Leveraging User Experience and Touchpoints Analysis for Services Design: Case of Crisis Management

In this design case, we describe a multi-year process during which a team of faculty designed a four-year undergraduate major in user experience (UX) design at a large research-intensive institution. We document the program- and course-level design experiences of five faculty members. This multi-year process has culminated in a dual-strand, integrated studio learning environment. Two types of studios—“learning” and “experience” studios—form the core of the program, with learning studios allowing cohort-specific skills development and practice, and experience studios providing cross-cohort opportunities to work on industry projects. We detail our process of developing this course sequence and the program-level connecting points among the courses, identifying institutional supports and barriers, the unique and varied skillsets of the involved faculty, and the growing agency and competence of our students in the program.

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Designing a Revision Tool to Distinguish Surface-level and Text-based Writing Feedback

International Journal of Designs for Learning ◽

10.14434/ijdl.v10i1.24118 ◽

2019 ◽

Vol 10 (1) ◽

pp. 64-77

Author(s):

Kalianne L. Neumann ◽

Theodore J. Kopcha

Keyword(s):

Peer Review ◽

Secondary Students ◽

Secondary Teachers ◽

User Experience ◽

Design Development ◽

Google Docs ◽

Surface Level ◽

Schema Development ◽

Design Case ◽

Writing Feedback

This paper presents a design case that describes the design, development, and user experience testing of a Google Docs revision add-on. The add-on is an instructional, peer review tool intended to help students distinguish surface-level feedback from text-based feedback in order to develop their revision task schema. Eleven secondary teachers completed a survey about using the add-on for instructional purposes, and 56 secondary students completed a survey after using the tool to provide feedback to a peer’s writing and make changes to their writing based on feedback provided to them through the tool. Thematic analyses revealed recom-mendations for modifications and additions to the tool. Next steps include researching the effects of the updated add-on on secondary students’ revision task schema development.

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Designing Interfaces for Musical Algorithms

10.1093/oxfordhb/9780190226992.013.10 ◽

2018 ◽

Author(s):

Jamie Bullock

Keyword(s):

Conceptual Framework ◽

Case Studies ◽

User Experience ◽

Design Activity ◽

Psychological Concept ◽

Musical Activity ◽

Algorithmic Music ◽

Design Case ◽

Development Methods ◽

Distinct Approach

This chapter presents a range of approaches to the design of interfaces for the creation of and interaction with musical algorithms. The first part of the chapter grounds the discussion in an overview of salient design and development methods, drawing on the fields of usability, user experience, user-centred design, activity-centred design, and the psychological concept of ‘flow’. This culminates in the exposition of a new conceptual framework, music-centred design, which brings together these methods within the context of musical activity. The second part of the chapter presents a series of design case studies, each focusing on a distinct approach to interfaces for musical algorithms, and critically situates these in terms of design philosophy and implementation. A concluding argument is made for the centrality of design in the development of interfaces for algorithmic music.

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