Mapping User Experience to the University Experience in #Mapvember

UX Mapping Methods Compared: A Cheat Sheet

I stumbled over these handy user experience maps this morning and thought about how useful they might be in my teaching, learning, and research.

Empathy maps: designed to help folk understand the mind of the user.

empathy map in four quadrants with user in the middle.

I could use this at the end of the semester to understand how my students navigated the semester-long research paper we write. I have no idea how my “users” experience the most time-consuming and constraining activity in the course. This could help.

Customer journey maps: describes the path a user takes in adopting a particular product or service.

journey into adopting (or not) a product or service

My department could use this in exploring how our students adopt the English major and how that journey works from inside the student. I suspect that the journey we lay out for them and the one they actually follow are quite different, complementary but different. We just revised our curriculum. This might be a qualitative way to evaluate whether the path we are requiring is one that those who are taking it signed up for.

Service blueprints: much like the customer journey maps, these apply to teachers/employees. These maps help to uncover the how and where we ‘touch’ our learners/customers. They would work in conjunction with the customer journey maps.

We could use these with new teachers to help map out where they see these ‘touchpoints’ and compare those maps with what the department sees as the touchpoints. I think these maps might be fleshed out using tools like Dave Snowden’s Cynefin Framework/SenseMaker techonology.

Experience maps: these take customer-journey maps and apply them across user types and user products. You use these maps to make generalizations about user experience. In this image, the experience mapped is “pregnancy”.

Since the purpose of these maps is to understand a general human behavior, I might use them to explain the arc of a course and the learning behaviors it might generate in students. The follow up would be whether those behaviors were actually generated in the users. This map is quite a bit fuzzier and more abstract than the others, so perhaps it might be used in planning or revising a course syllabus and then making readjustments on the fly to the course as required. Used in conjunction with empathy maps?

Maps like these are often guilty of the sin of ‘making complexity legible’. Or as James C. Scott says, they destroy the “metis”, the local knowledge, or at the least they valorize this legibilizing over local, folk knowledge and concepts. Entering with an awareness of this bias, I think that what could be revealed would allow teachers and admins insights that might lead to a ‘re-messification’ of the various ‘fields of users’. We could make our blind spots legible with the end goal being to make the relationships more natural, more like what we find in the margins of fields. Rich. Diverse. Messy. Convergent and divergent.

That is the idea I took from this foray into UX. Anybody need a really interesting research project that might be turned into a consulting business? Maybe this is it. There is a UX conference in Washington, D.C. in April. If I can find $5000 I might go. A big investment, but maybe a worthy career move.

Conversation, Sitting on a Porch Swing, Drinking Coffee, Waiting, Sunday Morning, End of October

Conversation, Sitting on a Porch Swing, Drinking Coffee, Waiting

the ticksnap detach of the elm leaves,
they speak loudest.
a detachment of geese
gibbering to each other, “OutOutOut”.
nuthatches finding
the sunflower seeds in the feeder.
(We would’ve thought the greedy goldfinches
would’ve been first, but no.)
chickens rustling through
the fallen leaves
for…we know not what
nor do they till they find it.
the faint thrum of the interstate
getting stronger as the trees
take their leaves.
high, fast cirrus above
and clover and orchard grass
rising below.
time to grovel for
sweet taters and peanuts
to roast and toast
under Orion
and all the Milky Way.
the sugar bush–a whisper of
‘maybe this year we will rise’.
time for the house plants to get
their night cover
and for the rain lily to come inside
and rest.
And the last rose of summer,
our folk diva, sings.
we are waiting
but the gingko hasn’t budged a single inch off green
toward caution yellow.
we look at each other
our eyes asking–
we are waiting?
what?
we are awaiting.

Plan Yr Wrk, Wrk Yr Plan

I tell my students about the best piece of advice I ever got when my wife and I were running our chimney sweeping business. I tell them it made us a lot of money. I tell them we paid for our farm and home with this piece of advice. Now they’re attending. And what was that advice?

The owner of Copperfield Chimney Supply, Bob Daniels (Sooty Bob to everybody in the business) shared this piece of advice in a six-cassette pack of tapes which I wore out completely over the years. His advice was very simple:

So I repeat this to them ad  nauseum as they work their way through the process of asking and answering a “burning question” in their lives.

One of the tasks I ask of them is to create weekly research plans and then progress reports on the plans.  I do everything along with them, solidarity in learning dontcha know. Below is the assignment and my research plan for this week.

DEADLINE FOR RESEARCH PLAN: September 29, 2017

I want you to come up with a research plan for answering your I-Search question.  This might be a list of items you want to get done. Or it might be in paragraphs.  Make sure you prioritize. In other words, I want you to say what you will do first, second, third, etc.  If you can’t do the first item, move on to the second and so on.  Don’t let your priorities stop you from constantly moving forward.  Imagine you are a shark after your prey, the answer. You never stop moving forward.  We will discuss your plan and how you progressed through it at your conference.

Here is my research plan for the week. I will let you know how it went on Blackboard. You will have an opportunity to do so as well:

Get copy of MIchael Mosley’s book: Michael Mosley, The Clever Gut Diet.

Read Mosley’s book and mark it up looking for ways to combine it with my DayTwo data.

Prepare an email to my doctor on the kinds of bloodtests I want to include in my appointment next week.

Write my introduction where I tell my readers why I am pursuing the question.

Do a journalling exercise called feedforwarding where I imagine the results of my question as clearly as I can from 10,000 feet.

Clean up my I-Search outlines in Diigo.

Follow up on the forums I have visited and get more involved there:  quantified self forum and gut smart forum.

When they come for their conferences, we will chat about their plans and the progress they have made.  We will do this until their first draft is due in about three weeks–planning their work, working their plan, rinse, repeat.