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Observation Techniques and Field notes “Using Ethnography in Contextual Design” Observation Exercise

Contextual Inquiry

CD Ch. 2, 3, 4

CS 321 Human-Computer Interaction

Small Group Discussion The Psychopathology of Everyday Things” by D.

Norman

Contextual InquiryContextual Inquiry

Learning what users do and what they care about.

Can you recall an incident where the design of something has caused a problem?

What was it about the design that caused a problem?

This has got to be the worst design ever for a shower control. It is so bad there is a sticker on the faucet giving instructions for how to make the water come out of the shower. You'll never guess how you turn on the shower. You reach under the faucet, grab the part where the water comes out and pull down on it!

Design suggestion

This design is bad for a number of reasons. One is that nothing else works like this. Another is that the "control" for turning on the shower doesn't look anything like a control, so the control is basically hidden. Frequently, when devices come with instructions stuck on them, there is a problem with the design.

How do you turn on the shower?How do you turn on the shower?

www.baddesigns.com

As a means of deleting files and documents, the Macintosh trashcan is a perfectly intuitive metaphor. Unfortunately, the designers decided to extend the trashcan metaphor to include the completely counterintuitive function of ejecting diskettes: drag an image of the diskette to the trashcan to eject it from the computer.

The Macintosh simply took the trashcan metaphor too far. They gave the trashcan magical powers that are completely incompatible with the established metaphorical association of deleting files. As a result, new users express anxiety and dismay at the metaphor, and even experienced users express reluctance to use the metaphor: “I don’t want to delete the files on the diskette, I just want the computer to spit it out.”

How do you eject a disk?How do you eject a disk?

How do People reason aboutHow do People reason aboutwhat they do?what they do?

Reasoning requires a Knowledge Representation (KR)

A Knowledge Representation Language (KRL) is a theory of Reasoning (cognition)

KRL = A structure to encode facts+

Methods for combining old facts to derive new facts

Examples :Formal LogicNeural NetworkRule-Based ReasoningCase-Based ReasoningModel-Based Reasoning

Mental ModelsMental Models The models people have of themselves, others, the

environment, and the things with which they interact

“Small-scale-model of External Reality” Consider alternatives Try out situations Use knowledge of past events in dealing with the present and

future

Provides predictive and explanatory power for understanding how things interact.

Structural and Functional ModelsStructural and Functional Models Structural Models

An internalized form of a system

Functional Models Internalized procedural knowledge of how a system

works

Examples: How stop lights are between your house and SIUE? How look-up someone’s phone number?

Conceptual ModelConceptual Model A reasonably accurate and consistent representation of the target system. Design Goal –

Devise the conceptual model that reflects a user’s mental model

Designer

InterfaceDocumentationSystem

User

Conceptual Model

System Image

User’s model of system

User’s model of task

Contextual InquiryContextual Inquiry Field data-gathering technique

Studies a select number of individuals in depth to arrive at an understanding of work practice across all customers- Ethnography

Core Idea: Go to where the user works Observe (participate) Discuss

Four Principles of CIFour Principles of CI

1. Context

2. Partnership

3. Interpretation

4. Focus

ContextContext Get as close as possible to the ideal situation of

being physically present.

Gather data of an ongoing experience

Gather concrete data Avoid abstract data Avoid summary experience Use real artifacts

If a retrospective account is necessary, listen for holes and ask questions.

PartnershipPartnership

Develop a collaborative relationship in trying to understand the work

Relationship Models Interviewer/Interviewee Expert/Novice Guest/Host Parent/Child Master/Apprentice

InterpretationInterpretation Designs are built on the interpretation of facts

From facts, the designer makes a hypothesis about what the fact means (interpretation)

The hypothesis has an implication for the design

Share interpretations & design ideas with the user Validate your understanding Helps links design to the interpretation

FocusFocus Point of view the interview takes while

studying work. Keep conversation on topic Guide the user toward parts of the work

relevant to the design

Watch for interpersonal triggers Surprises Contradictions Nods

In Class ExerciseIn Class Exercise

Break-up into six groups (as evenly divided as possible)

Swap war stories about: Problems you have using a software

program

Choose the one everyone in the group thinks is the best story

Gathering Observation Data: Ethnographic Research

Ethnography is a research technique in anthropology that involves the study of groups and people within the context of their everyday activities.

The approach requires the researcher become a “participant-observer”, systematically recording observations and experiences.

Ethnographic Research

• Data gathered within natural setting.

• Develop a descriptive understanding.

• Setting includes dynamic network of inter-related variables.

• Qualitative research.

Famous Ethnographers:

Margaret Mead

Jane Goodall

Ethnography and Design

In the context of design, the aim of ethnographic research is to develop a thorough understanding of current work practices as a basis for the design of computer support.

Characteristics of Ethnographic Research

• Researcher is the instrument.• Data gathered in natural setting.• Data gathered through observations, interviews,

data analysis, and questionnaires.• Data gathered using more than one of these

sources and validated through cross checking.

Stages of Collection• Informal stage: Collection of data; insights used to

modify data collection and refine research questions

• Formal stage: sorting, organizing, and reducing the volume of the data

• “Thick Description”: identifying patterns, interpreting causes, consequences, and relationships to understand and provide explanation

• Description should be sufficiently realistic for others to see the implications

Observations

Observational Data

• Rough materials collected during observation.

• Obtain relevant data needed to improve and/or change systems.

• Methods of recording data: written notes, audiotape, sketches, photographs, and/or video tapes.

Focus of Observations

• Physical setting.

• Activities.

• Human, social environment.

• Formal interactions.

• Informal interactions.

• Verbal & Non-verbal communications.

• What does not happen.

Field Notes

Characteristics of Field Notes

• Organize data

• Accurate.

• Detailed, thorough.

• Descriptive.

• Content part and reflective part.

Format: Divided Page

How does this relateto the teacher’s learning style?

The students sat quietly in the darkened lab. One student sat in front of each of the multimedia computers. Each computer faced the back wall where the image from the instructor’s computer was projected. The teacher demonstrated a step with the software then had the children do the same step on their computer. As each child finished, the child waited for the teacher to demonstrate the next step. . . .

Format: Large Left Margin

The students sat quietly in the darkened lab. One student sat in front of each of the multimedia computers. Each computer faced the back wall where the image from the instructor’s computer was projected. The teacher demonstrated a step with the software then had the children do the same step on their computer. As each child finished, the child waited for the teacher to demonstrate the next step. . . .

How does this relate to teacher’s preferred Learning style?

Format: Separate Files

Save descriptive part of field notes in one file. Use large left margin.

Save reflective part of field notes in second file.

Keep in Mind

• Transcribe data into field notes as soon as possible after observation.

• Don’t discuss observations with your team until you have written the field notes.

• Find quiet place to work that contains necessary equipment.

• Allow sufficient time for transcription and interpretation.

Exercise

Observation/Note Taking Assignment

Purpose:

• To observe and describe a work setting, an individual working within that setting, and the actions of the individual.

• To practice developing field notes and interpreting observation data