How to Include Users in the Development of Off-the-Shelf Software: A Case for Complementing Participatory Design with Agile Development

2006 ◽  
Author(s):  
C. Hansson ◽  
Y. Dittrich ◽  
D. Randall
Keyword(s):  
Participatory Design ◽  
Agile Development

Managing User-Centered Design Activities in Distributed Agile Development

2021 ◽  
Author(s):  
Sultan Alyahya ◽  
Ohoud Almughram
Keyword(s):  
Participatory Design ◽  
Agile Development ◽  
Design Teams ◽  
User Centered Design ◽  
Management Tools ◽  
Daily Work ◽  
Development Teams ◽  
Design Activities ◽  
Computer Based ◽  
User Centered

Abstract The integration of user-centered design (UCD) activities into agile information systems development has become more popular recently. Despite the fact that there are many ways the merging of UCD activities into agile development can be carried out, it has been widely recognized that coordinating design activities with development activities is one of the most common problems, especially in distributed environments where designers, developers and users are spread over several sites. The main approach to coordinate UCD activities with distributed agile development is the use of informal methods (e.g. communication through using video conference tools). In addition to the temporal, geographical and socio-cultural barriers associated with this type of methods, a major limitation is a lack of awareness of how UCD activities and development activities affect each other. Furthermore, some agile project management tools are integrated with design platforms but fail to provide the necessary coordination that helps team members understand how the design and development activities affect their daily work. This research aims to support the effective management of integrating UCD activities into distributed agile development by (i) identifying the key activity dependencies between UX design teams and development teams during distributed UCD/agile development and (ii) designing a computer-based system to provide coordination support through managing these activity dependencies. In order to achieve these objectives, two case studies are carried out. Our findings revealed 10 main dependencies between UCD design teams and development teams as shown by six types of activity. In addition, the participatory design approach shows that developing a computer-based system to manage seven of these selected dependencies is achievable.

Mapping Participatory Design Methods to the Cognitive Process of Creativity to Facilitate Requirements Engineering

2013 ◽  
pp. 221-241
Author(s):  
Nicky Sulmon ◽  
Jan Derboven ◽  
Maribel Montero Perez ◽  
Bieke Zaman
Keyword(s):  
Language Learning ◽  
Participatory Design ◽  
Process Model ◽  
User Involvement ◽  
Design Methods ◽  
Future Application ◽  
Agile Development ◽  
Hands On ◽  
Application Requirements ◽  
User Knowledge

This chapter describes the User-Driven Creativity Framework: a framework that links several Participatory Design (PD) activities into one combined method. This framework, designed to be accordant with the mental process model of creativity, aims to integrate user involvement and creativity in the early stages of application requirements, gathering, and concept development. This chapter aims to contribute to recent discussions on how user-centered or participatory design methods can contribute to information systems development methodologies. The authors describe a mobile language learning case study that demonstrates how an application of the framework resulted in system (paper) prototypes and unveiled perceptions of learners and teachers, effectively yielding the necessary in-depth user knowledge and involvement to establish a strong foundation for further agile development activities. This chapter provides engineers or end-user representatives with a hands-on guide to elicit user requirements and envision possible future application information architectures.

Use of Participatory Design to Enhance Accessibility of Slate-Type Devices

2012 ◽  
Author(s):  
Gurjot S. Dhillon ◽  
Yasmine N. El-Glaly ◽  
William H. Holbach ◽  
Tonya L. Smith-Jackson ◽  
Francis Quek
Keyword(s):  
Participatory Design

Classification of Health/Safety Issues/Concerns and Solutions Identified by Participatory Design Teams

2012 ◽  
Author(s):  
Scott Ryan ◽  
◽  
Megan Dove-Steinkamp ◽  
Suzanne Nobrega ◽  
Lize Tibirica ◽  
...  
Keyword(s):  
Participatory Design ◽  
Design Teams ◽  
Health Safety ◽  
Safety Issues

Agile Development with 3D Data Modeling

2015 ◽  
Vol 10 (6) ◽  
pp. 558 ◽  
Author(s):  
Kristian Sestak ◽  
Zdenek Havlice
Keyword(s):  
Data Modeling ◽  
Agile Development ◽  
3D Data

DESIGN APPROACH TO REHABILITATION: DEVELOPING THERAPY ASSISTIVE PRODUCTS FOR CHILDREN WITH HEMIPLEGIC CEREBRAL PALSY

2018 ◽  
Vol 12 (2) ◽  
pp. 307
Author(s):  
G.Y.A. Shanya I. Perera ◽  
W.M.N. Dilshani Ranasinghe
Keyword(s):  
Cerebral Palsy ◽  
Functional Outcomes ◽  
Iterative Process ◽  
Participatory Design ◽  
Design Methodology ◽  
Physical Disabilities ◽  
Comprehensive Understanding ◽  
Constructive Feedback ◽  
Children With Disability ◽  
Hemiplegic Cerebral Palsy

Therapy plays an important role in rehabilitation of children suffering from physical disabilities. Disability conditions like Hemiplegic Cerebral Palsy require vigorous therapy measures, which could be unappealing to children. Using therapy assistive products for rehabilitation can make therapy activities engaging and appealing to children and yield effective outcomes. However, there is limited availability of context based therapy assistive products, which are engaging, and appealing to children suffering from Hemiplegic Cerebral Palsy. This study explores how design methodology can be used to develop therapy assistive products for rehabilitation of children with disability. The study is based on developing a set of therapy assistive products to improve the hand-skills of children with Hemiplegic Cerebral Palsy. Developing therapy assistive products require comprehensive understanding of therapeutic aspects, design aspects and careful integration of the two disciplines. Hence, practicing multidisciplinary and participatory design approaches in the design process is imperative. Usability of therapy assistive products are highly impactive in nature, and therefore an iterative process of prototyping, testing, receiving constructive feedback and developing the products based on feedback should be adopted to achieve feasible and  functional outcomes.

TEACHING INNOVATION AND THE USE OF SOCIAL NETWORKS IN ARCHITECTURE: LEARNING BUILDING SERVICES DESIGN FOR SMART AND ENERGY EFFICIENT BUILDINGS

2018 ◽  
Vol 12 (1) ◽  
pp. 367
Author(s):  
Samuel Domínguez-Amarillo ◽  
Jesica Fernandez-Aguera ◽  
Patricia Fernandez-Aguera
Keyword(s):  
Social Networks ◽  
Undergraduate Students ◽  
Participatory Design ◽  
Energy Use ◽  
Smart Cities ◽  
Learning Experience ◽  
Professional Community ◽  
New Paradigm ◽  
Teaching Innovation ◽  
Energy Efficient Buildings

Today’s buildings are evolving from structures comprising unchanging, static elements scantly able to interact with their surroundings, towards complex systemic compounds with an impact on the environs that entails more than mere anthropic alteration. In pursuit of energy efficiency and true sustainability, buildings must acquire the ability to interact as well as to generate synergies. The most prominent features of this approach are energy management and information flows which, intelligently designed, not only enhance buildings’ capabilities, but also introduce a significant change in their relationship with the surrounds (‘smart cities’) and its inhabitants. This new paradigm calls for revisiting undergraduate architectural instruction, adopting a more complex overview of energy use and management in the design process, regarding buildings as dynamic rather than static entities. The methodology focuses on creating learning environments that favour students’ participation in problem solving and assessment, encouraging teamwork based on case studies and stressing the connection between this new architecture, ICTs included, and social networks as participatory design tools. These ideas were implemented in a pilot learning experience conducted at the University of Seville for undergraduate students. The use of ICTs and the collaboration of non-academic experts were observed to further student promotion and projection beyond the academic environment and introduce them to the professional community.

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