LIBR251 - SU11 -Elluminate Opening

Uploaded by jeremykemp on 12.06.2011

Hi this is Caitlyn. Hi everybody, this is Paul. Hello, this is Shiva. Hi everyone, it's
Sue. Hi this is Wendy. This is great. You know I recognize a couple of names in the room here so I appreciate
your coming back. So, how many of you by show of hands or claps have looked at the little
video on the right side of the homepage in the D2L course? And Caitlyn didn't like it.
Okay, great. That's great. I'm not sure why the link broken thing is happening now. I
think that might be the setting on the server that needs to be tweaked so that people, you
can automatically see videos when they're loaded into that slot. Most the videos on
the course won't be showing on the news section so that shouldn't be too much of an issue.
You know, I was blocked as a pop up or something like that. Yeah that's right, Caitlyn. Okay,
so let's go ahead and get started. We have--I think most of you now have posted in the discussion
areas really interesting stuff going on there and some people have started posting into
the seminar 1 discussion area as well, so please bear with me as we get all the rough
edges cleaned up. SLIS is very good with supporting us with the folks like Frank and some other
people that have been helping me convert the course from ANGEL to D2L. It's still a learning
process. I think this is my--this would be my 5th learning management system since 1999.
So, this one has a lot of bells and whistles but it's still simple, simple to use, pretty
straightforward, so I'm really enjoying it. So today, we'll get started. We'll deal with
these technical issues which always happen, always come up. I set the dates on the Elluminate
session for the time when I schedule it as opposed to today so we were able to fix that.
I was able to fix it pretty quick. So I think we all have voice and you can all hear me
and we have the recording started. So, you can go back to this obviously later and people
who are here tonight can log in and view it as well. So if you're listening to this in
the future I'll say hello. So I want to talk a little bit about where we are and having
introduced yourselves as well and I want to talk about the outcomes for the course. You
completed a pre-course survey and I have compiled those results and I want to give you a perspective,
a view of who you are and what you bring to the course as well. I'll talk about the course
layout and we'll schedule for the course. We'll go over the homeworks in pretty good
detail and talk about the presentations. And I know--I think two things inspire terror
in SLIS students like no other and those are group works and presentations. So, we don't
have any group work in the course. We do have some presentations and scheduling makes them
incredibly flexible and easy. So, don't sweat that too much. Finally, I'll talk a little
bit about the discussion grading and one thing I always like to say upfront because this
does kind of get people is that the post to the forms for the homework is a separate grade.
I'll go over that in a bit but just to reiterate that things that you say based on homeworks
in the homework forums, those are part of the homework grades. Those are not the participation
grade which is the discussion, the sort of wider ranging more fluid discussion that happens
out in the--in some of our discussion areas. Those are separate grades, so 30 percent of
this course happens in the discussion areas which are not related to homework. And I do
have you in teams. I have you in groups. You're not really--you're kind of working together
but you're not coordinating, you're not doing deliverables together. You're in there sort
of participating in the discussion of this location together. That's about it. So let's
talk a little bit about your name. So I'll go through this and then you guys can take
turns. Again obviously my name is Jeremy Kemp. I'm sitting here Clark Hall in San Jose State.
I've been with SLIS for about four years, before that was doing distance ed and training
work in web development here at San Jose State and before that had a master's--got a master's
degree in learning design and technology, so we studied instructional design in Stanford
but also web usability issues and I actually sat in on a couple of lectures by Jakob Nielsen
who we'll be reading pretty closely in the course. And one something others may not know--oh
gosh, the student union is closed and so my dinner tonight consisted of beef jerky and
a protein drink. So, anyway, something like that, something fun about each one of you.
Emilia , I guess we'll just start at the top and work our way down. My name is Emilia Herring
I tend to go by Amy. I'm in Los Angeles right on the beach at . I work at the national archives
right now, the student achieves text. I don't have a ton of experience related to the class
but I think that web usability and online instruction is gonna be the norm so I think
it's an important class and something fun that you might not know is my dog is sitting
here with us listening to every word. Hi everyone. I'm Amy . I'm currently in the San Gabriel
Valley not that far from Emilia but with traffic it's actually is quite far. I'm currently
working not in the library environment. I'm with the admin at a local retail store and
I'm not so experienced with this web usability and all these text stuff even though people
tell me I am. And one something others may not know is I just had beef jerky also, Jeremy.
Hi, my name is Kelly I'm in Santa Barbara area. I work at the UCSC Library with archives
and special collections and do a lot of digital management type stuff. I published finding
guides on to the California digital library. I've been on a number of committee involved
with web pages. I was on a web page committee when I was a computer system specialist with
the systems. I can't even remember what the title is but something like a computer system
specialist with the county and then I belong to the web standards committee at UCSC and
I put up a lot of web content including streaming videos but I still feel like I'm just scratching
the surface. There's so much to web publishing and especially usability and I hope to learn
a lot from that, from this class regarding that. One of the something about me I used
to be an organic farmer. Hi everyone, sorry. My name Joe Webb . I'm in Sacramento, California.
I work at two internships. One--they're both at special libraries, one at the Bureau of
Reclamation, one at Commission on POST which is Peace Officer Standards and Training library.
I have minor experience related to this class. I took the 240 class. That was very challenging
and I enjoyed it. And besides that, I'm pretty much limited as a user. As a user I haven't
experienced much of the--that other side of the page. One fun thing, it's not too fun
is I spent all day today in--at the courthouse for jury duty, so I'm happy to be out. Hi
my name is Caitlyn. I'm in Santa Clara which is right next to San Jose. I'm near the border
there. I am a fulltime student. I'm working a student assistant shift at the Beethoven
Center in the Martin Luther King Library downtown San Jose and just putting bibliographic information
into their catalogs. I have no experience related to this class other than being frustrated
with interfaces of various kinds and I guess the fun thing is that I was a music history
major undergrad so that doesn't seem to be too common. Hi every body. My name is Paul
Hottinger . I live in Temple City, California which is they're. It's about 15 miles east
of Los Angeles and I see so much traffic that it could take a good hour or so to get downtown.
I work at the Cal Poly Pomona University Library as a library assistant. Have some experience
with web usability a couple of years ago. I was asked to be on our library's web committee
and starting just a couple of months ago, we've got a new template from campus that
they want us to go over to, so we're starting to revamp everything and this should come
in handy to do that. One something, back in 2001 I'm a big Tampa Bay Buccaneers fan and
back in 2001 my wife and I were married on the pirate ship in the stadium in Tampa. Hi,
can everyone hear me? My name is Raymond my last name, the W is silenced so just little
time on there. I lived in Carlsbad, California which is in San Diego County. It's also known
as the only place in the entire nation with a Legoland, so interesting trivia there. And
what I do now is that--well, I'm a part time student and also do part time work at the
library paging, you know, really basic stuff, selling books, not too impressive there but
I'm also a part time volunteering at our local history room, so help out with the little
archive work there and I'm also trying to get--get some experience on the side with
technology stuff such as taking classes in networking and such. So, that doesn't quite
cover the experience stuff. I think there is so much more that I've been doing. Like
none of it is in a work environment which is pretty detrimental for me. I immensely
enjoyed LIBR 240, the web design class , you know others, my 246 with PHT and database
developments. Oh, I took it with Wiley. I think that's how you pronounce her name. And
it's really funny because she actually worked at the same library as I do. I mean she used
to. I did--I certainly didn't know that beforehand. Let's see. Another fun thing that others may
not know about me is that--is that I spent about half my life in Saudi Arabia that, you
know, a lot of people give a--they will take my to say that. It has nothing to do with
military. It has everything to do with the oil industry and, you know, that would right
at that. Hello. Again, my name is Shiva. I am currently in South Pasadena, California.
I am a fulltime student and a part time library aid. In regards to experience to this class,
I am more or less limited to what I learned in Library 240. I also took that. And one
that--one fun thing about me I suppose is that I'm moving to New Hampshire in the middle
of the semester, so that should be interesting. Hi everyone. I'm Sue and I'm in Vancouver
BC up in Canada. I work currently at the UBC library in operations and strategic planning.
I have some limited experience, prior experience and current experience managing web content
and evaluating web sites. And one fine thing is these days lately, this past week and carrying
on through this week, I'm drinking every second day at about 5 p. m. Not today 'cause it's
an off day because our team, the Vancouver Canucks are going after the Stanley Cup so
we're all, we're all a little exhausted up here, but go Canucks, go. Hi, my name is Wendy.
I live near Boulder Colorado. I'm a midlife career changer. I've been a systems administrator
at the National Center for Atmospheric Research for over 10 years now, currently specializing
in information security there and I'm pretty burned out. I would really like to stay at
and they have libraries and so I'm hoping very much to be able to transition to them.
Experience related to this class of the systems admin. , I'm mostly familiar with the backend
of website, how to run a web server and websites going. I actually have very little design
and coding experience for these websites, so I'm looking forward to learning more about
that. And a fun thing about me is a few years ago, I won the Colorado State Championship
in Archery. Is that everyone? Did we get to the full list? Anybody who came in a little
bit late? Well, okay, great. Alright, let's do another very brief interactive exercise
here. I heard--I definitely heard some Canadian and some--so, where are we? Where are we all?
I don't know if you--I think you guys should be able to see the drawing tools on the top
left. Use those and mark where you are on this map. You know, this is very, very--I
see this--this kind of spread almost exactly every time we teach the courses and every
time I ask these questions. We have Southern Californians , some people in Canada and some
people in various parts of the US. So, this seems like a very, very common distribution
for our SLIS courses. Let's do just another few brief exercises here to talk about a few
demographics, what your age is, your gender and you don't need to answer this problem
about vision. Actually this came from my dissertation about SLIS students and I found that about
half of everyone in the program said that they have some sort of a problem with vision.
Answer whatever you're comfortable answering. You know, we've already gotten quite a bit
personal information off of those Facebook pages, so I appreciate your being trustful
and coming and sharing that information. So, I'm gonna put I'm a 41 to 45 and I'm male
and I don't have a problem with vision. Yeah, I mean--but technical courses tend to skew,
a little bit more evenly male than female. The program overall is like, you know, 80-85
percent female. Okay great. And also, this is probably much more important than the previous
page. What are you interested in studying, what are you interested in doing when you
graduate with your MLIS? So, this is another thing that I've seen specifically in the--in
the library--251 web usability courses that we do get a lot of people interested in information
technology and special libraries. And obviously folks that want to do academic librarian and
public librarian, but the special librarian, the information technologies skew more heavily
in the 251. I'm curious, the other--if somebody wants to get on the microphone and tell us
what other is. That's me, Jeremy. It's Sue and I'm not sure I've never--I'm really looking
at limiting like to a library discipline or--because I don't have a degree in communications and
I see a real need to--like to blend the information and knowledge management in communication,
so I sort of--I not--and really outside of a library specific field. Has everybody here
seen Ken Haycock's talk from graduation? He was the old--the director--the previous director,
gave an incredibly interesting and insightful speech for graduation. Usually they're, you
know, follow your dream, don't give up, and those sorts of things. But this is very specific
to the library field and to life and information science and very specific to your situation.
So if you're interested in following on on a job, you know, competing on in library science
or information science, obviously you are. Take a look at this speech by Ken Hickok.
It was just brilliant. And you should also know that our career resources on SLIS page
have beefed up considerably in the last 6 months. One of the--one of our senior administrator
put together a great deal of information for people who are looking for careers in the
field. Yeah, he always says that. It's a real common one, Wendy. He says that quite a bit
and he says he doesn't. He has worked in the library, quite a few libraries but he's never--he
never had librarian in the title. I think that's the key piece. Here's another one that's a little bit somewhat
interesting to folks who were taking the 246 and the 240 and the 251. How--and I'll show
you the totals for the program, the SLIS program overall. How often do you--and we have three
categories here? So it applies with peers using the social networking sites and obviously
you have to--you probably all say pretty often. Well, at least we--we saw your--most of your
Facebook sites in the forum. And the second question is how often do you add content to
websites like Flickr or Wikipedia or Facebook. Any place where you're adding user-generated
content and how often do you use the internet to communicate with someone real time, using
Skype or instant messaging. It's funny the--well, it's not--it's funny--it's interesting that
the outcome of my dissertation where I surveyed 1100 of our students who'd come to the 203,
maybe some of you finished that survey. I found 400 folks who responded and told me
that generally that women who are in their 40s and 50s who have these experiences of
adding content and using the web to communicate in real time will much more likely to want
to continue using the Second Life, the virtual environment. So, that was pretty interesting.
Women--women, younger women, women in their 20s and 30s generally have a pretty negative
reaction toward it, but that was really interesting. It's counterintuitive. Generally people assume
that games and virtual environments and colorful flashy things like that are more attracted
to younger people. But in this case, women in their 40s and 50s were much more attracted
to it than younger women. Here you can see the results a couple years back for the students
in SLIS that answered these questions. You can see this is sort of a bad question because
people in 203 just starting out really didn't have any relationships. They couldn't really
be interacting with their classmates using social networking websites, so it was sort
of a poorly worded question. This one, however, was interesting and that, well, about 2/3
of the students were occasionally doing--at least occasionally doing user generated content
and maybe 50-50, a little bit less than half or sometimes doing live interaction on the
web. So, it was interesting that these folks who did like yourselves who do user generated
content work tend to be more interested in cutting edge emergent technologies, and I
think there's a real difference, you know, just editorializing here. There's a real difference
in SLIS students between those who create stuff and those who arrange stuff. And it's
almost like there's two schools. There's a school of people here at SLIS who create stuff
and put stuff on the web and work with data and create and put it out there and then those
people who arrange it and work with it in a more passive way. So, generally I think
the folks who take the 240's and the 251's tend to be more active and more assertive
and I guess just loud in the digital forums. So, you guys generally have heard of some
of the concepts but not all. I think 1 or 2 of you wanted a slow easy going approach
and I think 1 or maybe 2 of you had already taught or were very familiar with the concepts.
So--and this is a very typical range for the class as well, so most of you will have a
passive familiarity with it. A small portion of you want to go slow and a small portion
of you want to speed through it. Somebody have any thoughts about this slide or the
previous few slides?My name is Paul. I just have a question. When you follow the information
for like how to do just about Facebook or Myspace, what year was that? I turned off
the mic. That was a couple of years back, so that would have been about two years ago.
That survey was completed for the 18 months. [ Inaudible Remark ]Oops, I mean I put my
mic back in. But back in 2008 or 2000--Library 203 and I remember, you know, Myspace, Facebook
was still new to me and so when I started the SLIS classes people on Facebook, I felt
like I was having to learn a whole new social network. It was that whole transition with
Myspace and Facebook. I didn't really want to start all over with something and as you
see now Myspace is gone and Facebook rules the world. I think another thing that was
interesting that I learned trying to implement Second Life and also listening to what Ken
Hickok have to say about the kind of really strong push that we were getting on, and this
applies to your experience with Myspace and Facebook as well is that librarians and people
who help, you know, the public, the patrons do what they want to do. It's not about you,
it's not about the local librarians preferences are, the information science, a systems preferences
are. So, you know, the fact that you weren't using Myspace and you had to use Facebook,
that can really turn a lot of people off and I know some of our students who react to those
things as consumers and not as information professionals, so definitely keeping an open
mind and looking at the needs of your customer and the patron first as opposed to your own
personal preferences. That was a really strong lesson for me because I saw a lot of people
taking a very personal perspective and emotional perspective on just a tool even though, you
know maybe not everybody would use the tool, maybe only 10 percent of the people that walk
into their doors would be interested in using the tool but that doesn't mean, you know,
people had that they were confused about their own perspective versus the folks that they
were trying to help. And that was a--that was a really strong lesson for me. And you know, just a segue into the main purpose
of this course is for you to learn how to walk in, to step into the shoes of someone
else, to step into the shoes of your user and to get them involved in the design process
so that you're not designing for yourself, you're not designing for how you feel and
how your perception of the interface works, you're designing for how the user uses the
interface. You are taking a different perspective and I think people really do well in the course
overall in the long run by the end of this nine weeks. You will have a different perspective
on what it means to use an interface. And then you'll have a different perspective on
what it means to gather information from other people about how they use interfaces. That's
really to keep the course. And it's not a technical course so much. It's not a--you
know, if you've done 240, that's great. You've got probably stronger perspective but you're
not gonna be using HMTL and CSS in this course. That's pretty interesting. People are kind
of shocked and blown away by that. It's a technical course but it's not--it's not a
course about coding. It's really a--so I want to see you working with users and getting
good information from your users, and that's how you'll succeed in the course. You know that survey that I sent out also
talked about the worse times for you to meet online and the best times for you to meet.
And it was--it's very clear over and over--over again it's very clear that the best time for
folks to meet are early during week day evenings and generally Tuesday, Wednesday or Thursday.
So I always schedule these optional sessions during these times. And occasionally on the--descent
portion of students who are interested in meeting on the weekends too, so I'll talk
about scheduling the final presentations. Those often have sessions on the weekends
that are available for folks who want to do it that way too. So, this as a course is a
theory course and it's also a methodology course but it's not a coding course. It gives
you a framework for developing interfaces that work well with people, that people can
use, that people find useful. So it's really about a user centric design and style. The
real typical--my perspective on user interface design and user design is the ideal method.
So if you know ideal, up in the Palo Alto they use this method and a lot of the readings
and a lot of the sort of the way we're gonna be working through things is sort of Stanford
centric, I mean kind of the design that the school at Stanford and the ideal method built
up over 20 years of doing product design, it's really a focus of the course. So first off, you're gonna be learning to--yeah,
thanks Frank--critique and improve systems. These are rapid ideation or rapid prototyping,
rapid sketching is really important. A lot of folks get wrapped up in wanting something
to be perfect before they show it to the end user which is really a big mistake for a number
of reasons. You're gonna study the user experience, you're gonna do it in a structured way. So
by the time you're done with this course, you'll be able to structure the way that you
gather information from users. Aesthetics is the simplest thing upfront to say I like
it, I don't like it, I don't like how it looks. Hopefully you can get past that pretty quick.
The aesthetics and--the aesthetics of design--that it's one of the--it's one of the heuristics
that comes early on. People sort of glom onto that and focus on it, but hopefully you'll
get past that as sort of the key focus. So, another thing we'll be doing is talking a little bit about exclusionary designs and
problems with accessibility and we have some resources and readings in the lecture on that
as well. So the course, I always do this with all of many course. It's all built--you know,
I--when I--I went to a school, University of Oregon, and it was all in quarters. So
I'm not used to these, you know, mammoth 15 week thing. So I generally break the term
up into three smaller courses, I call them seminars and each one of these seminars has
very similar structure. So right now we are in the orientation phase of the course. You're
getting this live session, you got this little bit of a lecture, the pre-lecture, and then
I'll be publishing--well, right now this is lecture number 1, and then I'll be publishing
lecture number 2 here very briefly. You're in the Elluminate session, currently 6 p.
m. Today we're going to all 7:15--7:30. Then the evaluation seminar starts and that's June
6th through the 21st, so from he beginning of the term through the 3rd or the end of
the 3rd week of June. And here, coming right up, is quiz number 1, so you have 1 week from
June 7th to complete on the first quiz. So you'll be doing the readings for--well, I'll
show you the readings list later but it's a very simple quiz, it's a reading quiz. There's
one question, so what I do is I give you 2 hours basically to sit with your book, go
through the materials, formulate a written answer, so it's really just a timed essay.
There's no true/false, multiple choice, there's none of that. It's a structured writing exercise
and you have your book. You've already done--you've already looked over the readings, you're ready
to go 2 hours 'cause you have enough time to go back through it and get more information
you need to. Then homework number 1 is an evaluation for LOT system. How many of you
have completed the LOTs? You should have done it through Library 203. Okay, yeah, great.
So the reason I choose LOTs is because it's--I wouldn't call it an amateur interface but
it wasn't--it's not something that a ton of resources have been--has been thrown at. So
it was built--it's actually in surveys of the 203 students, they find it, the 2nd and
3rd most interesting material in the course, so LOTs is actually quite popular with the
students. It also was developed by students in the program for students in the program
and it was done with not a lot of resources, so there's actually--there's still work to
be done. You can still suggest improvements. That's one reason. So it's--there are still
some easy things to find in there that you can get your teeth around. The second thing
that's usual here is that you all have a previous experience with it. So this is one interface
that you all have previous experience with. Then an identical pattern here, the 2nd part
of the class, the design seminar, it is 3 lectures, a quiz which opens on the 28th ands
closes on the 5th. That's another structured essay, 2 hours long. And then the sketches
for revising LOTs due on July the 12th. And we're gonna have a speaker July 12th from
6 to 7:30 p. m. and that's right here in Elluminate and its optional as well. And I'll have a
recording and transcript for you a few days afterwards. That goes the same for this system,
for this presentation tonight too. We should have a transcript and a recording on YouTube
for you in a few days after the session ends. Frank's gonna help me out with that. Yeah.
Quizzes are a one shot deal, that's right, Sue. It's a one shot, two hours, one shot.
Okay, then the 3rd round, user iterative. They go over different material but with the
same structure, so there's gonna be lectures and no reading quiz for the 3rd seminar but
there is a homework, so you're going to create prototypes and show your prototypes to users
and get feedback. And then you're gonna present homework 3 August 3rd through the 9th, and
I'll go through the process we're gonna use to schedule that. It's very easy, you're not
gonna have a conflict. Don't worry about those dates. I mean unless you're away from a computer
for 6 days with no access, then you shouldn't have a problem at all, and then final projects
due August the 12th. The final projects are basically this entire model. This would be
3 portions of the design process, the usability, user experience process on something other
than which you've been working on previously. So you're gonna do the same thing, you're
going to find problems in an interface. You're going to design solutions based on the patterns,
the pattern of design which we learned about in Tidwell and then you're going to implement
those designs with users using the prototype and all of those things then lead into the
final project. So, the seminars are individual slices of that process and the final project
is everything wrapped up in one. I'll give you a chance to show off everything you've
learned in the program in the class and put it all in one place. I think this is a really
good portfolio piece. So, if you need some examples later for your portfolio or for interviews
or, you know, work projects, whatever you're working on, you have one set piece, one contained
piece in the final project that you can show to someone else. Right. So, in more detail,
lecture 2 has to do with usability, lecture 3 has to do with accessibility and universal
design. Then there's a quiz on usability. It's not--it's not on accessibility particularly
but--so that's June 7th to the 14th. And I will put up a practice quiz because I know--well,
I've never taken a D2L quiz, so I want to make sure you guys have something that you
can work with. Just so you have something that you know, you can open the quiz, you
see the timer, you submit something, you submit the quiz and then--so you'll see the whole
process. I need to put up a practice quiz for you right away. And so homework 1, let's
go to homework 1. This is about an evaluation of library websites and the usability evaluation
of the LOT system as well. Okay, so that's seminar 1. Let me--I'll come back to seminar
1 and these homeworks in just a sec. Let me go over the schedule overall, so seminar 2.
Lecture 4 has to do with--this is very important. Two things--two pieces of contents that are
really, really crucial in the course are the heuristics of design, the interface heuristics
by Nielsen and , so those are two authors. And they're just short web pages that go through
these heuristics, and then the patterns of design by Tidwell. So if you master those,
the book and those two websites, you'll have a lot of expertise coming out of the course.
Then lecture 5, I'll talk a little bit about OPACs and non-web-based interfaces, interactive
interfaces. Lecture 6, learning design, that sort of specialty, then quiz 2 and homework
2 is sketches. This is more of a just a chart. Some folks, it's funny. You know, I work--I
work this way, I work in charts and visuals. Some folks don't like this, have a difficult
time with these charts and visuals, so I've written it out both ways in the schedule page.
If you go in the schedule page in detail you'll see that. Great. So, this is just text, a
text list version of that chart. Okay, so these quizzes are 20 points. There are two
quizzes that's automated in the sense that it's gonna open up, start a timer and then
you need to submit your text by the end of 2 hours.
The homeworks are worth 30 points, 10 points each. These are documents that you're going
to be including or submitting into the forum, so you're gonna submit these to the forum
and then talk about your documents with your classmates. So each one these, the homeworks
follow the quizzes in seminars 1 and 2. Okay, there's a homework instructions which talks
about how I will grade the homeworks. So you can see things like in the rubric here you
can see things like learning concepts addressed in the assignment thoroughly illustrated.
And it's not all pictures and it's not all text. It's a combination of the two, okay?
So when you are drawing, when you're drawing things, you don't have to be an artist but
you should think about--think about the--think about the drawing, think about the structure
of what you're trying to convey. So, you don't have to--it doesn't have to look perfect.
In fact, it probably--it would be actually fine looking rough, looking--looking like
you thought should. But it should not be sort of like cocktail napkin sketches, quick, quick,
quick, so it's something that you thought. Sure, you'll see examples of these in the
readings and end of the lecture as well. So, I'm not gonna go through this whole rubric.
So, okay let's look at the homework 1. This is a fame and shame study. So you're going
to take screenshots of two websites and post four times. So, two of those posts are fame
and shame. So you're going to include illustrations from an interface that exemplifies the principles
and one that does not. And then you'll comment on two other's post. So, for instance you
may have a library that you work in that's a member of the CLA for instance and you'll
go in there, take a look at the usability principles and then evaluate whether you'd
be user interfaces follow these principles or break them. And the second one, you're
doing something quite similar but you're doing it with LOTs. So, review the materials, complete
the LOT tutorial and note three areas of concern, three areas of concern and then post your
findings in homework B form. I don't--right now the instructions say that you won't be
able to read the format until after you posted your entry but I don't--I'm sorry, I don't
think that the case would be 12 but I need to--I'll check on that. So once you've done
that, once you've found three areas of concern based upon the heuristics, you'll compare
your list with the list of one other student noting the differences in the overlap. So
you'll note 3 areas of concern for an interface and then you go back and respond to other
students in the forum. So each of these 3 homeworks has that feature. You're posting
content, either sketches or just comments or screen shots. I wanted you all to learn
how do screen shots and post them in the forum. You're doing that into the forum and then
you're commenting on other people's work. Okay. Thank you, Emilia. We'll have a recording
for you. So that's homework 1. You are--the first part finding two libraries and finding
a fame and a shame example and commenting on the work of two other people and the second
one, you are looking at LOTs and finding 3 areas of concern napped against the principles,
the heuristics of design. This will make a lot more sense once you've done the reading.
So compare your list with one other student. So that's the first seminar, that's evaluating
LOTs and evaluating websites in the California Library Association. Yeah, Kelly, go ahead.
Yeah, it's Kelly. I don't quite understand what LOTs is, do we have a link to that or
I'm actually doing a lot of it but I'm not sure what that is. Sure. It's--let me get
you a link to that. It's the orientation for library science students that teaches them
how to use the databases in the library. You probably have used it. It might have been
a while back. Okay. There it is. Okay. The second seminar is about patterns. It's about--take
a look at Jenifer Tidwell's patterns and find a couple of these areas of concern and then
build a sketch based upon using the patterns. So solve the problems that you found previously
using the patterns from the Tidwell book. So here's an example of you found a problem
with the lack of visible status or the lack of consistency. In homework 1 you found a
problem with visible status or consistency and you chose to solve those using these two
patterns and the patterns are called the progress indicator and the card stack and the end result
of that are two posts showing your solution to the problems based upon the patterns. Kind
of we're getting into too much detail at this point until you've done the readings so this
make a lot more sense. So you're finding problems, number 1, you do that in the first seminar.
You are creating solutions, number 2, and you are creating sketches and posting those
to forum. That's homework number 2. Number 3 is even more involved. It has to do with testing the design from homework 2.
So you've done these designs. You have--say, you have these 2 designs here from homework
2 and you want to test them with real users so homework 3 is about finding testers, finding
two testers and conducting testing sessions with a paper prototype to change it. So, for
instance, you would find a problem with the progress indicator and you would create a
solution, a sketch, then you would find a user, put that solution in front of the user
and then they change this based upon their feedback to you and you'll get a lot more
information from these readings on how to do prototypes, test the prototypes and then
make changes on those prototypes. That's homework 3. Further on. Okay. That's a lot, that's a lot, that's the
full text of the 3 assignments, homeworks 1, 2 and 3. Does anybody have a general questions
about those?I'm figuring it'll make more sense once we've done the readings. Yeah, sorry
about that. So, I mean, just to put it in the most straightforward terms here before
you guys dig into the readings. You're finding problems with interfaces like people mention
things with D2L or Facebook, somebody mentioned a problem with Facebook and then brought on
an example that the Facebook page is changing all the time so it's not consistent. So that's
the problem so, that's the first part. The second part is okay, now, you know there's
a problem, how are you gonna fix it? What are some patterns of design from the Tidwell
book? What are some ways of working through an interface that are gonna help people accomplish
what they want to do and that's part number 2. That's seminar number 2 fixing those problems.
Seminar number 3 is about showing, getting users involved and seeing how they interact
with your solution. So you found a problem, you designed a solution and now you're testing
your solution. It's pretty straightforward. The homeworks, I wanted it to be as sort of
detailed as I could be in those homeworks so it's kind of hard to go over them very
quickly but so you're finding a problem, designing a solution, testing your solution, it's pretty
straightforward. Those three steps and then the homework, the final project is really
going through that whole process with a whole different set of problems, a whole different
interface. The class has been pretty well reviewed. I've been really happy with the
results. People find the structure useful. They find the readings interesting. They find
the discussions are really sort of stimulating so, I had a lot of fun with this class. I
think it's gonna be great. So, the survey for presentations that I give you, I'll give
you toward the middle of the term. So this is an example of Doodle, the system is called
Doodle. Has anybody here used Doodle on another course or on your own? Doodle is a really
interesting way. It's basically an automated form that allows the person setting up the
meeting to give you 10 or 15 or 50 options for times and that it asks everybody to respond
about which times do not work for them. So, for instance, you can see this time here works
for five of the respondents so every single one of the respondents can view presentation
from 6 to 7 p. m. on Saturday or is that Friday the 18th. But this time only works for Dawn
and Hailey. So I might set up--you know there might be a time set up for Friday at 10 a.
m. that only two people could sign up for but then there would also be another time
set up from 6 to 7 p. m. on the 18th and these--Renee and Susan and Brandon, the people who couldn't
come for the 10 a. m. time would certainly be able to come for the 6 p. m. time. So in
this way I'm gonna send you a survey based upon--well, I'll give you 15 or 20 different
options then everybody fills that in and then I will place signup sheet in the form so by
the time we're done everybody gets a time, you know presentation slots which are pretty
easy for them to present at. It's always been pretty straightforward. I've never had anybody
that just in the end just didn't have a time that worked for them. It's a little involved.
It's a two-step process but it means that everybody gets to present when they want to.
Does anybody have any question about the presentation timing? So those presentations are 10 minutes long
by the way and they go over, you will be presenting your homework free prototypes and talk about
your testing process. Those are real fun presentations. Go ahead, Sue. Jeremy, in D2L is there more
options or is it a PowerPoint thing as well, the usual?Yeah, we'll be using Illuminate
so I tried to shy away from application sharing just because it's so awkward. If you can do
flat PowerPoints or flat images of some kind, that's the best. What were you looking at
doing, Sue?You know, I forgot that it's in Illuminate so I used PowerPoint. I was just
curious if we were, you know, if that was the format. Yeah, D2L, I don't think D2L has
a lot of live stuff. We also lost a wiki system which was too bad. I really like that out
of Illuminate but or out of Angel but it's got a lot of other nice features. The pager
system is kind of odd, it makes a lot noise. I don't know if any of you heard that on another
one. Yeah, Wendy, I paged Wendy and she brought her computer and the first time I got a page
from Wendy Maine, I thought my computer was broken 'cause it kept beeping at me. I think
I might avoid that system but anyway, we've got a lot of fun interface explorations in
front of us, I think. Okay, I just want to iterate again or not again, that participation,
the 20 points of participation are not your comments in the homeworks. So these are comments
out in the open, the participation forum for each of the seminars. So, some folks have
gotten into trouble for that. I'll be monitoring participation throughout the term but some
folks have gotten into trouble when they thought that posts that they were making that were
required for the homework counted toward the full participation grade and that's not the
case, so those are separate grades. Two a week in the general discussion area will be
great. I also have a very detailed rubric here. One third of you are working--are already
starting to do this really, really well and I appreciate the time. Leading the discussion
and posting open ended questions. We had a great question in there about Facebook and
good interfaces and bad interfaces, yeah, that was the one. Then the other two thirds
of you who are not currently leading or facilitating a discussion, I'm gonna give you grades based
on these. Then this rubric is right in the course documentary. Yeah, go ahead Katie,
Caitlyn, I'm sorry, go ahead. So do we only start new topics when it is our seminar section?No,
no, not all. You can start a new topic anytime you'd like. Okay. Alright, so, can you do
me a favor, use the drawing tools, put a check box by your name. Let me see who's here. Tonight
is completely optional, it's an optional attendance. I just wanted to take a look and make sure
that I knew who's here and who weren't so I could send an extra note. Tonight's completely
optional and voluntary so thanks for coming. So, right now, the evaluation leaders are
Roger, Laura, Wendy, Helen, Amy and Joel and you guys are already jumping right on top
of this and I really appreciate your posts in the discussion area so far. And then next
up will be Kyle, Emilia, Beth, Paul, Eleanor and Suzanne and then finally Kelly, Shiva,
Michael, Raymond and Caitlyn. Yes, Wendy, I think they're great, I think you're doing
wonderful. So the final project is 30 percent, it's a capstone item and it leverages everything
that you've learned in the course previously in those 3 sections - evaluate, design, and
implement. So, and this project does not have to focus on the LOT system and it doesn't
have to deal with even with websites so I've had people do retail like the grocery self
checkout screens. I've had people do back end system and libraries for just a text based
or command line driven interfaces. Cell phones, I've seen cell phones done, so, e-book, e-book
readers so, you know, the sky is the limit when it comes to the final project. It just
has to show your mastery of the 3 general areas of the user experience design process.
Notice that this is not posted in the forum and you're not going to be commenting on each
other's work. It's 5 to 10 pages including pictures and, so that's what I have for you in terms of
the orientation. Does anybody have any comments or questions here? So I'm getting used to
the D2L interface and this is the course documents view, I think. I've also placed the content,
what is it, the content browser, content browser block in the middle there and you see the
video on the right hand side. I'm curious. Just, you know, just to kick off the course,
what are some confusions or some questions or things that are not clear based upon the
layout that you see so far? Ideally, I would have, you know, a couple of people working
through the course with me as I design it and I could show it to them and they can scratch
their heads and find a problem and that would be something I have to fix. I always have
some good feedback from a student who said they wanted the dates in the readings itself
so I added dates to the readings, to the reading list. Kelly, go ahead. Yeah, I thought the
reading section was kind of confusing because I'm used to seeing a link or a way to get
to the reading list. You kind of gave the author and the title or what we're supposed
to read, but then there wasn't a link to the webpages, you know, other than besides the
chapters in our book and into the webpages. We had to kind of search and find them ourselves,
you know. I was able to do that but I just kind of expected the link. Kelly, are you
referring to the links that are at the bottom of the pages under the readings 'cause I kind
of wondered that too and then I wondered if it was--I'm not sure though. Is that what
it is, Jeremy? You've got them linked at the bottom or listed at the bottom?Okay, yeah.
So, 2 people of the 10 here in the room were confused by this so this is a serious problem
in the interface. So, I think what you're saying is if you see, well, obviously, if
you see a link like here that says Nielsen website and usability heuristics you would
expect to see that underlined, right, because it links to a website, right?Yes. Yeah
and then it turns out that the materials list like all of the readings are at the bottom
of the page in alphabetical order and the links are there but why not have them in context
of the lectures?Yeah, that's an excellent point. So, alright, this is a--yeah, this
is an error. This is kind of embarrassingly obvious error so I need to go back in through
the reading list up above and take all the links from the bottom and place those in line
in the links above so, I'll do that. Okay. So, yeah, you can see here Nielsen so the
ones up above do not have links and the list below that's in alphabetical order does have
links and you can see. So my now describing to you how to get around my problem, it's
a really bad habit, right. So if I show you an interface and then you say well, gosh,
I just don't understand what's happening here because I would expect X, Y and Z, the designer
to begin with is gonna say well, you know, you just need to do this. You just need to
press control option Z and then count to six and then go over there and--so, this is a
really good point. You would obviously expect the words Nielsen website to be hyperlinked
so let me spend some time and grab all those links down below and import those into the
reading list. Thanks a lot, I appreciate that. Yeah, that's a consistency problem, right.
I mean if it says website and it doesn't include the URL in the list yeah, okay, alright, that's
really good feedback. Anything else? Get rid of all these embarrassing stuff. How about--go
ahead, Wendy. When you say lecture 2, is that consistent with the readings in websites or
are you going to be posting lectures in addition to that?Now, lecture 2 is a video and it will
be up first thing in the morning. Just going back on your reading list, I don't think it's
a bad thing to necessarily have a master list of the readings though 'cause then they'd
be easily accessible. Say you wanted to download them all at once and put them into like folders.
It's, you know, unless it's easier for you to move them all and--or--but if you could
leave them all in one place I don't think it's a bad design feature. The citation form,
that is helpful. It's just I didn't even think about scrolling down below so, I mean, it's
nice to have them there. Yeah, and the fact that you didn't about it is obvious and that's
with a lot of, you know. Yeah, the real key thing about the course is not to blame the
user, right, so if you behaved a certain way it wasn't a problem with the user. I hear
these a lot. Later on you'll find a user so in seminar 3 you'll find it faster. The person
will come in and they'll be your mother or your aunt or somebody who is--or your, you
know, 10-year-old kid who doesn't have any--I should just step back from that. A novice
user with out a lot of technical experience so if you take a novice user that doesn't
have a lot of technical experience a lot of times they give you better feedback. They
give you the best feedback because they're working with he interface in the most natural
way. They're not an expert in library science, they're not an expert in cataloguing. They're
just looking at it from a straight interface perspective, from straight usability perspective
and those are often the best testers. So if you find somebody that has--one of your testers
comes and they have a problem with the interface it's not their problem, it's your problem.
Lectures 2 through 8 are all videos and those are recorded and you play them. They sit in
YouTube and they come with transcripts. Today is lecture 1. The video lecture that you saw,
the short one, the 6-minute lecture there is--that was pre--sort of an orientation for
the course. He lectures 2 through 8 look like that, same sort of pace, same sort of content
but they're longer. I'd like to have them up noon today that they say they're supposed
to be up. Go ahead, Kelly. So is the forum and discussion the same thing?Yes, 'cause
they're in differently in two different places. In other classes that I've had it's been labeled
discussion rather than forum up in the navigation bar. Actually, it is labeled differently in
different places because in the navigation bar it says forum but in the content map the
individual discussion forums will be labeled evaluation seminar discussion and they don't
have the word forum in them so I guess that's a consistency issue. Okay. I see you had a changed discussion in
the content pages but not the word forum in the nav bar so I'll do one or the other, thanks.
Also Wendy, tonight we'll call this lecture 1. It goes, it gets processed, sent out for
transcript and will be back and loaded up to YouTube and that takes anywhere from 2
to 3 to 4 days so these lectures, certainly the Illuminate lectures, the time that they're
published is variable but the regular video lecture, lectures 2 through 8, those should
go up the noon the day that's listed. Can we have another Illuminate meeting? I'm not
sure if I missed that. There is a guess speaker on July the 12th. Yeah, that's 6 p. m. July
the 12th then August the 3rd through the 9th, variable times, you'll be attending a single
Illuminate session and that will be scheduled for your convenience actually. So I haven't
had time to read all the assignment requirements but are we gonna be critiquing the LOT website,
is that part of our first work?Yeah, that's right, that's the evaluation piece. Homework
1 has two parts. You'll be doing a fame and shame. You'll be looking at websites in the
California Library Associations set of websites ,people who are members of the CLA. The second
part, homework 1B, is to evaluate the LOT system. That's right. Would you suggest that
we watch lecture 2 before taking the course or are the readings enough for that?Readings
will be fine but--yeah, lecture 2 will be up tomorrow morning. Okay. Any--if you don't have any other questions,
we'll go and wrap it up and then Frank will be doing the recording and transcript and
we'll have this up available for folks outside of the Illuminate system in 2 or 3 days. Thank
you, Wendy.