Assignment 2
Written by Yolanda López on April 9, 2021.
This blog entry is a critical analysis of my Personal Learning Network (PLN) which I have been developing as part of my Master of Education. The approach I have taken when analysing my PLN is informed by my previous research into the learning theory known as networked learning, digital literacies, and the professional practices of linking, stretching, and amplifying. To narrow the scope of my analysis, I have chosen to focus on a specialised professional interest that is the foundation of my learning exploration. This interest is user testing, and, as an additional attempt to focus this blog post, I have decided to primarily discuss the creation and facilitation of user testing.
Technology vector created by pch.vector (https://www.freepik.com/vectors/business')
BACKGROUND
Having previously researched networked learning, it is now clear to me that I develop my PLN in alignment with this theory without intentionally doing so. Networked learning utilises technologies to enable users to connect with their digital community (Goodyear & Carvalho, 2014; Dirckinck-Holmfeld et al., 2012; Jones, 2015). It is driven by the connections made between a user/learner and other individuals, who collectively, create a learning network. (Carvalho & Goodyear, 2014; Jones & de Laat, 2016). In the education landscape, Bonderup Dohn et al. (2018) review the roles of teachers/educators and students and discuss the change from teacher-led learning environments to collaborative learning groups populated with “co-learners” (p. 109). It is this notion of collaborative learning that made me reflect on my own PLN. I noticed a shift in my personal learning direction in April 2020, a shift that was driven by a decision to change my career path. While working as a university educator was fulfilling and enjoyable, I felt a disconnection as a designer to my ‘end user’. It was at this point in time that I reached out to my PLN to enquire about alternate professions that could potentially satisfy my needs to design, educate and become more in touch with the wants and desires of individuals who could inform my design process. I began to review my connections on the social networking site LinkedIn and saw a notification stating that one of my contacts had recently been hired by a global tech. company to work as a Product Designer. This was an impressive achievement, but I was curious as to what the position ‘Product Designer’ meant in this context. I began researching the term and discovered multiple meanings. Christiaan Maats’ explains his view of product design in his TEDx Talk titled How product design can change the world (2016). He focuses on the physical object and how designers can make these designs meaningful to the user. While this definition is what I associated with the term, it did not align with my LinkedIn contact’s employment history. Knowing he had studied graphic design and having met him through an industry networking event where he represented the Australian Graphic Design Association (AGDA), I knew he was involved in the digital design space rather than the physical. I began to notice common terminology used amongst other product designers I was connected to via LinkedIn. Terms including: Human Centred Design (HCD), User Experience (UX) Research, UX Design and User Interface (UI) Design were mentioned within their duties. It was the term UX Design that was most commonly mentioned and the definition I found to best describe it as a profession came to me via a tertiary institute I was following on LinkedIn. RMIT in Melbourne offered a short course in User Experience Design and it was on the course site I read the following:
“Develop a deep understanding of users and their needs, leveraging UX best practices to improve the quality of interactions with a product and deliver maximum value.”
This definition aligned with the term product designer in the context of graphic and digital design. This was also what I had been looking for, a step towards increasing my knowledge base that focused on user needs. On reflection of this part of my journey, I can now see how I might be defined as a networked learner. A term Oddone et al. describe as someone who utilises their PLN as a source of information rather than directly interacting with individuals throughout the network (2019, p. 111). The process I undertook of recognising a colleague’s professional success, to initiating the beginning of my own educational path to a UX career, can be associated with the learning experience style ‘linking’. Linking, in this context, is situated in the public arena and the flow-on effect of my decision to investigate my colleague’s position description, qualifies as “recognising the professional capital of other individuals within the network” (Oddone et al., 2019, p. 109). As a result of having utilised my PLN to observe, research and undertake further study, my investment in my PLN began to increase.
Having completed the RMIT short course by June, 2020, I endeavoured to further my knowledge of user research methods. To do this, one of the online resources I engaged with was the popular YouTube channel AJ&Smart. After watching a number of their episodes, I noticed the emphasis they placed on conducting quality user tests (see video below). By consolidating the information and data gathered from the user tests, a UX designer can create accurate insights and actionable steps which are delivered to the client or fellow team members (AJ&Smart, 2018). What I began to realise was a UX designer is a researcher and an educator. They collect the data, be it qualitative and/or quantitative, analyse it and educate those around them. They instruct their peers and/or clients on how to implement the insights to ensure the best possible design outcome(s). By undertaking personal UX projects, I was able to facilitate my own user tests. To prepare for this I undertook tutorials via LinkedIn Learning including: Chris Nodder’s Foundations of UX: Making the Case for Usability Testing and Amanda Stockwell’s UX Deep Dive: Usability Testing. A key moment in the expansion of my PLN was when I reviewed the people who had ‘liked’ Nodder’s online course. One person drew my attention as they were a UX researcher based in Australia, who worked at a creative agency. From this list of LinkedIn users, I was able to connect with her and found that she had undertaken a Graduate Certificate in Education at the Queensland University of Technology (QUT) Online. I then sent her a direct message and asked her to tell me about her professional journey, specifically how her UX and education interests intersected. Since this connection, I have enrolled in the same university and we regularly share information regarding UX research methods and how we can utilise them in our combined, unique, pedagogy. In contrast to my previous learning experience style of linking, the information my online colleague and I share, is a stretching approach to pedagogy. Specifically, the discussions we engage in, support our attempt at “designing or redesigning pedagogical approaches” (Oddone et al., 2019, p.107) regarding the adaption of user testing as a means to educate our peers.
AJ&Smart, 2018, Design Sprint 2.0 - User Testing
The importance of undertaking user tests became apparent in my own design practice when I recently started a new position as a UX Designer. When a colleague and I were tasked with undertaking initial user tests to identify pain points and to capture the current user flow, I referred to online resources to refine my approach. After some time, I came across a Twitter feed (@designthinkgh) that mentioned Bruce Hanington and Bella Martin’s book Universal Methods of Design. I quickly acquired a copy of this book and found it to be a great source of information that identified user testing as a form of evaluative research that considered the aesthetic and emotional response of users, defined as preference measures (Hanington and Martin, 2012, p. 74). After sharing this information with my peer, we proceeded to utilise both our PLNs by posting an expression of interest to undertake user testing via the communication platform Slack. By selecting the Slack channel developers-chat which we had recently become members of, we were able to engage with users who fit our pre-established criteria for the user testing we intended to undertake. The results from the user test and the process we had undertaken to complete the tests was exploratory learning for us both. By sharing information and collectively problem solving, I now realise that we had engaged in a form of participatory culture. Jenkins (2009) defines this type of collaborative problem solving as learners who work in teams to… “complete tasks and develop new knowledge…” which, in turn, facilitates peer-to-peer learning (p. xii). I found this method to be a very successful way of undertaking a new challenge. By pursuing a line of joint inquiry, we both felt supported when facilitating user testing workshops. We were also able to collectively decide on our approach as well as share and analyse the results whilst bringing different points of view to the discussion.
USER TESTING
A key step in developing user tests is ensuring the designer creates an interview script or list of questions that are considered good quality and remove personal and unconscious bias (Nunnally and Farkas, 2016). There are other factors to consider, including leading questions, where the facilitator directs the user to the answer they are looking for, and shallow questions, where the question results in either ‘yes’ or ‘no’, potentially halting the user from developing their thoughts to reveal key insights (Nunnally and Farkas, 2016). Not only is forming quality questions essential to uncovering topics of further consideration, I have found that they also act as information that assists the user to form thoughtful and perceptive answers. By utilising key literature that I have accessed through my PLN, the above-mentioned text by Nunnally and Farkas as an example, I have been able to educate individuals throughout the user test process. At the beginning of an interview, I disclose the parameters of my research, I inform the participant of how their input will aid in the design outcome and I facilitate their experience of undertaking a user test. This process is not dissimilar to the role of a traditional educator. To date, the user tests I have undertaken have been conducted via various online videoconferencing platforms and the individuals have been contacted as a result of exploration via my online PLN. This process of identifying users, connecting with, educating and learning from a user is aligned with the nature of networked learning. As all parties contribute (educate) and learn from one another via a digital platform, the value gained by the participants’ involvement in the network is increased (Oddone et al., 2019, p. 104).
Once user testing is complete and the results are synthesised, the data is used to determine best possible design solutions. Working in a company where colleagues, more often than not, communicate via a video call, it is my task to deliver the findings in a clear and informative way. As part of this process, I am educating the participants of the video call about the research and user testing process to ensure context is given to the results. It is important that I understand my audience and adapt my approach accordingly. For example, I may be speaking with developers or coding professionals who need to translate the visual imagery I am presenting into raw data and scripts. To ensure I can deliver the information in a valuable way and to ensure context and clarity is provided, I refer to my PLN to gain a better understanding of the processes and information developers regularly engage with. One of the key sources of information was another Slack channel titled cool-code, this channel is where UX/UI designers and developers come together to share ideas and collaborate. Within the conversation stream, I came across a platform that is being designed that bridges designer’s and developer’s processes together. The logic behind funkLang’s approach helped me to understand where common issues lie from the design stage to the coding and deployment stages. A key takeaway was that visual aids help the developers to see how their coding is affecting the user’s flow in real-time. I decided to utilise this approach when designing my preliminary interface designs and ensured I included key text notes alongside developer-related call-to-actions. This process of selecting a line of enquiry to gain further knowledge is consistent with the Constructivist approach to learning (Siemens, 2005). By undertaking this experience, I engaged in the Constructivist theory of accommodation. I sought out new information that was an alternate approach to system design and I applied this knowledge to my process, in turn, this changed my approach to designing the user interface (SAGE Publications, 2015). When analysing this experience, I now realise how effective this method was as I will now repeat this process for future projects.
TAKEAWAYS
Through developing my PLN I have realised the importance of idea and knowledge sharing but wonder if my degree of facilitating others’ learning could be increased. Specific to creating and undertaking user tests, I have realised through interacting with my PLN that while there is an abundance of information, case studies and projects to review, approaches vary greatly. I have realised that it is important not to feel as though I need to acquire all the knowledge, rather test different approaches, and analyse which works best in which situations. Whether the result is not as effective or information rich as I had hoped, the takeaway is that I have learnt what not to do as well as identified areas of value that are worth investigating further. This can be applied to my PLN and the various channels of information. For example, if a Slack channel I am using as a resource provides me with research approaches that deliver results of lesser quality or value, I will be wary of referencing it in future.
I have always been cautious of sharing information and data online and I appreciate the irony of creating a website and writing a blog post, but by undertaking this process (analysing and expanding my PLN), it has made me reflect on my self-imposed limitations of expanding my knowledge base. I have enjoyed reaching out to people with similar interests and joining channels where I choose how much I participate in the conversation or simply observe. What I have greatly appreciated is the service platforms such as Slack and LinkedIn have provided when I have needed to ask for people’s participation in user tests. By offering a way to filter my search by a person’s discipline, skill set or interest, I can quickly and efficiently undertake and complete my own projects. I also feel that by creating these connections, I have been able to gather quality results all whilst building professional relationships that extend outside of my work colleagues. When considering how much I contribute to my PLN as an educator, I wonder if I could be sharing more. When analysing this thought from a networked learning perspective, I have come to realise that there does not need to be one person leading the discussion or divulging knowledge, it can be that all participants are co-learners and it is a collective learning-educating experience (Bonderup Dohn et al., 2018, p. 109).
The evolution of my Personal Learning Network (PLN) April 2020 - April 2021
click to enlarge
WHERE TO NOW?
Reflecting on this entire experience: the development of my PLN, how my user testing as a research method and practice has been greatly informed by my PLN and how I have engaged with various sources within my PLN, I have decided that it would be beneficial, both personally and professionally for me to expand my PLN further. To do this I would like to:
-
engage with additional Slack channels that offer educational and UX information that also offer a chance for industry professionals to collaborate;
-
advance my website to include links to resources and/or feature resources that I have created;
-
undertake further training in certain software packages as well as engage with basic developer information videos.
While my PLN has expanded over the time of undertaking this course, I feel that it is ever evolving. What I have noticed since visually mapping out my PLN is that sources of knowledge and information have been added but some have also been removed. For example, my involvement with The Smith Family was greater at the end of 2019 but has since ceased. My participation was as a volunteer public speaking who educated high school students of my career path from design to tech. Interestingly, my involvement ceased due to COVID-19 restrictions implemented in early 2020, I now wonder, if my participation has been purely via digital communication would I have been able to maintain this PLN connection? This has made me reflect on other areas of my PLN and how face-to-face interactions have become less over the past year and video calls, direct messages and chat discussions have become the go-to point of contact. I am interested to see whether this digital method of communication will continue to the same degree or whether my PLN will adapt and change, yet again, to include in-person knowledge and idea sharing.
References
AJ&Smart. (2018, January 26). Design Sprint 2.0 – User Testing – AJ&Smart [Video]. YouTube. https://www.youtube.com/watch?v=8AKWYH1EzJI
Bonderup Dohn, N., Cranmer, S., Sime, J., de Laat, M., & Ryberg, T. (2018). Networked Learning Reflections and Challenges (1st ed. 2018.). Springer International Publishing. https://doi.org/10.1007/978-3-319-74857-3
Dirckinck-Holmfeld, L., Jones, C, & Lindström, B. (2009). Analysing networked learning practices in higher education and continuing professional development. Sense Publishers.
Goodyear, P. & Carvalho, L. (2014). Introduction: Networked learning and learning networks. In The Architecture of Productive Learning Networks. https://doi.org/10.4324/9780203591093
Hanington, B., & Martin, B. (2012). Universal Methods of Design (1st edition). Rockport Publishers.
Jenkins, H. (2009). Confronting the challenges of participatory culture media education for the 21st century. MIT Press.
Jones, C. (2015). Networked learning an educational paradigm for the age of digital networks (1st ed. 2015. ed.). Springer International Publishing. https://doi.org/10.1007/978-3-319-01934-5
Jones, C., & de Laat, M. (2016). Networked learning. In Handbook of e-Learning Research (pp. 44–62). Sage. https://doi.org/10.4135/9781473955011.n3
Maats, C. [TEDx Talks]. (2016, October 5). How product design can change the world ꟾ Christiaan Maats ꟾ TEDxUniversityofGroningen [Video]. https://www.youtube.com/watch?v=ZqeA_psKn2E
Nunnally, B., & Farkas, D. (2016). UX Research (1st edition). O’Reilly Media, Inc.
Oddone, K., Hughes, H., & Lupton, M. (2019). Teachers as Connected Professionals: A Model to Support Professional Learning Through Personal Learning Networks. International Review of Research in Open and Distance Learning, 20(3), 102–120. https://doi.org/10.19173/irrodl.v20i4.4082
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2005(January). Retrieved from http://www.itdl.org/Journal/Jan_05/article01.htm
Speaker (Speaker). (2015). Constructivist & social theories of learning [Video]. SAGE Knowledge. https://www-doi-org.ezp01.library.qut.edu.au/10.4135/9781473935815