christopher Ratcliff and Kuldeep Kelkar ~ userzoom ★
Design thinking process in many variations.
“One way to frame the relationship between these two is that design properties describe the foundational structures on which design principles are hung. Or to use an analogy, properties are the basic rules of chess (how the board is set up, how the pieces move, etc.), and principles are the various strategies, play styles, and schools of thought.”
Yosef Shuman a.k.a. /yosefshuman | @aleafinwater ~ YosefsHuman.com ★ courtesy of @peterboersma
Using DataSci (quant) to get meaning out of UsrRes (qual).
“Simultaneous triangulation is an incredibly powerful tool to generate comprehensive and verified findings. If you only use one method, you could end up with blindspots. If you employ methods sequentially rather than simultaneously, you could run into unexplainable contradictions, like we did at first. The solution is simultaneous triangulation. Next time you have a complex research question, consider using the three-step process to mitigate blindspots and turn discrepancies in learning opportunities.”
Colette Kolenda and Kristie Savage ~ Spotify Design ★
Life is full of connections, to be made and to be found.
“At the Ulm School of Design (1953-1968), there was a promising approach to teaching visual as well as verbal communication. Although it took place in separate departments, this pioneering approach attempted to integrate form and content, theory and practice. From the school’s inception, the Information Department was established alongside the Departments of Visual Communication, Product Design and Building: writing was considered a discipline on a par with two- and three-dimensional design. While the Department of Visual Communication flourished, however, the Information Department languished, not least as a result of the school’s policy and staff conflicts. A closer look at the HfG’s history nevertheless reveals the Information Department’s overall importance to the school’s self-conception and attitude. Beyond its relevance for design history, this might also contribute to the discussion of a greater emphasis on verbal and writing competence in present day design education.”
David Oswald and Christiane Wachsmann ~ A/I/S/Design ★
From system design, to systematic design and systemic design.
“In this theme issue of She Ji, we present work from the Sixth Relating Systems Thinking and Design Symposium (RSD6) in Oslo. The emerging field of systemic design has expanded to engage with increasingly important societal issues ranging from housing and quality of life in cities, to foreign policy, immigration, and cultural development, as well as our environments and ecologies. (…) The guest-editors have co-edited a number of works in the past. We normally agree enough to co-create a shared vision for the overall thrust of the publication. But this time, we found ourselves in fruitful argument about the issues of interest or concern posed by nearly every article, which demonstrates the compelling discursive value of the ideas. The viewpoint articles in particular raised a number of micro-arguments between us. Our discussion follows, revealing the distinctions arising from each of these thoughtful essays.”
Birger Sevaldson and Peter Jones ~ She Ji: The Journal of Design, Economics, and Innovation Volume 5, Issue 2 ★
But what’s the speed of learning and how to speed it up?
“Over the last decade, as a rejection to a tired model of higher education, new educational programs and structures have emerged. Many of these are in the fields of design, digital product development, and programming. The new models of education take many forms. Some are short day-long or week-long workshops. Some are meetups and brownbags. Some are online, some offline, and some hybrid. What connects many of these models is their immediate vocational emphasis. The majority intend to train practitioners, not academics. The focus is on preparing people to do design and get jobs. (…) We need educational innovation, but not at the expense of quality. Students need the space to develop problem solving strategies. Speed is not in our favor here. Let’s all slow down.”
Jon Kolko a.k.a /jkolko | @jkolko ~ modernist studio ★
Like with second order cybernetics, the role of the researcher in the researched system is essential.
“We challenge the unquestioning pursuit of the appearance of objectivity and ingrained designer-user dualism in human-centred design research and propose a resurrection of introspection as a valid approach to investigating subjective experiences. Through comparing epistemic perspectives and reviewing the histories of introspection in several disciplines, we liberate the research field of experience-driven design from a long-lasting doubt about and the disguised and unsystematic use of this method. To establish a foundation for the further development of introspective methods, we focus on its most controversial type (i.e. researcher introspection) and discuss its strengths and weaknesses, preconditions of use, diverse ways to practise for different suitable experience-driven design research purposes, and useful techniques and tools.”
Haian Xue and Pieter M.A.Desmet ~ Design Studies Volume 63 ★
Fortunately, life is not as binary as you think.
“A/B testing is a powerful technique for evaluating the success of a specific design element, but it is not yet widely adopted among library user experience professionals. Many libraries cannot or choose not to do A/B testing on a live website for a variety of practical reasons. Appalachian State University Libraries recently piloted a variety of A/B testing that has the potential to address some of these shortcomings: a Qualtrics survey of tasks carried out on static prototype websites embedded into the survey as inline frames. The technique allowed us to capture qualitative data in the form of survey questions and link it to quantitative server data typical in live A/B tests. Prototype A/B testing allowed us to reap the benefits of A/B testing without needing to modify a production server environment. Based on our findings from a large sample of undergraduate and graduate students, we were able to justify a post-migration design choice.”
Scott Goldstein ~ Journal of Library User Experience 2.1 ★
Agile eats research, design and evaluation for (fast food) breakfast.
“In this paper we ask: “How might we take the ideas, the methods and the underlying philosophy behind agile software development and explore applying them in the context of doing research — even research that does not involve software development?” We look at some examples of agile research methods and think about how they might inspire the design of even better methods. We also try to address some potential criticisms of an approach that aims to minimize a need for Big Design Up Front by developing tighter iteration cycles, coupled with reflection and learning as part of a process for doing research.”
Michael Twidale and Preben Hansen ~ FirstMonday 24.1 ★
Design interventions for Earth System.
“Economics is a field under fierce contestation. In response to the intersecting challenges of the Anthropocene, scholars who take a broader and more critical view of current economic models have described the shortcomings of orthodox economic theory along with the severe consequences of its systemic discounting of the environment. Heterodox economists describe how the logic of neoclassical and neoliberal economics disregards the interests and needs of the natural world, women, workers, and other historically disadvantaged groups. Explorations of the household, the state, and the commons as alternative economies open space at the intersection of economics and design for incorporating and valuing the provisioning services provided by the ecological context and the undervalued work provided by certain groups of people. Design theorists, economists, social and cultural theorists, and anthropologists describe the relationship between value and values in ways that reveal how sustainable and socially just futures depend on the priorities (notions of value) embedded in the systems that determine what is designed. With these ideas, design can contribute to economic transitions with conceptualizing, modeling, mapping, framing, and other future making practices. Ecologically engaged, heterodox economics is a basis for societal responses to climate change on a scale that can make a difference.”
Joanna Boehnert a.k.a. /jodyboehnert | @Ecocene ~ She Ji: The Journal of Design, Economics, and Innovation 4.4 ★ courtesy of @KateRaworth
Seeing, knowning, and understanding are just part of wisdom.
“To change the mindset of your stakeholders from being naysayers to being advocates for user research, you must help them understand how research can add value to their product and that learnings from user research are an indispensable asset to a product team.”
Apurvo Ghosh a.k.a. /apurvo-ghosh-hfi-cua™ | @Apurvo_Ghosh ~ UXmatters ★
Rethinking design education for the 21st century, which is already almost two decades in the works.
“The demand for innovation in the creative economy has seen the adoption and adaptation of design thinking and design methods into domains outside design, such as business management, education, healthcare, and engineering. Design thinking and methodologies are now considered useful for identifying, framing and solving complex, often wicked social, technological, economic and public policy problems. As the practice of design undergoes change, design education is also expected to adjust to prepare future designers to have dramatically different demands made upon their general abilities and bases of knowledge than have design career paths from years past. Future designers will have to develop skills and be able to construct and utilize knowledge that allows them to make meaningful contributions to collaborative efforts involving experts from disciplines outside design. Exactly how future designers should be prepared to do this has sparked a good deal of conjecture and debate in the professional and academic design communities. This report proposes that the process of creating future scenarios that more broadly explore and expand the role, or roles, for design and designers in the world’s increasingly interwoven and interdependent societies can help uncover core needs and envision framework(s) for design education.”
Sapna Singh, Nicole Lotz and Elizabeth B.-N. Sanders ~ AIGA Dialectic ★
User research and what you see is not what you get.
“User research consists of two core activities: observing and interviewing. Since we’re most interested in people’s behavior, observing is the most important of these activities because it provides the most accurate information about people, their tasks, and their needs. While interviewing is also very important, the information people provide during interviews isn’t always accurate or reliable. Often, research participants don’t know why they do things, what they really need, what they might do in the future, or how a design could be improved. To really understand what people do, you can’t just ask them, you have to observe them.”
Jim Ross a.k.a. /anotheruxguy | @anotheruxguy ~ UXmatters ★