Unit 3 - User Base and Usability

Unit 3 - User Base and Usability

Main Topic: Unit III User Base and Usability

Created by:
Leanne C Boyd on 22-Apr-00 at 2:02 am

For: Unit 3 Assignments

Unit 3 Assignments

USER BASE AND SOME GOALS FOR USABILITY

FINAL PROJECT — COMPLETION OF A GOAL

My project in ED722 is to continue the development of an online learning environment (web-based course) that I initiated in another Capella class, ED7690/Critical Skills for Facilitating Online Learning. My project was the initial creation of a web-based learning environment, Space Artists: Prophets of the Stars. It is located at:

http://www.refuge-earth.hispeed.com/pages/palebluedot/SpaceArt2000/SpArt2000-intro.htm

For my final project, I would like to bring the course to completion, or as nearly so as possible. There are many areas that have not been developed due to the quarter's 12-week time frame: Course schedule/timeline, Class Projects, a sample exam, Course Resource page, Contacts page, Course evaluaton page (which would have elements of this study in usability). Even the study pages for U.S. and Russian artists, although they show very well ... I have many, many more artists and readings that will eventually be added to this.

One of my goals with this web-based course is — once it is complete — to place it on Blackboard.com. Their "shell" and many of their organizational tools will expand on the usability of my design. The very early beginning structure of Space Artists has been there since July 1999. My previous class, ED7690, was the opportunity to see it come alive and give it actual structure as an educational tool. My larger goal is to have a series of similar courses at Blackboard.com, which are linked to my web site Refuge_Earth, and the CyberSchool I am implementing, Refuge_Earth:Academy.

The purpose of this web-based course is identical to the purpose of my CyberSchool: to provide life changing options for young people, primarily in at-risk areas, and especially young women — seeking to enter career areas in math, science and technology.

USER BASE — TARGETING THE USER

To work with young women and men who, by nature of our culture, have been convinced by family, mentors, peers, and even the Media, that they "cannot achieve" in the areas of math, science, computer technology, and other technologies

Provide methods, such as this web-based course, and resources for reversing this gender-biased and/or socio-economic message

Recognition that no one can change social structures without changing the self — and the community around self — and vice versa

Learners are enabled in their inquiry into higher math, science and technology in a personal and social manner - as well as the academic and professional

Invite students to inspect their gendered conceptions and/or socio-economic conceptions about traditional science, math or technology curricula

Encourage young people to think critically about their own roles of recording and describing their stories

This becomes part of the bonding and commitment to the community. The learner learns to become an expert in the culture of the content, in dissembling and reassembling the meanings, and making layers of the interpretations of events, as their experiences become richer. Encouraging learners to layer their knowledge and view events from various perspectives is, perhaps, the most important offering of the RE:Academy approach, in bringing together mentors, professionals, and other societal segments, in the learning process. Space Artists learning environment is the first of the planned environments that will accomplish these ends.

This [modified] excerpt from my proposal for the CyberSchool, best describes the Target User.
The proposal can be found at:

http://www.refuge-earth.hispeed.com/BoydZoo/campus/Novaweb/DCTE/OLEweb/final-pt-1.htm

"The initial establishment of the CyberSchool will be within existing programs of inner-city Public Schools, and courses will be designed to reach certain "at-risk" populations in those school districts. These "at-risk" targeted groups are especially sensitive to the offerings of a CyberSchool such as this, as they will be allowed to re-discover and re-learn wrong messages that have heavily influenced prior academic choices. This web-based course, and others to come, will provide resources, opportunities for mentoring, partnership, or internship, and coursework to supplement the central courses of study at the late high school or early college levels (grades 11 through 14). My course design is intended to SUPPLEMENT (not replace) the curriculum for girls and boys in late high school (11th and 12th grades, primarily college- or technical school-bound), as well as for postsecondary, undergraduate women and men who are making academic choices for career paths in these topic areas.

The offerings of the CyberSchool will provide this segment of students with a pathway that will allow them to recapture an enjoyment of learning. At the same time, these young women and men will learn to improve their level of productivity, as well as elevating their feelings of self-worth and capability in more difficult subject areas.

One distinct benefit of this structure, which I see as a "constructionist digital environment," the environment becomes an integration of media, text, teacher, content, and learner. This then becomes a mirror of the very media used — one contiguous and overlapping web. In this way, the Academy helps young people to knit together the bits and pieces of their experiences and the experiences of others, into meaningful aggregates unique to them and to the communities they represent. They become partners in layering their personalized understanding and descriptions of events, as juxtaposed — or enhancing — previously constructed interpretations.

They also gain a larger view, in seeing their contributions to the interpretations that are being created by the general community of inquiry. It is my strongest belief that one of the most important aspects to consider in revealing the possibility of overcoming gender and socio-economic biases, is to provide the learner with the sense of being a part of the greater community.

One of the success factors in my proposed approach is that new technologies propose alternative ways for the learner to explore topics. For so long, the learner has been bound by conventions designed for a paper-based classroom headed by a solitary teacher. By breaking out of these conventions, one of the first benefits to the student is that of a sense of freedom, a breaking of bonds that have held them "in their place" in the learning ladder.

From concept to course design — there is nothing "ordinary" about my online learning environment, Space Artists."

... Leanne Boyd, July 1999

USABILITY STUDY FOR SPACE ARTISTS: PROPHETS OF THE STARS

Task Support
Principle: The interface should meet user expectations and support the tasks users need to get done.
Issue	Focus	What To Ask
Who is the tool for?	Audience	Is this tool a good fit for users' levels of expertise and the job at hand? The course is designed to mimic or emulate a stimulating Game environment. Today's youth are much experienced in the manipulation of a variety of game tools, including the computer. Many elements of this course are in keeping with game navigation.
	Young women and men, grades 11 through 14 (late high school through community college), with a focus on women entering science, math and computer careers	Is there design flexibility to accommodate both inexperienced and experienced users? Yes. I have a fewer-than-4-click policy, which means that any given destination will never take more than 4 clicks. Most take 2 or 3. The only computer skills needed are basic use of the mouse, and a beginner's experience with traditional Internet navigation, such as links or buttons.
		Does the interface's model of what it is and how it works come close to users' own perceptions? Yes. Because of the game-like setting, I believe it will exceed usability, and the user will quickly pick up on the comparison to the game setting.
What do users want to accomplish?	User Goals	What kind of work does the interface support? Reading, writing, research, group projects and chat, interviews.
		Is this the kind of work users will regularly use the interface for? Yes. The system of research links will enhance the internal links and interface, also.
		Is productivity enhanced by using this tool? The intention of this course is to SUPPLEMENT or enhance, traditional curricula.
		How much time does it take to complete a task? This is a variable. Many items are linked writings that will take a longer time. Some of the internal info pages can be navigated more quickly.
What can users do?	Functionality	Do users have any idea from the opening screens what the interface can do? The basic button scheme and links are visible in a modified form on the entry page. Within the first three pages, which comprise the introduction, all navigation schemes have been introduced. They consist of very intuitive buttons, as well as text links that mirror the action of the buttons, but are labeled for usability.
		If the interface has a searching function: Boolean, Search status, Search history display. This course will have a Search function that will provide at least these three things. This will be developed with the online web tool, Atomz.com.
		Can users download in a few easy steps? Download of pages is fairly speedy, due to the extreme care I've taken in the design of graphics and multimedia. There are no steps, other than regular navigation.
		Are other formats supported? At some point, my plans are for making this course CD-based, but in a hybrid manner. This is where the CD will work in tandem with web-based links. The bandwidth problem will be mostly solved, as multimedia on a CD is very quick to load.
		How thorough is the record display? This is an item that will be provided within the shell of Blackboard.com, but is not a part of the existing web-only design.
		Can users customize the display to meet their needs? Very little actual customization can be done. However, the options are many, so that a user will never be "stuck" in a section they don't like.
Who is in charge?	Control	Who does most of the work — users or the interface? This is about evenly divided. The interface does most of the actual moving-parts work. The user of course, must activate links!
		How flexible is the interface? Extreme flexibility is built in, with options for traveling to any portion of the course, from any page in the course. A links list is available with a "mouseover" event.
		Do users get to choose when to do what or does the interface exert control over users? The interface is only a guide. The user is free to choose the actual page and activity.
		Does the interface help users crystallize their thoughts? The purpose of the elements of this course is to create new thought patterns about learning and about one's self. The goal of the learning environment is to focus latent abilities and desires within the learner, into a more realistic pattern of goals for their lives.
		Are users' next requests or needs anticipated? Only in the sense that whatever the need, it is easy to find the page/location, and easy to navigate to that information.
		Who do the design trade-offs favor? Quite frankly, I designed this to fit what I would have liked at this age. I believe, in the overview, the tradeoffs (such as a bit longer downloads for superior graphical interface, and for some exciting navigational offerings) are in favor of a young person who is looking for science and computers to PROVE themselves to be desirable and attainable goals.

Usability
Principle: The interface should be easy to learn, easy to remember, pleasant to use, and cause few errors.
Issue	Focus	What to Ask
Is there an ease of use?	Learnability	Is the interface intuitive? Extremely. Labeling is clear, and there are two forms of navigation: buttons and links.
		Is there a consistency in layout, graphic vocabulary, and commands? All pages are built around a template I hand coded in HTML and Javascript. The elements are identical, as are the look and feel of the graphics used.
		Are the functions that users need the most displayed prominently? Yes, on every page.
		Does the interface deliver any immediate rewards? This is part of the concept … to provide a game-like environment. This means that on certain pages, there are surprise elements that will delight the user. Once the site has quizzes in place, it will be part of the design to provide instant feedback. The chatroom will be synchronous, with immediate response between participants.
		Does the interface avoid frustrating users? Yes, the design is intended to be intuitive. However, there are places in the design where it IS the purpose to frustrate the user! These are the pages with hidden activities, and the user will navigate the page much like a puzzle.
Can users find their way around?	Navigation	How complex is the navigational system? Quite simple. Buttons and links. Every page has a link to every other major page, as well as links back to the very beginning.
		Can users get through the system quickly? It can be done, but users will not want to rush.
		Is the navigational layout obvious? Yes.
		Are there visual cues showing what is operational? Yes. In fact, on certain pages, again in the name of taking advantage of a game-like environment, the cursor changes to pertinent icons.
		Are users' steps retraceable? Absolutely. Every page has a link that leads to the immediate previous page, all the way back to the Gateway to the course.
		Are there too many repetitive steps to move through to get a task done? Not in the existing pages. Repetitive steps syndrome will be carefully scrutinized at every step.
		Can users customize to eliminate steps? No. Except for instant choice in changing the section of the software. There really are no steps that can be eliminated. They are bare-bones, to start with.
How helpful is help?	Assistance	Does the interface help users solve problems and cope with mistakes? The main "problem" the user is facing, is her/his own self-image. The course is actually an information-based setting, with many options for viewing science, math, and computers in the real and Web worlds. Once quizzes are in place, and the option for submitting writings … there will be feedback to help the learner prepare for a better product.
		Is there a break or stop button? Every page allows the user to quit the program.
		Is there a help system that is continuously available? Not presently. Once inside the Blackboard shell, however, there will be a help file. Under construction right now, in a help authoring software.
		If so, can it help answer questions: directly and simply; about what the program does? Future ability.
		Describe what something is for? Future ability.
		Tell how an action is carried out? Future ability.
		Explain why something happened? Limited. Most inside links are self-explanatory. Links to outside sources will have to rely on those sites' help, if any. The internal help is primarily to explain different aspects of navigation, etc.
		Help users navigate if their mental mapping breaks down? This really won't be necessary, other than to explain the moving text link that appears on the right side of each page, and pops up a list of all major pages, upon mouseover.
		Is help proactive, warning users against potential problems? There will be a section for this, which will include a brief explanation of Javascript and system resources. It will explain about possible crashes, in general, and how to deal with these types of problems.

Aesthetics
Principle: The interface should communicate visually, helping users absorb information and carry out the tasks they need to do while minimizing information overload.
Issue	Focus	What to Ask
How does the interface look?	Appearance	Is the design a good match with the medium? Absolutely. It utilizes most of the interactive offerings currently available on the Internet.
		Is the attention of users focused or splintered by the use of color and layout? This is so subjective. Teen users will find this fun, entertaining, and then find themselves learning something. Many adults may be irritated by the game-like conventions.
		Is the screen uncluttered? Mostly, yes. Lots of activity and elements, but uncluttered. Some people may take a different stance, as this is NOT a white-spaces-are-prominent-type-of-site.
		How many windows can be opened at once and does this cause any overload? Many windows can be opened. Using Javascript, this is actually part of the design. Pages layer on top of pages, and with a touch of a button, may be closed. The other navigational trick is that the page underneath may be touched, and the upper page disappears.
		Is the typography (size and font) effectively used? I chose Arial/Helvetica, as it is my belief that it is a stronger font. Fonts with serifs are harder to read, online. I only used Times/Roman when the background was white or very light.
		Is it readable? Extremely.
		Is color evenly used to prevent clutter and confusion? Color and SEVERE artwork are the backbone of this site. It is not cluttered or confusing … it is colorful and artful.
		Can the interface be customized for users with disabilities? Not presently. However, it is the goal of my general shopping/Community site, Refuge_Earth, to provide a separate site for ease of use for those with disabilities. I am in the process right now, of beginning to develop that separate site. For the CyberSchool and this web-based course, this is also in future plans.
What is the interface like to use?	Interaction	As users improve at using the interface, are more advanced options available? Advanced options are not built into this course. However, many of the resource links provide more advanced levels in navigating the projects outlined in my course.
		Do users feel directly engaged when they interact with the tool or is it slow and dragging? I believe they feel very engaged. There are spots where a multimedia element can cause a bit of impatience. But the end result is worth it.
		Does the processing speed match that of users? Especially for newcomers to a site like this, the speed matches. For advanced users, those same slow spots may be irritating. If the user returns often to the site, and the elements are cached on their machine, the download times are very speedy.
		If there is sound, is it irritating and, if so, can it be turned off? Many pages have sound elements in the form of pertinent midi files. These pages are constructed in Javascript so that the page appears and the music begins. If the user shuts the page, or moves the mouse off of the direct page, both the page and the sound quit.
		How many keystrokes does it take to carry out a task? This is variable. See comment above on no-more-than-4 (clicks).
		Is the processing time worth it? Absolutely.
Are we having fun yet?	Enjoyment	Does the tool delight? Absolutely. That was one of the basic premises of this concept.
		Is a level of interest maintained? I believe so, even over time. The external links are multiple and exciting, with ever-changing content.
		Do users get what they want, done now? Yes, I believe so. Many users will come for the art and info pages. Many will stay to try out a project or a conversation. Each element is, or will be, designed to have very timely results.
		Does the tool encourage users to jump ahead, rather than click on the same path? Absolutely. Each page will take the user whereever they wish to go within the course.
		Is this a tool worth having? This is so subjective. Of course, I am going to say yes. Let me say this: all feedback on Space Artists: Prophets of the Stars has been — stellar. J

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WebSpinner@refuge-earth.org
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