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ETNOGRAPHY
applied-
design-
video-
Søren Bolvig Poulsen bolvig@hum.aau.dk
2016
Products are in a significant transition (Dourish 2001)
- focus on the users experience of the products
Djajadiningrat and Overbeeke(2001) suggest: think of design as a
‘context of experience’ rather than the design of products
‘Object centred‘ ‘Experience centred’
“… to really succeed, these products must be
reconciled to the needs and values of the
individuals, societies, and cultures to which
they are being target.”
(Buxton 2007)
How to create VALUE?
How to create VALUE?
An iterative process of applying video
(Ylirisku& Buur2007)
From solving design problems to choosing a focus (Ylirisku& Buur2007)
Wicked problems -the problems addressed by designers are not tame
“The formulation of a wicked problem is the problem! The process of
formulating the problem and of conceiving a solution (or re-solution) are
identical, since every specification of the problem is a specification of the
direction in which a treatment is considered.”
(Rittel & Webber 1973)
Hvad er det vi tilstræber?
User
friendly
Function Appealing
RelevanceSerious impact
Minor impact
Human
factors
Human
actors
Aim at . . .
Fieldwork
Replacing a mechanistic way of doing “requirements
elicitation” (Hughes &al 1994)
–Work and life is more complex than in ‘flow charts’, procedural
manuals or even interview accounts
–Focus on practices, actions, doings rather than on categories and
properties of objects, artefacts, designs
-Embrace complexity the following days to gain new insights
Why ethnography?
Look for the ‘good stuff’....1.27
”You want to go there with your mind as open as possible.
You want to be surprised and you want to let yourself be
surprised, and you want to put yourself where you can be as
surprised as possible, and then you wonder what it is like, how
does it hang together, what is the picture, and what should
be your stimulus to intellectual work analysis.”
Barth in Sperschneider, 2000
open mind
You will become surprised
. . . . and then you will know what your expectations were!
•Surprise can be
–Undesirable (for example, scary)
–Desirable (for example, exciting)
•No surprise can be
–Undesirable (for example, boring)
–Desirable (for example, comforting)
(Ylirisku& Buur2007)
The ethnographer looks for generalities;
the designer looks for specifics.
The ethnographer avoids making judgments;
the designer is required to make judgments.
The ethnographer looks at a prolonged activity;
the designer requires information quickly.
The ethnographer is concerned with analysis;
the designer is concerned with synthesis.
(Amy McCleverty, 1997)
design ethnography
Why ethnography?
Method: Situated interview
•Start with easy questions
•Prime the interview with self-documentation, or use observation as a help to being more
reflective
•Ask open questions rather than brief “yes” or “no” questions
•Provoke details through details: Ask concrete questions and provide a detailed context
•Get a real practitioner: Remember that someone who thinks s/he knows, such as the superior,
does not have the same relationship to the practice
•Ensure good sound quality: Use an extra shotgun (or wireless) microphone in noisy environments
Simulated use & Acting out
(in native settings)
•Frame the situation in a proper environment with appropriate tools
•Prepare props if future-oriented acting is desired
•Establish a relevant orientation: When, who, and what are usually good
facilitating questions
•Use video in the same way as in shadowing
Method: Shadowing (observing people on the move)
•Keep the person in the picture all times
•Follow what the user is doing and where his/her attention moves
•Use your feet to zoom
•Keep up with the pace of the user
•Remember that if you cannot hear, neither can the camera
•Let the video run continously
•Allow the “user” to control what can be videotaped
Apprenticeship & Co-exploring
•For designers
–Entering new realms of user contexts
and practices
–What is there, what may change in
the future
•For the users
–Triggers a reflective process
– Enable them to see their practices in new light
•A participatory task to move towards change
Fieldwork with video
video works
Video offers an opportunity to study
who people are and what they do:
Who - learn about needs, values, experiences, beliefs, desires…
How - learn about skills, capacities, abilities, working routines…
Where - learn about the context and culture
MadsVedel
dance, or ceremony, where so many elements are in motion together. In this situation human
memory and notebook recordings become wholly inadequate and highly impressionistic.
The special value of film lies in their ability to record nuances of
process, emotion, and other subtleties of behavior and
communication...” (Collier & Collier, 1999: 144)
”Only film or video can record the
realism of time and motion or the
pshychological reality of varieties of interpersonal
relations... In anthropology film or video is not only the
complete way of recording choreography, but also the
most direct way of analyzing communication,
Why video?
”Video-observation formår at gribe hverdagen og
fæstne processer i håndterbare teknologier,
der dag for dag bliver stadig mere tilgængelige for
den enkelte. Video-observation dokumenterer et
udsnit af virkeligheden og kommunikerer
budskabet på en umiddelbar og forståelig måde til
modtageren. Video-observation er situativ,
participatorisk og demokratisk i sit
væsen...”
(Botin et al. 2007, s. 131)
Why video?
sorry he is danish
bla bla manageble technologies bla bla
bla bla selected part of reality bla bla
bla bla situated, participatory & democratic bla bla
video works
Video offers the opportunity for aemphatic
interpretation in addition to the rational
interpretation- it allows people to be sensual, emotional
and experiential.
“The mixture of analytic reasoning and sensual
experiencing in perceiving and conceptualising meanings
makes interpretation and art in itself. Video has the
capacity to serve up details for analytical scrutiny as
well as to provide verisimilitude that forsters empathic
engagement with people and situations.”
(Ylirisku & Buur p. 95)
- choose and define 5 areas of interest according to your
case
- create an interviewguide and practice it
- remember the ‘why’ questions
- agree on roles:
interviewers
in charge of camera
note-taker
photographer
other role (?)
To do:
….and now Louise will
present a ‘LIVE case’
U-CrAc2015 // Søren Bolvig Poulsen // bolvig@hum.aau.dk // 08.09.2015
From observations to
innovationtracks
as video snippets
How to make sence of it?
inspired by IDEO
proces of designethnography process
inspired by IDEO
*Videosnippets
* Object Theatre
* Customer Journey
proces of designethnography process
Do what you can,
where you are,
with what you have!
Teddy Roosevelt
NO - WE NEED MORE & MORE DATA!
- what is valuable to the user
- what surprised you
- what supports your expectations
- what challenges the initial idea
- what seems interesting without being able to
explain why
be quick, critical and thorough
Quit rigid transcription, but edit as you go along.
3.20 Laila explains the problem concerning communication
4.12 Shows a situation of misunderstanding the patient
video works
“Watching video collaboratively gives the viewers a
common frame for reflection even though they may not
experience the same thing. Video recordings make it
possible to review a situation several times to reveal
nuances and to share interpretations of what
happened.”
(Buur, Brandt & Binder 2000)
Laila explains the problem
concerning communication
Shows a situation of mis-
understanding the patient
Lack of information
Search for new
knowledge
Different perspectives
Using FB via phone
Homemade solutions
search for themes in the data
Laila explains the problem
concerning communication
Shows a situation of mis-
understanding the patient
Lack of information
Search for new
knowledge
Different perspectives
Using FB via phone
Homemade solutions
search for themes in the data
What
causes the problem
How does the problem affect
the situation
Laila explains the problem
concerning communication
Shows a situation of mis-
understanding the patient
Lack of infomation
Search for new
knowledge
Different perspectives
Using FB via phone
Homemade solutions
search for themes in the data
What
causes the problem
How does the problem affect
the situation
Initiatives for solving
the problem
HERE YOU CAN
CHOOSE TWO PATHS:
1.COHERENT MOVIE
2.VIDEO SNIPPETS
Shows a situation of mis-
understanding the patient Lack of infomation
Search for new
knowledge
Different perspectives
Homemade solutions
1.Coherent movie / video portrait
Introduction
& problem
Challenge &
consequence
Local
initiatives
Laila explains the problem
concerning communication
Using FB via phone
Buur, Binder & Brandt 2007
Shows a situation of mis-
understanding the patient Lack of infomation
Search for new
knowledge
Different perspectives
Homemade solutions
1.Coherent movie / video portrait
Introduktion
& problem
Challenge &
consequence
Local
initiatives
Laila explains the problem
concerning communication
Using FB via phone
Buur, Binder & Brandt 2007
“The video portraits are our first representation.
They set the stage for our design by being the first
attempt to portray the environment, the people
and the activities in a way that makes sense to us as
well as to the people portrayed”
Observation
&
Interpretation
Remember the difference between:
Sorry, only in danish. . . .
“...video snippets, fragments from the field study. The
fragments are gathered from video recordings made during
the field studies. The snippets are not intented to give a
complete picture of the practices, but glimpses of the
practices that seem to be important to the practitioners or
are interesting for the project as such.”
Martin Johansson 2005 PhD. dissertation
2. Video snippets coined by Johansson
2. Video snippets coined by Johansson
Laila explains the problem
concerning communication
Shows a situation of mis-
understanding the patient
Lack of infomation
Search for new
knowledge
Different perspectives
Using FB via phone
Homemade solutions
!
!
2. Video snippets in video card game.
Laila explains the problem
concerning communication
Shows a situation of mis-
understanding the patient
Homemade solutions
“… design interpretation calls for the capacity to identify
patterns that transcend individual observations of human
interactions, the skill to build new ideas on these, and the
ability to relate the whole to a design project’s aim.”
(Ylirisku & Buur 2007, p. 93)
!
!
2. Video snippets in video card game.
Laila explains the problem
concerning communication
Shows a situation of mis-
understanding the patient
Homemade solutions
. ‘Video Card Game’ is developed at Danfoss by Jacob Buur
. Seeking a new way of working with video analysis he found
inspiration in “Happy Families” (children’s game)
. The activity is naturally occupied with the use of
video and it is practiced as a game, where
cards are used to represent video sequences
– thereby the name ‘Video Card Game’
!
!
2. Video snippets in video card game.
Laila explains the problem
concerning communication
Shows a situation of mis-
understanding the patient
Homemade solutions
Video material is edited into small video sequences
(20 sec. - 1 1/2 minute)
. A video card is a physical card (about 6x10 cm). A
describing title and picture refers to a certain video
sequence. The video cards are shared among the
participants for observation, analysis,
discussion and idea generation.
. Participant enter a activity, a game,
in which they must use the cards actively
in the collaboration and process of
understanding the case at hand.
!
!
2. Video snippets in video card game.
Laila explains the problem
concerning communication
Shows a situation of mis-
understanding the patient
Homemade solutions
Welcoming and introducing
Watching video sequences in smaller groups
Forming themes together
Exploring themes in smaller groups
Structuring presentation
Presenting in the group
NB: We practice a more
condense version – go to the
literature for a description of
the original version.
12.30-15.30 Meeting with case-partners
Aim: collective focus on possible future
directions
Present your observations in a
condensed manner (themes / insight)
Issues that you would like to negotiate
with your case-partner
On Tuesday
We meet at 10. floor on monday
09.15 “Since we last time”
Speed lectures:
Object Theatre / Anete
Design of Customer Journeys / Søren
On Monday . . .

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U-CrAc - Applied etno'16

  • 1. ETNOGRAPHY applied- design- video- Søren Bolvig Poulsen bolvig@hum.aau.dk 2016 Products are in a significant transition (Dourish 2001) - focus on the users experience of the products Djajadiningrat and Overbeeke(2001) suggest: think of design as a ‘context of experience’ rather than the design of products ‘Object centred‘ ‘Experience centred’
  • 2. “… to really succeed, these products must be reconciled to the needs and values of the individuals, societies, and cultures to which they are being target.” (Buxton 2007) How to create VALUE? How to create VALUE?
  • 3. An iterative process of applying video (Ylirisku& Buur2007) From solving design problems to choosing a focus (Ylirisku& Buur2007) Wicked problems -the problems addressed by designers are not tame “The formulation of a wicked problem is the problem! The process of formulating the problem and of conceiving a solution (or re-solution) are identical, since every specification of the problem is a specification of the direction in which a treatment is considered.” (Rittel & Webber 1973)
  • 4. Hvad er det vi tilstræber? User friendly Function Appealing RelevanceSerious impact Minor impact Human factors Human actors Aim at . . . Fieldwork
  • 5. Replacing a mechanistic way of doing “requirements elicitation” (Hughes &al 1994) –Work and life is more complex than in ‘flow charts’, procedural manuals or even interview accounts –Focus on practices, actions, doings rather than on categories and properties of objects, artefacts, designs -Embrace complexity the following days to gain new insights Why ethnography? Look for the ‘good stuff’....1.27
  • 6. ”You want to go there with your mind as open as possible. You want to be surprised and you want to let yourself be surprised, and you want to put yourself where you can be as surprised as possible, and then you wonder what it is like, how does it hang together, what is the picture, and what should be your stimulus to intellectual work analysis.” Barth in Sperschneider, 2000 open mind You will become surprised . . . . and then you will know what your expectations were! •Surprise can be –Undesirable (for example, scary) –Desirable (for example, exciting) •No surprise can be –Undesirable (for example, boring) –Desirable (for example, comforting) (Ylirisku& Buur2007)
  • 7. The ethnographer looks for generalities; the designer looks for specifics. The ethnographer avoids making judgments; the designer is required to make judgments. The ethnographer looks at a prolonged activity; the designer requires information quickly. The ethnographer is concerned with analysis; the designer is concerned with synthesis. (Amy McCleverty, 1997) design ethnography Why ethnography?
  • 8. Method: Situated interview •Start with easy questions •Prime the interview with self-documentation, or use observation as a help to being more reflective •Ask open questions rather than brief “yes” or “no” questions •Provoke details through details: Ask concrete questions and provide a detailed context •Get a real practitioner: Remember that someone who thinks s/he knows, such as the superior, does not have the same relationship to the practice •Ensure good sound quality: Use an extra shotgun (or wireless) microphone in noisy environments Simulated use & Acting out (in native settings) •Frame the situation in a proper environment with appropriate tools •Prepare props if future-oriented acting is desired •Establish a relevant orientation: When, who, and what are usually good facilitating questions •Use video in the same way as in shadowing
  • 9. Method: Shadowing (observing people on the move) •Keep the person in the picture all times •Follow what the user is doing and where his/her attention moves •Use your feet to zoom •Keep up with the pace of the user •Remember that if you cannot hear, neither can the camera •Let the video run continously •Allow the “user” to control what can be videotaped Apprenticeship & Co-exploring •For designers –Entering new realms of user contexts and practices –What is there, what may change in the future •For the users –Triggers a reflective process – Enable them to see their practices in new light •A participatory task to move towards change
  • 10. Fieldwork with video video works Video offers an opportunity to study who people are and what they do: Who - learn about needs, values, experiences, beliefs, desires… How - learn about skills, capacities, abilities, working routines… Where - learn about the context and culture MadsVedel
  • 11. dance, or ceremony, where so many elements are in motion together. In this situation human memory and notebook recordings become wholly inadequate and highly impressionistic. The special value of film lies in their ability to record nuances of process, emotion, and other subtleties of behavior and communication...” (Collier & Collier, 1999: 144) ”Only film or video can record the realism of time and motion or the pshychological reality of varieties of interpersonal relations... In anthropology film or video is not only the complete way of recording choreography, but also the most direct way of analyzing communication, Why video? ”Video-observation formår at gribe hverdagen og fæstne processer i håndterbare teknologier, der dag for dag bliver stadig mere tilgængelige for den enkelte. Video-observation dokumenterer et udsnit af virkeligheden og kommunikerer budskabet på en umiddelbar og forståelig måde til modtageren. Video-observation er situativ, participatorisk og demokratisk i sit væsen...” (Botin et al. 2007, s. 131) Why video? sorry he is danish bla bla manageble technologies bla bla bla bla selected part of reality bla bla bla bla situated, participatory & democratic bla bla
  • 12. video works Video offers the opportunity for aemphatic interpretation in addition to the rational interpretation- it allows people to be sensual, emotional and experiential. “The mixture of analytic reasoning and sensual experiencing in perceiving and conceptualising meanings makes interpretation and art in itself. Video has the capacity to serve up details for analytical scrutiny as well as to provide verisimilitude that forsters empathic engagement with people and situations.” (Ylirisku & Buur p. 95) - choose and define 5 areas of interest according to your case - create an interviewguide and practice it - remember the ‘why’ questions - agree on roles: interviewers in charge of camera note-taker photographer other role (?) To do:
  • 13. ….and now Louise will present a ‘LIVE case’ U-CrAc2015 // Søren Bolvig Poulsen // bolvig@hum.aau.dk // 08.09.2015 From observations to innovationtracks as video snippets
  • 14. How to make sence of it? inspired by IDEO proces of designethnography process
  • 15. inspired by IDEO *Videosnippets * Object Theatre * Customer Journey proces of designethnography process Do what you can, where you are, with what you have! Teddy Roosevelt NO - WE NEED MORE & MORE DATA!
  • 16. - what is valuable to the user - what surprised you - what supports your expectations - what challenges the initial idea - what seems interesting without being able to explain why be quick, critical and thorough Quit rigid transcription, but edit as you go along. 3.20 Laila explains the problem concerning communication 4.12 Shows a situation of misunderstanding the patient video works “Watching video collaboratively gives the viewers a common frame for reflection even though they may not experience the same thing. Video recordings make it possible to review a situation several times to reveal nuances and to share interpretations of what happened.” (Buur, Brandt & Binder 2000)
  • 17. Laila explains the problem concerning communication Shows a situation of mis- understanding the patient Lack of information Search for new knowledge Different perspectives Using FB via phone Homemade solutions search for themes in the data Laila explains the problem concerning communication Shows a situation of mis- understanding the patient Lack of information Search for new knowledge Different perspectives Using FB via phone Homemade solutions search for themes in the data What causes the problem How does the problem affect the situation
  • 18. Laila explains the problem concerning communication Shows a situation of mis- understanding the patient Lack of infomation Search for new knowledge Different perspectives Using FB via phone Homemade solutions search for themes in the data What causes the problem How does the problem affect the situation Initiatives for solving the problem HERE YOU CAN CHOOSE TWO PATHS: 1.COHERENT MOVIE 2.VIDEO SNIPPETS Shows a situation of mis- understanding the patient Lack of infomation Search for new knowledge Different perspectives Homemade solutions 1.Coherent movie / video portrait Introduction & problem Challenge & consequence Local initiatives Laila explains the problem concerning communication Using FB via phone Buur, Binder & Brandt 2007
  • 19. Shows a situation of mis- understanding the patient Lack of infomation Search for new knowledge Different perspectives Homemade solutions 1.Coherent movie / video portrait Introduktion & problem Challenge & consequence Local initiatives Laila explains the problem concerning communication Using FB via phone Buur, Binder & Brandt 2007 “The video portraits are our first representation. They set the stage for our design by being the first attempt to portray the environment, the people and the activities in a way that makes sense to us as well as to the people portrayed” Observation & Interpretation Remember the difference between:
  • 20. Sorry, only in danish. . . . “...video snippets, fragments from the field study. The fragments are gathered from video recordings made during the field studies. The snippets are not intented to give a complete picture of the practices, but glimpses of the practices that seem to be important to the practitioners or are interesting for the project as such.” Martin Johansson 2005 PhD. dissertation 2. Video snippets coined by Johansson
  • 21. 2. Video snippets coined by Johansson Laila explains the problem concerning communication Shows a situation of mis- understanding the patient Lack of infomation Search for new knowledge Different perspectives Using FB via phone Homemade solutions ! ! 2. Video snippets in video card game. Laila explains the problem concerning communication Shows a situation of mis- understanding the patient Homemade solutions “… design interpretation calls for the capacity to identify patterns that transcend individual observations of human interactions, the skill to build new ideas on these, and the ability to relate the whole to a design project’s aim.” (Ylirisku & Buur 2007, p. 93)
  • 22. ! ! 2. Video snippets in video card game. Laila explains the problem concerning communication Shows a situation of mis- understanding the patient Homemade solutions . ‘Video Card Game’ is developed at Danfoss by Jacob Buur . Seeking a new way of working with video analysis he found inspiration in “Happy Families” (children’s game) . The activity is naturally occupied with the use of video and it is practiced as a game, where cards are used to represent video sequences – thereby the name ‘Video Card Game’ ! ! 2. Video snippets in video card game. Laila explains the problem concerning communication Shows a situation of mis- understanding the patient Homemade solutions Video material is edited into small video sequences (20 sec. - 1 1/2 minute) . A video card is a physical card (about 6x10 cm). A describing title and picture refers to a certain video sequence. The video cards are shared among the participants for observation, analysis, discussion and idea generation. . Participant enter a activity, a game, in which they must use the cards actively in the collaboration and process of understanding the case at hand.
  • 23. ! ! 2. Video snippets in video card game. Laila explains the problem concerning communication Shows a situation of mis- understanding the patient Homemade solutions Welcoming and introducing Watching video sequences in smaller groups Forming themes together Exploring themes in smaller groups Structuring presentation Presenting in the group NB: We practice a more condense version – go to the literature for a description of the original version. 12.30-15.30 Meeting with case-partners Aim: collective focus on possible future directions Present your observations in a condensed manner (themes / insight) Issues that you would like to negotiate with your case-partner On Tuesday
  • 24. We meet at 10. floor on monday 09.15 “Since we last time” Speed lectures: Object Theatre / Anete Design of Customer Journeys / Søren On Monday . . .