Skip to end of metadata
Go to start of metadata

Please join the Research IT Reading Group in discussing the Digital Studio/Collaboration Space planned for Dwinelle Hall:

Presenters:

  • Jenn Stringer, ACIO, Academic Engagement

  • Noah Wittman, Manager, Teaching & Learning Services, ETS

  • Daphne Ogle, Service Experience Designer, ETS

The presenters will discuss their user experience design process for the new digital studio/collaboration space planned for Dwinelle Hall. Please review  the attached service strategy document as background information. After a brief summary of the project, the group will discuss effective user experience principles and practices. The Experience Principles used by ETS are outlined on pg. 32 of the report.


When: Thursday, June 4th from noon - 1pm

Where: 200C Warren Hall, 2195 Hearst St (see building access instructions below). 

Event format: The reading group is a brown bag lunch (bring your own) with a short ~20 min talk followed by ~40 min group discussion.

 

Presenting:
Daphne Ogle, ETS
Noah Wittman, ETS


Facilitating:
David Greenbaum, Research IT


Attending:
Chris Hoffman, Research IT
Cody Hennessy, Library
Dana Lund, Haas School of Business
Indu Tandon, Human Resources
James McCarthy, SSL
Jason Christopher, Research IT
Jean Ferguson, Library
Kathryn Stine, Visual Research Center / Art History
Kevin Cornish, Haas School of Business
Lynn Cunningham, Visual Research Center / Art History
Patrick Schmitz, Research IT
Quinn Dombrowski, Research IT
Sharon Goetz, Mark Twain Papers / Bancroft Library
Scott Peterson, Doe Library
Steve Masover, Research IT
Steven Carrier, School of Education

 

Notes

 

David: Participated in some brainstorming/design process for digital studio; exciting work

 

Overview of digital studio and design process, will pose questions on that theme

 

Consider what’s happening here, how can this inform what we do on campus as a whole

 

 

Noah: User experience principles for campus space and service design

 

Developing a new space and collaborative services to support needs around research, teaching, learning

 

Former ETS office in Dwinelle currently in construction disarray

 

Asked to vacate C-level floor of Dwinelle; in return, building out better space on D-level for campus engagement

 

Collaboration with partners re: needs and meeting them

 

Most staff now 6 blocks south of campus on Telegraph

 

Many conversations going back years over need to better meet needs for digital scholarship, teaching and learning

 

Technology enhanced teaching proposal circulated two years ago; seed of current project

 

Discovery project: look at campus instructors’ needs, reviewed services, engaging with partners (spring 2014)

 

Engaged Bright Spot consultancy around space design and strategy, started stakeholder engagement

 

Have initial vision, guiding principles for moving forward, architectural plans

 

Currently undergoing construction; what can be delivered for “soft launch” of digital studio in fall 2015

 

 

Vision: meet instructions where they are (literally and figuratively), connect them to each other, create safe space for exploration and risk-taking, offer proactive, integrated guidance, advocate for and empathize with instructors, positively impact student learning experiences

 

Too many silos within ETS, and more broadly on campus; people don’t care where service is coming from, they want a more holistic approach

 

 

South end of Dwinelle hall, at D-level; 3400 sq. ft.

 

Includes existing professional studio space; will have micro-studio space (drop-in for digital media production)

 

Welcoming environment to support and engage campus community; have soft seating, help desk, entry lounge

 

Private consultation suites for 4-6 people

 

Small and large event space

 

 

Will co-locate instructors who want to be in the space and work, with staff; desks that will be more flexible, supports serendipity

 

Not an ETS space, constituted by existing program initiatives from partners, plus faculty

 

 

UX principles: feeling safe, comfortable and welcome; visibility of recent and ongoing work; long-term relationship / point of contact; ability to test and iterate; seamless support experience; learn with and from other faculty

 

Celebrating faculty and staff innovation

 

People know individuals who answer certain kinds of questions, not names of services

 

 

Daphne: spent a lot of time on vision, coming up with direction and goals

 

Developed personas, based on motivations and behaviors

 

Journey mapping: key tool, identifying touch points in user experience, interactions with user over time

 

Blueprint: guidance on service delivery across channels for staff and systems

 

 

Interviewed dozen instructors on campus; distinctions between these instructors to identify different groups (e.g. do-it-yourself, or people who like coaching)

 

Has one-pager for each persona, includes day-in-the-life including interaction with services

 

Top five needs: help adapting to changes; simple, convenient, clear and coordinated services; time and resources; connections through peers or personal relationships; safe places to explore and experiment

 

Instructors have sense of there being a lot of support, but don’t know where to go for it or where they all are

 

Don’t want to just try something in the classroom first, explore and experiment first

 

Vision card activity: abstract images, agree in groups of 3-5, what represents service now, and what would you like it to look like?

 

Journey maps: brainstorm activities they might engage with, had to choose one

 

Specific flow through time

 

When thinking of providing service, think of engagement with individual instructor, but in journey map need to think about “enticement”, “entering” before engagement, how to “exit”, how to “extend” (follow up)

 

Entering varied — sometimes via website or phone

 

Some people willing to come to space, others want services available wherever they are

 

Floorplay planning activity: exploring different scenarios on space, each chip represents a kind of activity; prioritize space use

 

Service prioritization — have quick timeline for fall opening, important to prioritize what we need on day one, what can be improved

 

Transactional vs. consultative engagements — working towards more consultative engagements

 

Preparing for soft launch in fall: continuity of services, community of practice, collaborative service model with partners

 

How to think about referrals

 

Continue to observe, experiment, evaluate, iterate

 

 

Do UX principles resonate with you? Seen any excellent examples on campus, industry, etc?

 

 

Chris: Very intentional usage of word “instructor”, trying to figure out what to call our services, when do we say “researchers”, when “faculty”?

 

When to focus on “faculty” (for big-win political stake) vs “instructors"

 

 

Noah: “Instructor” is more all-encompassing term; includes adjuncts, GSI, lecturers of all kinds

 

When talking about broader framing of research and teaching, want to move towards another term; “faculty”, “scholar”, etc.

 

Still working out the language

 

 

Daphne: Importance of taking risks in a safe place, feeling like it’s your space, knowing what to do

 

Gallery: something for people to do

 

Want serendipity, see there’s work going on, can just hang out in space

 

 

Noah: Faculty who were innovating, feeling some risk — vulnerable, wanted to connect with other faculty who were doing things

 

Trying things that don’t work out when you don’t have tenure is risky

 

 

How to market and promote it?

 

 

Noah: Partnership, continuity of existing services and programs, building it up over time

 

Would like to join forces with digital humanities project, infusing energy and activity into campus

 

In conversations with DH staff about supporting it; also, initiatives around Research IT

 

Need to do work to find touch points and connections; programmatic-level engagement with partners

 

 

Do we have to come with a checkbook to engage with ETS? Or is there a menu?

 

 

Noah: Working on clarifying that; transparency on where we’re at

 

Next step will be figuring out mechanics of some of it, what spaces can be available for others to schedule and what are the rules; will evolve

 

 

Curious to see whether there’s opportunities to work together, vs. working separately.

 

Thinking about different spaces, initiatives, how to knit them together so it appears more of a unified front for faculty

 

 

Patrick: Partners dealing with different aspects of faculty endeavors, so “instructor” can be problematic term when trying to align language

 

Often settle on “researcher” in research IT, but then have to go to “faculty” to differentiate grad students vs. professionals

 

When talking about broader set of services, need to think about language

 

UX principles from faculty perspective, but in thinking about our design principles, learn with and from other partners in doing that

 

Won’t subsume anything, will always be people doing similar things, have to be in partnership

 

 

Daphne: May need separate but related set of principles around partners

 

 

David: Conscious strategy that primary audience are faculty / instructors — this is not for students

 

 

Daphne: GSIs included in the vision; need to think through this more

 

Instructors want to realistically explore opportunities, that involves students

 

Location in Dwinelle — have a big no-students sign?

 

 

Sharon: Service design, co-located work space — this is great for faculty

 

Will open hours be smaller than work day, so staff can get things done?

 

 

Noah: Need to have notion of on/off duty, quiet project time away from this environment

 

All staff also have space elsewhere on campus, mostly on Telegraph

 

 

Is this for “train the trainer” too, staff to work with faculty and train them?

 

 

Noah: Yes, open to those staff as well.

 

ETS will continue to provide its services, working with Center for Teaching and Learning, offering workshops in this new space

 

Digital humanities support is a possibility

 

Registrar’s office building out dedicated spaces in Barrows and elsewhere designed for active learning

 

 

Daphne: ETS still has computer labs on campus, will continue to support those services

 

Explore, test, iterate — can we support them in the classroom, if consultants are there with them?

 

 

Patrick: Would DH move out of D-Lab? Value in borrowing space effective for D-Lab for DH stuff with cross-fertilization of ideas and people

 

Actively engaging in exchanges to get cross-pollination

 

Cross-listing things, getting D-Lab to do some stuff there, and have ETS do things in D-Lab; Matrix as well

 

Hotelling in other spaces has been helpful to build connections

 

 

Noah: That’s where we want to be going

 

 

Daphne: Partners are also other people who are providing spaces on campus

 

Yellow spaces are for reservations; red spaces in map are more informal, soft seating

 

 

Noah: “touchdown” spaces for partners, ability to reserve larger spaces

 

“Digital studio” name is a problematic working title

 

  • No labels