This document provides an overview of an information experience design (IXD) workshop held by Dr. Elham Sayyad Abdi and Dr. Kate Davis. The workshop consisted of an introduction to information experience (IX) and IXD. In the morning, participants learned about key concepts in IX research including information behavior, practice, and literacy. They discussed definitions of information and participated in an activity to understand different forms of information. In the afternoon, participants continued an IXD activity and discussed applying IXD concepts to their own contexts. The workshop aimed to provide tools and approaches for understanding people's experiences with information in various contexts.

1. INFORMATION
EXPERIENCE DESIGN
activating information research in
practice
Elham Sayyad Abdi
University of Southern
Queensland & Queensland
University of Technology
Kate Davis
University of Southern
Queensland

2. INTRODUCTION
and some housekeeping

3. HI, HELLO, HOW ARE
YOU?

4. DR ELHAM SAYYAD ABDI |
@ELLIEABDI
postdoctoral researcher
university of southern queensland &
queensland university of technology |
elham.sayyadabdi@usq.edu.au
what I do:
I’m an information researcher, interested in exploring
people’s information experience and translating the
theory into practice.
what I’m excited about:
differences between experiences!

5. DR KATE DAVIS | @KATIEDAVIS
senior research fellow
university of southern queensland
katedavis.info | kate.davis@usq.edu.au
what I do:
I’m an interdisciplinary human experience researcher; a
social scientist interested in understanding how people
experience information as part of their everyday lives. I do
applied research in higher education and informal learning.
what I’m excited about:
doing work that has real impact on people’s lives.

6. A QUICK NOTE ON WHERE TO
FIND STUFF
online
readings, slides, references and tools available at
bit.ly/ixd-workshop-materials
in your hands
we’ll be handing out slides and activity materials
throughout the day and you’ve each got a folder to
hold your materials

7. LET’S BREAK THE
ICE
getting to know you

8. STEP 1: CREATE A PERSONAL
TRADING CARD
include:
• your self-portrait
• your nickname
• 1 thing about yourself that people in this room
aren’t likely to know

9. STEP 2: TRADE CARDS
• pass the trading cards around the room in no
particular manner or order
• read each trading card that falls into your hands
and hold onto one you might ask a question
about. Keep passing until you find one

10. STEP 3: SHARE

11. WORKSHOP
OVERVIEW
what we’ll get up to today

12. INFORMATIONeXperience
eXperience Design
why IXD?

13. WORKSHOP OVERVIEW
morning: unpacking IX and IXD
• part 1: introduction to Information Experience (IX)
• part 2: introduction to IXD
• part 3: an IXD activity
afternoon: doing IXD
• part 3 continued: an IXD activity
• part 4: IXD in your context

14. GROUND RULES
• work fast
• done, not perfect
• collaborative
• voices for everyone
• no spectators
• when the time is up, it’s up! come back to the
group quickly

15. PART 1
introduction to information experience (IX)

16. KEY CONCEPTS IN
INFORMATION
RESEARCH

17. INFORMATION BEHAVIOUR
'how people need, seek,
manage, give and use
information in different contexts.’
Savolainen, Reijo (2007). Information behavior and information
practice: reviewing the ‘umbrella concepts’ of information-
seeking studies. The Library Quarterly 77 (2), 109-27.

18. INFORMATION PRACTICE
‘a basic characteristic of the discourse on practice,
in general, as well as “information practice,” in
particular, is the emphasis placed on the role of
contextual factors of information seeking, use, and
sharing, as distinct from the individualist and often
decontextualized approaches that are seen as
characteristic of assumptions of information
behavior.’
Savolainen, Reijo (2007). Information behavior and
information practice: reviewing the ‘umbrella concepts’ of
information-seeking studies. The Library Quarterly 77 (2),
109-27.

19. HOW PEOPLE DEAL WITH
INFORMATION
‘In information studies, phrases such as
“information behavior” and “information
practice” have been used to characterize the
ways that people generally “deal with
information.”’
Savolainen, Reijo (2007). Information behavior and
information practice: reviewing the ‘umbrella concepts’ of
information-seeking studies. The Library Quarterly 77 (2),
109-27.

20. INFORMATION LITERACY
• The behavioural approach sees ‘Information
literacy [as] a set of abilities requiring individuals
to recognize when information is needed and
have the ability to locate, evaluate, and use
effectively the needed information.’ (ACRL, 2000,
p. 2.)
• The relational approach sees information literacy
as phenomenal (something that is experienced)
and seeks to understand how people experience
it. Information literacy is conceptualised as using
information to learn.

21. INTRODUCTION TO
INFORMATION
EXPERIENCE

22. PEOPLE& their experience of
information & technology
understanding
Image 1: Public domain

23. ““
• a focus on experience
oallows a broad understanding and interpretation of
people’s engagement and interaction with the
information environment. (Bruce, C. & Partridge, H.,
2011)
otakes into account the interrelations between people
and their broader environments in a manner which
considers people and their world as inseparable. It also
provides deep insights into the ways in which people
relate to their informational life-worlds. (Bruce, C.,
Davis, K., Hughes, H., Partridge, H., & Stoodley, I., 2014)
IX AS AN EMERGING DOMAIN OF
INFORMATION RESEARCH

24. IX AS DOMAIN OF RESEARCH
• gives us an experiential lens through which to
view people’s engagement with information
• any number of objects of study can be
researched with an experiential lens: information
behaviour; information practice; information
literacy
• research in the domain of information experience
takes a holistic view of people’s experiences of
and with information and views people as
inseparable from their informational worlds

25. “
“
a complex of information experiences, as
contextualised instances of using information. It
integrates all information-related actions, thoughts,
feelings, and has social and cultural dimensions.
(Hughes, 2014, p. 34)
DEFINING IX AS OBJECT OF
STUDY

26. SO WHAT? WHY IS IX
IMPORTANT?
• other information-related objects of study or
approaches to research may not take a holistic
focus
• it defines information as that which informs a
given cohort, not by traditional definitions
• it considers people, their information worlds, their
life-worlds, their contexts
• IX research presents a nuanced view of people’s
engagement with information

27. DIMENSIONS OF IX
• people: individuals and their worldviews, emotions,
backgrounds, thoughts and feelings, as well as
characteristics that define the participant cohort
• context: the space (physical and/or virtual) in which
the experience occurs; this may also include the
‘situation’ (for example, in the case of Bunce,
Partridge, and Davis’s 2012 study, the situation is a
natural disaster)
• information: in its myriad forms and as indicated in the
data (‘information-as-it-is-experienced’ (Lupton, 2014)
as opposed to how it is traditionally defined)

28. IX STUDIES TO DATE: PEOPLE
AND CONTEXT DIMENSIONS

29. BUT WHAT ABOUT THE
INFORMATION DIMENSION?
what is information? well that’s a jolly good
question! what do you think?

30. ACTIVITY: WHAT IS
INFORMATION?

31. WHAT YOU NEED TO DO
• you will be given a number of short scenarios.
• in each scenario, think of different forms of
“information”
• these are items that the character in the scenario
may find “informing”

32. SCENARIO 1
Lin is a 40-year old vegetarian woman. she is
wondering whether she is eating a healthy diet.

33. SCENARIO 2
Ella wants to vote in XY state election. she has a
big question: who should she vote for?

34. SCENARIO 3
Luiz is the manager of a small-sized company. he
needs to know whether their clients are happy with
their services/products.

35. SCENARIO 4
the father of a family wants to find out whether he
has a happy family.

36. SCENARIO 5
Sep is a year 12 student. he is graduating soon and
is wondering if he should apply to Oxford or
Harvard?

37. SCENARIO 6
I want to know if the kids have been brushing their
teeth, but I know they won’t tell me if they haven’t.
how could I find out?

38. WHAT DID WE DISCOVER ABOUT
INFORMATION?
• and take a look at an IX study in a little more
detail.

39. LET’S SET THAT ASIDE FOR A
MINUTE…
• and take a look at an IX study in a little more
detail.

40. NEW MOTHERS’
INFORMATION
EXPERIENCE IN SOCIAL
MEDIA
an information experience study

41. WHAT IS THE NATURE OF
NEW MOTHERS’ INFORMATION
EXPERIENCE IN SOCIAL MEDIA?Image 2

42. STRUCTURE OF THE FINDINGS
• three dimensions:
opeople
ocontext
oinformation
• seven characteristics
• 13 categories of experience

43. CONTEXT DIMENSION
SOCIAL MEDIA AS CONTEXT
• social media as context
o social media platforms
o macro spaces
o micro spaces
• individual social media context comprised of macro and
micro spaces
• social media context unique to the individual
• in this study, primarily
o facebook
o blogs
o twitter
o instagram

44. INFORMATION DIMENSION
PARTICIPANTS EXPERIENCED
INFORMATION AS
• advice: information that recommends an approach or a course of action
• ideas: thoughts, suggestions or inspiration that suggest options or things to think
about
• reassurance: information that validates, comforts or heartens
• recounted experiences: women’s narratives about mothering
• proper information: information that is verifiable and grounded in medicine, science
or psychology
• nothing information: information that may not mean anything to those other than
the sharer
• announcements: personal or administrative information that announces or reveals
something
• instinct: internal information in the form of an innate impulse
• own experience: prior experience, accumulated experience builds up as a sort of
knowledgebase and informs future action
• child’s behaviour: the way a child responds to stimulus or the environment

45. INFORMATION DIMENSION
DEALINGS WITH INFORMATION
• creating: information is created, co-created, adapted and built upon through
social interactions
• discovering: information is actively sought out, encountered, and provided
without solicitation
• referring: information is shared
• storing: information is stored for later use, builds up a knowledge bank, is
bookmarked until needed
• evaluating: information is assessed for quality, reliability and validity, with
information based on personal experience being valued most highly
• using: information is applied in making decisions or taking action

46. 7 CHARACTERISTICS OF IX
• social
• individualised
• immersive
• personal
• somewhere between public and private
• context-specific
• constantly changing

47. 13 CATEGORIES OF EXPERIENCE
• are underpinned by the three dimensions (people,
context, information) and the seven characteristics
• they are the guts of the theory
• complex, multi-dimensional and contain variation
• provide holistic view of the phenomenon – considering
emotions, thoughts, lived experience
• focus on experience and through this provide insights
about information, information interactions, social media
as context, and the characteristics of new mothers’
information experience

48. 13 CATEGORIES OF EXPERIENCE
• belonging to the
sisterhood
• sharing
• learning to be a
mother
• understanding normal
• being more than a
mother
• enacting relationships
• experiencing
moments of light
• overcoming isolation
• sense-making,
catharsis and self-care
• navigating the politics
of mothering
• exercising self and
social awareness
• being private in public
• documenting

49. BELONGING TO THE SISTERHOOD
...all of a sudden this secret
society that you never knew
existed ... it just pops up
around you
Image 3

50. UNDERSTANDING
NORMAL
I just thought, “This is
what babies are like”... I didn’t
know that wasn’t normal, that
they’re not meant to cry all day
every day. Like, no one had told
me that.
Image 4

51. UNDERSTANDING
MIGRANT INFORMATION
LITERACY
a qualitative study

52. RESEARCH TEAM
Dr Jason Watson
Senior Lecturer
Queensland
University of
Technology
Prof Helen Partridge
Pro-Vice Chancellor
(Education)
University of Southern
Queensland
Prof Christine Bruce
Dean, Graduate
Research
James Cook University
Dr Elham Sayyad-Abdi
Postdoctoral Researcher
University of Southern Queensland &
Queensland University of Technology
Mr Michael Zgryza
Manager,
Community Services
MultiLink
Community Services
Inc.

53. METHODOLOGY
• participants:
o 19 refugees
o 16 migrants
o 15 service providers
• Interviews:
o one-on-one
o recorded
o semi-structured
• Interview questions
o Tell me about your
experience in settling in
Australia.
o Tell me about a time
when you had to solve
a problem when
settling in Australia…
o What did you do to
overcome?
o What was information
for you when settling in
Australia?

54. ANALYSIS
• reading and re-reading
• initial coding
• collating codes
orecursive search for patterns of meaning
oentire data set
orelationship between ‘codes’ and ‘themes’
• refining themes
• reporting themes
o‘information’ and ‘learning’
osupporting quotes

56. ““
INFORMATION SHARING
Learning from others’ experience. Like, they tell
me, this is what we did in this situation when we
came, and we did this; so, you don't do this
mistake; you do it this way. So, they, all my aunts
and relatives, they taught me what I should do.
They were the main source (Skilled Immigrant, int.
8)

57. ““
RESEARCHING
I never use a single source; I mean just asking one
person. I rely a lot on talking to people to be able
to hear different ideas. Should I buy a sewing
machine? Yes? No? Second hand? From where? I
never make the decision in rush. This helps me
always make the best decision. [Skilled Immigrant,
int.11 ]

58. ““
CONTRASTING PAST AND
PRESENT
It was a different thing, a different experience. It
was good. That’s how you learn about certain
things of a particular society as well. That’s what I
meant about the openness: To experience new
things, to accept how the things work differently,
you have to accept that the things work differently
in different parts of the world [Skilled Immigrant, int.
2]

59. ““
GETTING ENGAGED
And how would you learn? You would learn
through an experience. I would be sitting there in
India and I would be going through the TMR site
[Australian Department of Transport and Main
Roads], I would do the exam and I may pass, but I
would never be able to pass the driving practical
test unless I experience that and that’s what makes
you information literate; once you experience that;
once you walk the path rather than talk the path!
[Skilled Immigrant, int. 1]

60. ““
BEING REFLECTIVE
I’ve got my Aussie driver’s license, proof of age card,
debit card, Medicare card, phone plans in place, I have
a house, I have no loans, have got the transportation
sorted; people may define that as settlement. … Part of
me is not settled: looking for opportunities where I can
basically maybe bring my family here. … I’m trying to
convince my brother and sister-in-law who is a doctor
and my brother who is working in IBM in New York. I
love Australia but then consequently I find myself tied
to two places. … I also love my people and my brain is
somehow wired to the place; not because of the place
or because of the shops there; but because of people
who’re living there, and that’s important. … I think I am
physically settled but psychologically it’s a question
[Skilled Immigrant, int.1].

61. ““
GETTING DIRECTLY EDUCATED
I went to level three of [name of the organisation]
class, but I didn't continue. [It was] like adult
kindergarten, why? I heard it's education for
English, because they, my friends, some friends tell
me, it's very good, very serious. I don't know; I want
this serious education, but [it] is like li, li, li… it's
singing; not any grammar, not anything. Not for me
[skilled immigrants, int. 6].

62. SESSION 1
HIGHLIGHTS
what were your key takeaways? did you
notice anything about IX that might be
different from the ways you usually think
about customers and information?

63. STOP! COFFEE TIME!
we’ll see you back here at 11am

64. PART 2
IXD

65. IXD
IMPLEMENTATION
What does the implementation phase look like?

66. ORIGINS OF IXD

67. problem solving
staying
informed
building a
successful
website
participating in
a learning
community of
practice
INFORMATION LITERACY OF
WEB PROFESSIONALS

68. IXD: CHARACTERISTICS (SO FAR!)
• Theoretical background
• Translator of theory to practice
• Participatory
• User- & information-centered
• An agent of change
• Multidisciplinary

69. IXD OUTCOME: INTERVENTIONS,
SOLUTIONS, …
IXD informs the design and development of
interventions and solutions such as services,
programs, technologies, tools…

70. TWO PERSPECTIVES ON IXD
First perspective:
• IX research helps us
understand variation in
information experience
• IXD helps us design
interventions that allow
people to have better /
richer / fuller
information experience
by exposing people to
more of the variation in
information experience
Second perspective:
• IX research helps us
understand how people
engage with information
in a context
• IXD allows us to design
services, programs and
products that fit and
work for information
experience of the target
group

71. HOW DOES IXD WORK?
ELLIE’S V.
• Let’s first have a look at the Variation Theory

72. experience 1 experience 2
experience 3 experience 4
object of
learning
VARIATION THEORY

73. theme 1
information
experience 1
theme 2
information
experience 2
theme 3
information
experience 3
theme 4
experience 4
information
use
VARIATION IS KEY!

74. PART 2
HIGHLIGHTS
what were your key takeaways?

75. LET’S EAT!
we’d love it if you could come back 15 minutes
early at 1.45pm (bring your coffee)

76. PART 3
IXD activity

77. DESIGN
DISCIPLINES AND
IXD

78. DESIGN DISCIPLINES
• you might have heard of...
ouser centred design
ohuman centred design
ouser experience
oservice design
odesign thinking
oco-design
• often interchanged, all related but not
interchangeable
• each has its own distinct definition, history and
foundations

79. WHERE DOES IXD FIT?
• we’re taking some principles, approaches, tools
and techniques from human centred design,
design thinking and co-design
• we’re going to work on a problem related to a
persona’s information experience
• we’ll be foregrounding information and
specifically information experience

80. IXD VERSUS OTHER DESIGN
APPROACHES
• we’ll be solving a problem or designing a solution
related to information experience
• we’re aiming to enhance our users’ information
experience
• this differs from what we might typically do in
service design because we are foregrounding the
user and their information experience to design
better information experiences or information
experience interventions
• our focus is not necessarily on designing
products or services, but we still might do that

81. MINDSETS
for human centred design

82. 7 MINDSETS OF A HUMAN
CENTRED DESIGNER
• learn from failure
• make it
• creative confidence
• empathy
• embrace ambiguity
• be optimistic
• iterate, iterate, iterate

83. designkit.org/mindsets

84. GROUND RULES

85. A REMINDER ABOUT GROUND
RULES
• work fast
• done, not perfect
• collaborative
• voices for everyone
• no spectators
• when the time is up, it’s up! come back to the
group quickly

86. PROCESS
OVERVIEW
what we’re going to do

87. THE PROCESS
• discovery
• problem definition
• ideation
• prototyping
• testing
• [the pitch]
discovery
definition
ideationprototyping
testing

88. (DesignKit, n.d.)

89. HOW YOU’RE GOING TO FEEL
THROUGH THIS PROCESS

90. …BECAUSE DESIGN PROCESSES
ARE KINDA MESSY
(Newman, D. 2010)
uncertainty / patterns / insights clarity / focus
research concept / prototype design

91. … ALSO

92. 1. DISCOVERY

93. MEET BELINDA
listen to the interview. note down things that seem
important, including information about Belinda and her
experience of study more generally. make notes about
potential insights into Belinda’s information experience.
together
10 minutes

94. LET’S GO AGAIN
listen to the interview. note down things that seem
important, including information about Belinda and her
experience of study more generally. make notes about
potential insights into Belinda’s information experience.
together
10 minutes

95. PULL OUT KEY
INSIGHTS
working together, look over your highlighted points
and notes on key insights. collaboratively make a list of
key insights about Belinda’s IX, challenges she might
face etc
together
10 minutes

96. DEVELOP A PERSONA
create a persona based on Belinda to represent a user
group
together
10 minutes

97. BEFORE YOU GET GOING ON
YOUR PERSONA…
let’s talk about personas

98. WHAT THEY ARE
• a representation of a type of user
• ‘represents a cluster of users who exhibit similar
behavioral patterns in their purchasing decisions,
use of technology or products, customer service
preferences, lifestyle choices, and the like’
(O’Connor, 2011)

99. WHAT DO THEY DO
• the process of developing them helps us to
understand users
• the end product
ocommunicates a type of user
ohelps us relate to users
ohelps designers understand who they are designing
for
• focus on understanding the user and their
experience

100. MARKETING PERSONAS
• include
odemographic information
opurchasing motivations
oshopping / buying preferences
omedia habits
• explain behaviour but may not understand why
the behaviour exists
• more descriptive than analytical

101. UX PERSONAS
• based on research and real people
• communicate research insights
• focus on goals, behaviours, pain points
• focus on understanding the why
• tell a story
• ‘[d]escribe why people do what they do in attempt to
help everyone involved in designing and building a
product or service understand, relate to, and
remember the end user throughout the entire
product development process’ (llama, 2015)

102. UX PERSONAS
Proto-personas
• Based on
assumptions
• Represents a
hypothesised
pattern across
people/users
Personas
• Based on research
• Represents an
observed and
validated pattern
across people/users
(Delaney and Sterry, 2014)

103. A GOOD PERSONA…
• reads as a ‘real’ person
• tells a story (including use of text)
• is distinct and memorable
• is not static a resource

104. Pain points
Needs
Goals
Attitudes
Behaviours
Experiences
Name
Gender
Age
[Image]
(Adapted from Delaney and Sterry, 2014)
Communicate a
user type
Help relate to
the user

105. Pain points
Needs
Goals
Attitudes
Behaviours
Experiences
Name
Gender
Age
[Image]
(Adapted from Delaney and Sterry, 2014)
Communicate a
user type
Help relate to
the user
Itdepends

106. SOME ‘IT DEPENDS’ ELEMENTS
• Experience and experience level
• Priorities
• Skills and skill level
• Technical skill and savviness
• Occupation
• Interests
• Hobbies
• Languages spoken
• Personal network / social
groups
• Location
• Schedule
• Routines
• Marital status
• Family size and orientation
• Living situation
• Income
• Education level
• Disability or illness
• Cultural background
• Race and ethnicity
• Motivations
• Emotions and emotional triggers
(Delaney and Sterry, 2014)

107. (Churruca, S., 2013)

108. 1. Profile
2. Personality
3. Expertise
4. Must do / must
never
5. Referents and
influencers
6. Devices and
platforms
7. Used products or
services
8. Archetype
9. Key quotes
10. Experience goals
11. Brand / product
relationship
12. Picture
13. User type
(Churruca, S., 2013)

109. DEVELOP A PERSONA
create a persona based on Belinda to represent a user
group
together
10 minutes

110. SHARE YOUR WORK
each team has 2 minutes to talk about what they’ve
produced so far
together
10 minutes

111. 2. PROBLEM
DEFINITION

112. JOURNEY MAPS
• another really useful tool for understanding
people and their experiences and defining
problems
• material in the blog post to accompany the
workshop

113. PROBLEM
DEFINITION
take some of the insights you have and identify
problems related to Belinda’s information experience –
areas where you could improve her experience. write
problem statements. choose 1 to move forward with
together
10 minutes

114. BEFORE YOU GET GOING ON
YOUR PROBLEM STATEMENTS…
let’s talk about the format

115. HOW WHO WHAT WHY
person challenge /
need
insight

116. how might WHO WHAT
so that WHY?
person
challenge /
need
insight

117. how might
an engineering student (who)
find relevant information quickly
(what)
so that
time on uni work is limited as they just
bought a ps4 & want to play (why)?

118. PROBLEM
DEFINITION
take some of the insights you have and identify
problems related to Belinda’s information experience –
areas where you could improve her experience. write
problem statements. choose 1 to move forward with
together
10 minutes
how might
WHO WHAT
so that WHY?

119. STOP! COFFEE TIME!
we’ll see you back here at 3.30pm

120. 3. IDEATION

121. BRAINSTORMING GUIDELINES
• defer judgement
• encourage wild ideas
• build on the ideas of others
• stay focused on the topic
• one conversation at a time
• be visual
• go for quantity
(DesignKit, n.d.)

122. BRAINSTORM
SOLUTIONS
put your problem statement front and centre and
brainstorm at least 30 solutions in 10 minutes
together
10 minutes

123. IDEA SELECTION
which ideas are most delightful? which are most
possible? which are you drawn to? you each have 3
votes – use them to choose the solution your group
will work on. then refine your idea
together
10 minutes

124. 4. PROTOTYPING

125. PROTOTYPING
use a tool like a storyboard, wireframe or journey map
to prototype your idea. draft, then re-draft
together
15 minutes

126. BEFORE YOU GET GOING ON
PROTOTYPING…
let’s talk about some tools

127. STORYBOARDS (Bateman, K., 2013)

128. WIREFRAMES
(WireframeSketcher, n.d.)

129. PROTOTYPING
use a tool like a storyboard, wireframe or journey map
to prototype your idea. draft, then re-draft
together
15 minutes

130. 5. TESTING

131. TEST AND ITERATE
• the next step in the process is to test your low-
fidelity prototype then iterate
• once you are happy with your low fidelity
prototype, test it in the wild by implementing it
• the iteration cycle should continue

132. PITCH

133. PRESENT YOUR
PROTOTYPE
link it back to Belinda’s IX. 2 minutes per team
together
10 minutes

134. PART 4
IXD in your context

135. IT’S YOUR TURN, NOW!
• let’s take IXD to your own context
• discuss your problem - bring an information lens
in

136. BUT BEFORE THAT…
• an example!

138. MEETING WITH RESETTLEMENT
SERVICE PROVIDERS
Questions
• how would you use this knowledge in your
practice?
• how would you change your practice to address
this identified variety?
• What solutions would you include in your
practice to help your clients adopt a better way
of engagement with information in specific
situations?

139. MEETING WITH RESETTLEMENT
SERVICE PROVIDERS
Ideas
• ICT skills, Research skills
• Reflection workshops/events
• Intercultural technologies
• Mobile apps
• …

140. ACTIVITY:
DESIGN YOUR
IXD INITIATIVE

141. YOUR TASK
• What is a problem you would like to solve in the
real world with through information research?

142. YOUR TASK
• How would you design your IXD initiative?
• Phase 1: Research
oWhat would your research question be?
oWho would be the research population?
oHow would you collect data?
• Phase 2: Implementation
oWho would you invite to the design table?
oWhat would your intervention/s
look like?

143. WRAP UP

144. HIGHLIGHTS
what were your key takeaways for the day?

145. INFORMATION
EXPERIENCE DESIGN
Elham Sayyad Abdi
University of Southern
Queensland & Queensland
University of Technology
elham.sayyadabdi@usq.edu.au
Kate Davis
University of Southern
Queensland
kate.davis@usq.edu.au
bit.ly/ixd-workshop-materials