Uppsummering. INF Experimentell design av IT

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1 Uppsummering INF Experimentell design av IT

2 Hva lærer du? Etter emnet skal studentene kunne redegjøre teoretisk for design i informatikk og for teknikker i bruker-orientert design av helhetlige informasjonsomgivelser. Som del av emnet skal studentene gjennomføre et prosjekt der de planlegger og gjennomfører brukerorientert design slik at de: utvikler en rik forståelse av brukskontekst og brukere gjennomfører en prosess der gjensidig læring er et mål behersker forskjellige teknikker for eksperimentering med designløsninger behersker ulike teknikker for utforsking av tekniske og bruksmessige designmuligheter diskuterer hvordan fysiske egenskaper ved et designforslag spiller inn på de teknologiske egenskapene (formale egenskaper, ergonomi og brukergrensesnitt) og omvendt. demonstrerer designforslag for brukere, og analyserer og argumenterer for valg av perspektiv, materialer og form i løsningene.

3 Eksperimentell design av IT Design?

4 What is Design? Design work consists of producing design representations in different modalities, scales and materials, and their constant transformation in a process of ongoing refinement and increased specificity. In order to be able to do that, designers typically have to mobilize resources from a diversity of disciplines and to enlist the cooperation of experts of all sorts. Wagner, Ina lecture Oslo 2004.

5 Software design sits at the crossroads of all the computer disciplines: hardware and software engineering, programming, human factors research, ergonomics. It is the study of the intersection of human, machine, and the various interfaces physical, sensory, psychological that connect them. (Winograd 1996:xv)

6 Interaction design refers to the process that is arranged within existing resource constraints to create, shape, and decide all use-oriented qualities (structural, functional, ethical, and aesthetic) of a digital artifact for one or many clients Löwgren & Stolterman (2004:44)

7 Design can be understood as a process that includes activities concerned with three levels of abstraction. At the most abstract level we find a vision, at a more concrete level an operative image and at the most concrete level we find the design specification. (Bratteteig & Stolterman 1997: 293)

8 Design - dynamic dialectical process Vision Operative Image Specification Löwgren & Stolterman 2004

9 Vision: Not a solution or a specification First organizing principle (Nelson & Stolterman 2003 in Löwgren & Stolterman 2004:18)

10 A vision: "appears very early, maybe too early: before you start thinking about any analysis you find yourself thinking about the final solution" (Stolterman, 1991: 137 (our translation) i Bratteteig & Stolterman 1997:289)

11 Operative image: concretisation of the vision(s) negotiations details learning process

12 Specification: Transformation of the visions + operative image Fully dynamic dialectical process

13 Fully dynamic dialectical process time Vision Operative image Details Specification Löwgren & Stolterman 2004

14 Design is a social process periphery core context

15 Methods and techniques document analysis interviews observations thinking aloud workshops scenarios future workshop brainstorming storyboard (Bødker et al 2004, Löwgren & Stolterman 2004) prototypes (Bødker et al 2004, Brandt 2004, Buchenau, M & Fulton Suri J 2000, Houde, S., and Hill, C. 1997) games (Brandt 2006) chartographies (Elovaara et al 2006) probes (Gaver et al 1999, Hutchinson et al 2003) personas

16 An important lesson from the Florence project is that nurses don t do what they say that they do (Bratteteig 2004:45)

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19 Everything we do in life is rooted in theory. Whether we consciously explore the reasons we have particular perspective or take a particular action there is also an underlying system shaping thought and practice. bell hooks (2000:19) Designers? Feminism is for Everybody: Passionate politics. Cambridge MA: South End Press

20 Design from nowhere (s-knows-that p) IT systems are constructed from nowhere to everyone or the designers are seeing everyone but not seeing themselves The developers are not aware of their own positions, activities, visions, dreams. How the disciplines are organised separate use and design Lucy Suchman (2002)

21 Detached intimacy distance from the specific sites of technologies-inuse intimate relations with their own professions and with the companies Design from somewhere - extended set of working relations Knowledge is partial, located and situated Lucy Suchman (2002)

22 Designer? Can Film Developers Be(come) Technology Developers? Reflections on Gendered Expertise and Participation in System Design (Karasti, H 2003)

23 Design(ers) Traditional approach focus is on problems information flow tasks describable skills expert rules individuals rule-based procedures Cooperative approach focus is on situations and break-downs social relationships knowledge tacit skills mutual competencies group interaction experience-based procedures Greenbaum & Kyng

24 Hva er Participatory Design? (brukermedvirkning i design) generelt: deltakelse fra brukere i utvikling av saker som vil påvirke deres liv i design: involvering av fremtidige brukere i arbeids-aktiviteter i systemutvikling (design) på måter som gjør det mulig for dem å påvirke beslutninger som vil ha betydning for det resulterende systemet og gjennom det, virksomheten der systemet vil bli brukt.

25 Tre grunner for PD 1) å forbedre kunnskapsbasis for systemet 2) å lette introduksjonen av systemet 3) å øke arbeidsplass-demokratiet / arbeidstakernes autonomi

26 Deltakelse = dele makt Å praktisere Participatory Design gjensidig læring betyr å undervise med mål å utvikle sitt eget standpunkt å lære å forstå hva vi ser og hører krever gjensidig respekt og anerkjennelse av profesjonell kunnskap og ferdigheter designsamarbeid betyr å gi fra seg makten til å bestemme over designet å akseptere makt og forpliktelser knyttet til forandringen (forbedringene) å forandre (utvide) kvalitetsstandarden

27 Design ability Creating and shaping demands creative and analytical ability Deciding demands critical judgement Working with a client demands rationality and ability to communicate Design of structural qualities demands knowledge of technology and material Design of functional qualities demands knowledge of technology use Design of ethical qualities demands knowledge of relevant values and ideals Design of aesthetic qualities demands an ability to appreciate and compose Löwgren & Stolterman 2004

28 Developing Design Ability a sense of quality a developed language reflective thinking retrospective reflection Löwgren & Stolterman 2004