User Experience Services Showcase Highlights Digital Standards and Student Needs
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This document summarizes an event showcasing user experience projects and services at the University of Edinburgh. It includes lightening talks on various topics related to user experience and digital standards such as applying standards to projects and the Edinburgh Global Experience Language (EdGEL). There will also be displays and a workshop in the afternoon. The event aims to learn about user experience and design thinking techniques through discussions of work done to understand student needs and map their journeys. Attendees are invited to chat further with presenters and learn about an upcoming UX community meetup.
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User Experience Services Showcase Highlights Digital Standards and Student Needs
- 1. Welcome! • Lightning talks (30ish minutes): • Why we must start with user needs • The role of UX in web governance • Student Digital Experience Standards: our pilot materials • Applying standards to a project; our self-service model proposal • Edinburgh Global Experience Language (EdGEL): Where we are and what’s next • User Centred Portal project: What we’ve learned from students • Explore the topics further (90ish minutes) • Speakers and displays around the room • Workshop (60 minutes from 3:30) • Optional – join us in Room 8 • Focus – Barriers to doing user research User Experience Services showcase 13 October 2017
- 2. A quick plug… • Our first UX Community meetup • Next Wednesday, 18 October, 12:30 til 14:00 • Learn about guerrilla research with Marty Dunlop • Lean coffee discussion group for the UX community • Bring your lunch, we’ll supply nibbles • Details: http://bit.ly/UX-meetup-oct17 • Learn more about user experience & design thinking techniques • Lynda playlist: http://bit.ly/ed-ux-lynda
- 3. Start with user needs Neil Allison User Experience Manager Information Services
- 4. A tale of two mission statements… “To be the best global entertainment distribution service.” “ To provide our customers with the most convenient access to media entertainment.”
- 5. Who guessed right? “To be the best global entertainment distribution service.” (Blockbuster) “ To provide our customers with the most convenient access to media entertainment.” (Netflix)
- 7. “Netflix showed people a better way to watch more of the content they loved. By improving that experience, they disrupted an entire industry.” http://bit.ly/netflix-ux-revolution
- 8. What do we really know about student needs? A student’s life Student life at University University business We traditionally focus the vast majority of our requirements- gathering attention here We usually give some attention here while in development
- 9. What does transformation really mean? “…adopt new ways of working in order to continue delivering our mission in the face of changing technology, competition, audience need and behaviour.”
- 10. Who’s next? • Banking • Insurance • Home entertainment • Music • Photography • Shopping • … ...Higher Education?
- 11. Web strategy & UX Colan Mehaffrey Head of Web Strategy & Technologies Information Services
- 23. Student Digital Experience Standards Setting the bar for student-facing digital services Magdalena Tsiobanelis & Marty Dunlop UX Consultants
- 24. Background • A project for Digital Transformation Initiative • Proposing standards that would support & measure the quality of digital services produced for students • Including a service proposition for their promotion, curation & adoption • Proposition delivered September 2017 Student digital experience standards EdGEL service UX Services & process
- 25. Why digital experience standards? • Helping project teams deliver more useful and usable digital services • Ensuring student needs are better understood and met • Providing risk management around delivery of student digital experiences • Ultimately monitoring the delivery of student digital experiences across the University
- 26. Principles, standards & measures… Principles Standards Standards Standards Measures Measures Measures Metrics & risks Metrics & risks Metrics & risks
- 27. Phase Solution Design Principle User centered Standard Demonstrate that project team have engaged with users Check statements “The project can demonstrate that…” We have engaged with a representative sample of users Yes/Partial/No “The project can demonstrate that…” We have employed multiple research techniques Yes/Partial/No Risk Unlikely to satisfy user needs because there has been insufficient direct engagement Green/Amber/Red Anatomy of a Principle
- 28. Measures, metrics & risk statements • A measure can be responded to as: YES, PARTIAL or NO • Combination of responses to measures within a particular standard will generate an overall metric for the purposes of reporting to the Standards Service governance • This metric derives a RAG status for the corresponding risk which should be reported by the project to its sponsor and/or governance
- 29. Self appraisal against the measures • A degree of subjectivity will exist in the appraisal many of the measures • Experience, guidance materials, case studies are essential in this process • Optionally supplemented by UX and/or EdGEL consultancy • Refinement is essential through a pilot period: • Measure statements • Guidance materials supporting each measure • Logic rules directing a rating against each standards or corresponding risk status
- 32. Review phase
- 33. Next steps • Currently proposing a 2 year plan for Standards (including EdGEL) • Assuming funding is successful: 1. Identification of pilot project partners 2. Pilot prototype service (paper-based, human-processed) 3. Develop digital support materials based on nature of support calls & observation of assessment self-service execution 4. Develop digital process of project self-reporting standards assessments
- 34. EdGEL Update Stratos Filalithis Head (acting) of Website & Communications Information Services stratos.filalithis@ed.ac.uk
- 35. What is EdGEL? • Stands for Edinburgh Global Experience Language • It is a digital experience framework • Provides the processes and building blocks of the University digital experiences • Who it is for? • Project Sponsors, Project Managers, Developers, Communication Officers, Designers, User Experience Leads, Content Editors • End Users (consumers of the digital experience) • Essentially, all digital user journey stakeholders
- 36. 2016/17 achievements • Described service management framework & processes • Communications and adoption strategy • Accessibility review • Review of codebase and change proposals • Harmonisation with User Experience and Digital Standards
- 37. Planned actions • Apply recommendations to the codebase • Create and share service road map • Collaborate with projects to evolve and extend EdGEL • Update EdGEL website • Focus on self-service support provision (documentation etc.) • Formalise service offering alongside User Experience services • Pursue further funding opportunities
- 38. EdGEL technical evolution Now Jan ‘18 v4.x Bootstrap v3.x v5.x Bootstrap v4.x User Centered Portal Any project
- 39. User Centered Portal Shane Walsh UX Consultant
- 40. Building on previous research
- 41. Building on previous research
- 42. Round 1: Usability Testing to understand pain points
- 43. Round 1: Outcomes Key themes: • Inconsistent placement of material on Learn makes it difficult for students to find course documents • Course information is found across multiple platforms (course handbook, DRPS, Path). Each of these platforms may be slightly different in what they say. These leads to students not entirely trusting any of these platforms and going through convoluted exercises to ensure they have all of the correct information. • New students struggle to navigate using the Jargon of the university systems. • Submitting assessments is stressful. This is made more stressful by complicated, long winded submission processes that may change from course to course. • Generally the timetables provided by the university do not give the most accurate picture of all classes and tutorials. This means that students don’t fully trust this piece of functionality and will often create their own timetable elsewhere. • There’s too much information, it’s daunting to use
- 44. Round 2: User interviews to understand and prioritise user needs
- 51. Round 3: Student Journey Mapping
- 56. Thanks Have a chat with me to learn more.
- 57. Stay a while… • Presenters welcome the opportunity to chat about their work up to 16:30 • 15:30: Mini workshop • Exploring barriers to user research • Tactics to overcome them • UX Community meetup • Next Wednesday, 18 October, 12:30 til 14:00 • Learn about guerrilla research with Marty Dunlop • Lean coffee discussion group for the UX community • Bring your lunch, we’ll supply nibbles • Details: http://bit.ly/UX-meetup-oct17
Notas del editor
- Point 1: Project teams have a better understanding of related strategies and policies and how they apply to their delivery of digital experiences, including addressing equality and diversity issues. Opportunities for relevant resources and frameworks to be shared and re-used leading to resource savings. Sharing of resources and expertise to improve service delivery. Point 2: Better-shared understanding of user journeys and improved end user experience. Better defined and prioritised digital projects more closely aligned to evidenced student needs, utilising direct student input. Point 3: Proactive identification and management of potential risks relating to the user-centred delivery of student-facing digital services. Reporting of measurable controls for project governance. Point 4: Corporate knowledge about planned and in-process student digital experience enhancements. Input and buy-in from across the University in evolving Student Digital Experience Standards. Better understanding of the opportunities and challenges of delivering digital experiences that meet or exceed student expectations. Opportunities to collaborate with business units on the delivery of digital experiences.
- We asked ourselves: What is the main thing we want project teams to have accomplished at each stage of a digital development project? Both for digital development process and digital output Principles concern the whole digital development process Standards are 'flavors' of each phase of a digital development process, outlining what project teams are suppose to do in order to follow principles Checklist will let project teams know if they are complying. Reflected in RAG status
- Principle – overarching guidelines, ethos for when developing digital Standard – practical directives Risk of not complying with standards -linked to RAG status Checklist: -written in the format of ‘statements’ The ‘ checklist’ written in the form of a statements -answer yes/partial/no Each standard has has a list of Each statement relates certain activities have been carried out and the ability to provide evidence derived from those activities.
- Why? -How a project is scoped: -less formalised. -Consider standards early -Plan them into a project -Help to get on the right track early on Who? Projects who fall under the assessment criteria: Deliverables of the project are interacted with directly by prospective or current students. Priority to services or products with transactional elements (exchange of information, money, permission, goods or services) Projects who deliberately want to assure they work in a user centred way Project sponsor can make proposal writer aware of the standards Governance group can also highlight the standards Project manager responsible for ultimately planning and aligning activities that will ensure a project to pass What? Propose activities in order to pass Plan in activities in order to pass Ensure assessment points are identified as project milestones and included in the project plan When? When project is being proposed and planned
- Why? How a project is delivered How user interfaces were designed and produced When? -discovery/research phase the ”as-is” -the design phase “the early solution” -The development phase “ implementation phase” Who?/ what? Project manager – Responsible for carrying out the self assessment Assess the projects using a checklist Manage risk register Allocate and plan any activities needed in order to comply returning a copy of the completed self assessments to the Standards Service in a timely fashion (CHECK THIS) Project team – recommended to include project team to ensure conversation and promote cultural change logging risks associated with standards compliance in the project’s risk register and/or reporting to the project’s governance structure
- Why? After – Informal assessment points Full review post-project to understand what worked/didn’t work and to take that forward as learning. Cultural. Who?/What? Project manager feeds into project closure report When? Just before a project formally closes
- This gave us an understanding of the pain points that students are experiencing with the existing system.
- Analytics helped us to understand what the common tasks are that students carry out. This allowed us to understand what we should focus to have the biggest impact.
- Based on the top tasks from the analytics we decided to focus on Accessing information about a course, Finding lecture materials, Submitting assessment, viewing assessment and feedback
- In this round of research I asked students a number of questions about when, where, how and why they use the portal. This helped me to create a list of needs I also got them to carry out a card sorting exercise so that I could better understand how important each of the things were to them. This would inform the UI
- From this I was able to derive a list of User needs, I placed these user needs alongside their existing pain points when trying to meet this need
- I created Personas based on this information. These were used as a tool of disseminating this information and making it into a relatable story for stakeholders.
- This sorting exercise helped me to understand what is important to the students. This would help to prioritise how things should be shown on the UI. An interesting theme emerged during this research. This was the idea that some stuff is really important but only at a certain time of year. I wanted to explore this further
- Explain what I did here
- Here is that we got from it. This can be seen in my corner of the room
- This is how it could be used