User research in the Design of Technologies for Collaborative Interaction

Summary

The students are introduced to relevant factors for performing user research when designing technology for collaborative interaction (distinctions from dyads to communities), three types of methods to achieve it (etnographic, artefact ecology, and network analysis), then practice these methods, present it to others while reflecting on the consequences of the methods, and revise their approach in the light of feedback..

Learning Outcomes

On completing this module the students should be able to:

• Students will be able to name three types of methods for doing user research in the design of technology for collaborative interaction.
• Students will be able to describe relevant aspects of doing user research for the design of technology for collaborative interaction in oral and visual form.
• Students will be able to apply three types of methods for doing user research in the design of technology for collaborative interaction.
• Students will be able to reflect on practical aspects of doing user research in the design of technology for collaborative interaction.

Teacher Guidance

This teaching activity consists of two main components, a lecture and an accompanying exercise. The expected length of the lecture is 30-45 minutes. The exercise can be given varying amount of time, but a couple of hours is recommended giving a total duration of about 3 hours.

1. In the lecture (40 min), the teacher introduces students to relevant factors for performing user research in the design of technology for collaborative interaction (distinctions from dyads to communities), and three types of methods to achieve it (ethnographic, artefact ecology, and network analysis). 
2. For the exercise (60), the students in small groups practice one out of three types of user research methods.
3. The teacher checks what the students are doing (3 minutes / group) and advises on aspects to consider. 
4. The students share their practice outputs with peers (20 minutes), and gain access to peers’ outputs as a model for their practice. 
5. The teacher chairs a class discussion (30 minutes), asking for reflections on experiences, and consolidating the lessons learned.

It is recommended that students read the recommended literature before the teaching.

Recommended Readings

• Sharp, Preece, & Rogers. 2019. Interaction Design: Beyond Human-Computer Interaction. Chapter 8. John Wiley & Sons. ISBN: 111954730X, 9781119547303
• Martin, David & Rodden, Tom & Rouncefield, Mark & Sommerville, Ian & Viller, Stephen. (2001). Finding Patterns in the Fieldwork. DOI: 10.1007/0-306-48019-0_3.