Sunday, February 7, 2010
User Testing
1. Formulate the question(s) that you need to answer to ensure that your product will perform as hoped, and that users will understand and enjoy it.
2. Design an experiment that seems likely to produce meaningful and unbiased results.
3. Carry out the experiment on as large a sample of likely users of your product as you can.
4. Analyze the data generated through user testing, and develop a set of findings based on your analysis and observation. The findings should provide an answer to the questions you posed in step 1.
5. Use the findings from user testing to make necessary changes to your design, so that the wisdom you accumulated in the testing process is reflected in the way your product looks, feels, and functions.
Start the process again.....
There are many ways to do user testing, and each student must develop an approach that is appropriate to his or her own project. I will be speaking to each person over the next several weeks to find out about your plans for user testing, so please consider this in advance, and be ready to talk and blog about what you have in mind.
steven
Leigh Ann: Concepts and Feedback





-matching most appropriate for 4-5 year olds.
-more exciting for parents than kids
-5-6 year old children start to “hord” and enjoy making patterns more
-likes menu planning idea because kids feel like they are “at their parent’s mercy” and do want to feel more included.
-some parents may not want to change eating habits for the whole family because of their child's request.
(Chika)
-loves the plates because they could be very memorable for the kids when they get older; she still remembers the plates she ate off as a child.
(Len)
-most excited about the refrigerator landscape
-think about the lifetime of the product...how long will the child be able to use it before they grow out of it. can the product evolve with them as they get older?
-think about how engaging the product it is after the first time it is used. does it get too boring too fast?
-how versatile is the toy?
-the pickin' playground does not have a very long lifetime and takes a lot of material to make that would just be thrown away after a year or so.
-the food storage is not present enough during times that they are not preparing food. the child should be able to engage with the toy whenever they feel they want to.
(Seth)
-kids really do want to participate in deciding what they eat and even what plates they eat from.
-plates could be a good idea, but we don't just eat one dish at a time. the plates need to be able to reflect different origins of food from the whole meal.
(psychology grad. student)
-it is around this age (3-6) that children start to be able to comprehend a representation of something (like an apple) to the real thing (eating a real apple)
-kids love having their own stuff ... like the plates!
-loves the farming cutlery
-menu planning portion of the refrigerator landscape could come with recipes with the same graphics for each ingredient.
-how should i deal with food that has multiple ingredients like bread?
-use birds and bee's model to see how to talk about animals/meat in a sensitive way.
-i may need to have a reference board to show all seasons of food.
(Samta)
-are the parents that need to be thinking about their food choices going to buy this product?
-is knowing that carrots come from the ground a deep enough story or connection to change their perception of food?
-loves plates
(David Lee)
-how will the kids learn how to match the food to the right plant? maybe color code?
-what about transitions between seasons?
-sticker book to label real food from store
-maybe needs instruction book for parents
Saturday, February 6, 2010
Thursday, February 4, 2010
CHELSEA BRIGANTI: Market Research and Top 20
Sunday, January 31, 2010
Friday, January 29, 2010
Leigh Ann: the dream team
Monday, January 25, 2010
Important editorial about the need for innovators and entrepreneurs to help US economy
More (Steve) Jobs, Jobs, Jobs, Jobs
Well, here’s my free advice to Obama, post-Massachusetts. If you think that the right response is to unleash a populist backlash against bankers, you’re wrong. Please, please re-regulate the banks in a smart way. But remember: in the long run, Americans don’t rally to angry politicians. They do not bring out the best in us. We rally to inspirational, hopeful ones. They bring out the best in us. And right now we need to be at our best.
Obama should launch his own moon shot. What the country needs most now is not more government stimulus, but more stimulation. We need to get millions of American kids, not just the geniuses, excited about innovation and entrepreneurship again. We need to make 2010 what Obama should have made 2009: the year of innovation, the year of making our pie bigger, the year of “Start-Up America.”
Obama should make the centerpiece of his presidency mobilizing a million new start-up companies that won’t just give us temporary highway jobs, but lasting good jobs that keep America on the cutting edge. The best way to counter the Tea Party movement, which is all about stopping things, is with an Innovation Movement, which is all about starting things. Without inventing more new products and services that make people more productive, healthier or entertained — that we can sell around the world — we’ll never be able to afford the health care our people need, let alone pay off our debts.
Obama should bring together the country’s leading innovators and ask them: “What legislation, what tax incentives, do we need right now to replicate you all a million times over” — and make that his No. 1 priority. Inspiring, reviving and empowering Start-up America is his moon shot.
And to reignite his youth movement, he should make sure every American kid knows about two programs that he has already endorsed: The first is National Lab Day. Introduced last November by a coalition of educators and science and engineering associations, Lab Day aims to inspire a wave of future innovators, by pairing veteran scientists and engineers with students in grades K-12 to inspire thousands of hands-on science projects around the country.
Any teacher in America, explains the entrepreneur Jack Hidary, the chairman of N.L.D., can go to the Web site NationalLabDay.org and enter the science project he or she is interested in teaching, or get an idea for one. N.L.D. will match teachers with volunteer scientists and engineers in their areas for mentoring.
“As soon as you have a match, the scientists and the students communicate directly or via Skype and collaborate on a project,” said Hidary. “We have a class in Chicago asking for civil engineers to teach them how to build a bridge. In Idaho, a class is asking for a scientist to help them build a working river delta inside their classroom.”
The president should also vow to bring the Network for Teaching Entrepreneurship, or NFTE, to every low-income neighborhood in America. NFTE works with middle- and high-school teachers to help them teach entrepreneurship. The centerpiece of its program is a national contest for start-ups with 24,000 kids participating. Each student has to invent a product or service, write up a business plan and then do it. NFTE (www.NFTE.com) works only in low-income areas, so many of these new entrepreneurs are minority kids.
In November, a documentary movie — “Ten9Eight” — was released that tracked a dozen students all the way through to the finals of the NFTE competition. Obama should arrange for this movie to be shown in every classroom in America. It is the most inspirational, heartwarming film you will ever see. You can obtain details about it atwww.ten9eight.com.
This year’s three finalists, said Amy Rosen, the chief executive of NFTE, “were an immigrant’s son who took a class from H&R Block and invented a company to do tax returns for high school students, a young woman who taught herself how to sew and designed custom-made dresses, and the winner was an African-American boy who manufactured socially meaningful T-shirts.”
You want more good jobs, spawn more Steve Jobs. Obama should have focused on that from Day 1. He must focus on that for Year 2.





































