2. Our Discussion
Exploring how we in the OER community can
improve the relationship between user
experience and instructional design.
3. Agenda
• Introduction to OLI
• Who we are
• Overview of the OLI course design process
• Overview User Experience
• Examples of a collaboration in action
• Lessons Learned and Future Plans
• Questions
4. Open Learning Initiative (OLI)
• OLI is a research and development project based at
Carnegie Mellon University.
• Our goal is to creatively and scientifically apply the best
of what is understood about how students learn and
what they need to learn to create learning environments
and tools that improve teaching and learning within
higher education.
5. Open Learning Initiative (OLI)
• Our environments collect data on
all student interactions within the
system.
• This data is then analyzed and
used to feed four powerful
feedback loops.
6. Designing for Alignment
Learning
Objectives
OLI
Assessments
Learning
Environment
Instructional
Activities
9. User Experience (UX)
• ISO definition : a person's perceptions and
responses that result from the use or
anticipated use of a product, system or
service.
• Source: http://en.wikipedia.org/wiki/User_experience#Definitions
10. User Experience (UX)
• ISO definition : a person's perceptions and
responses that result from the use or
anticipated use of a product, system or
service.
• Source: http://en.wikipedia.org/wiki/User_experience#Definitions
• We incorporate usability study into the design,
development, and evaluation of user
experience
11. Motivation for UX in Course Design
―It is an honest question: how smart are your
users? The answer may surprise you: it doesn’t
matter. They can be geniuses or morons, but if
you don’t engage their intelligence, you can’t
depend on their brain power.‖
From: “Are your users S.T.U.P.I.D? How good design can make users
effective” Stephen Turbek on 2011/04/20
http://www.boxesandarrows.com/view/are-your-users-s-t-u
13. Motivation for UX in Course Design
• In short, learning and instruction are complex
tasks that tax the users in ways very unlike a
round of Fruit Ninja
14. Motivation for UX in Course Design
• In short, learning and instruction are complex
tasks that tax the users in ways very unlike a
round of Fruit Ninja
• That said, even game developers pay a lot of
attention to UX - so too should we
15. Motivation for UX in Course Design
• Consistency is one of the most powerful
usability principles: when things always
behave the same, users don’t have to worry
about what will happen. Instead, they know
what will happen based on earlier experience.
— Jakob Nielsen
16. UX at OLI
• Previously, in-depth studies of very specific,
thorny issues
• Essentially HCI as triage
• Now, integrating heavily into software
development right from the start
• Started work and integrating into course
development process.
• How?
17. Bringing UX Into Course Development
Pilot Ongoing
Project
Evaluation and
Initiation Evaluation Improvement
Pilot Full Course
Development Development
18. Bringing UX Into Course Development
User
Studies
Pilot Ongoing
Project
Evaluation and
Initiation Evaluation Improvement
Pilot Full Course
Development Development
Needs
Assessment Ongoing User Studies
New As and
Activity needed consultation on emerging
Types design and technology
issues
20. A Course Specific Example
• Crossword Puzzle Activity
• UX Problems
• Communicating length requirements without
requiring box-by-box input
• Conflict resolution
• Not unresolvable, but get in the way for someone
interested more in answers and correctness than
puzzles
21. Broader UX
• User Testing
• Across courses at once to bundle testing of smaller
interfaces (crossword example)
• Testing of elements common across multiple
courses (navigation, quiz delivery)
22. Broader UX
• Accessibility
• Section 508 and WCAG
• Going beyond requirements
• CAST (www.cast.org)
• Bringing UDL into the course development process
• TAACCCT (OPEN)
23. Broader UX
• Authoring
• How to support best practices in authoring tools
• Too many tools focus on word processing – an
authoring tool should support the pedagogical
process of generating interactive learning content
centered on learning objectives
• Determining the needs of authors
• Ensuring such tools support iterative development not
just creation
24. Looking Forward
• Refine points in process
• Streamline communications among groups
• Evaluate process as a whole
• As course development projects progress,
evaluate ways to adjust the points in the process
• Iteratively improve
Hinweis der Redaktion
Shelton’s presentation – we believe this is one piece of how we can change the value proposition from “free” to “better”. Using what we already know to improve teaching and learning in the digital context. What about this space (digital) is different? What from the User Experience research and community can and should we use as we create digital resources? In this presentation, Bill and I will share what we at the Open Learning Initiative are doing to answer these questions.
We bring together learning and cognitive scientists, software engineers, instructional designers, domain experts and human and computer interaction experts to create learning environments that enact instruction.