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Conceptual models & Mental Models
The document outlines a UX design class agenda focusing on mental and conceptual models, particularly in the context of grocery shopping. It includes exercises on mapping user thoughts and examining how different grocery services support user tasks. Additionally, it highlights the process of conducting gap analysis and synthesizing user mental models into effective conceptual models for better communication and design.
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Discussion on mental models and conceptual models in UX design, covering their definitions and applications.
Exploration of how users think through exercises; includes mapping grocery store layouts to understand user mental models.
Analysis of how different grocery sites (Safeway, Whole Foods, Amazon, Trader Joe's) support user shopping tasks.
Discussion on gaps in mental models, conducting gap analysis, identifying and addressing opportunities in grocery site design.
Developing and communicating conceptual models, including examples and strategies for effective user understanding and team communication.
Final thoughts and an open session for questions, with a deliberately blank slide to indicate flexibility.
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Conceptual models & Mental Models
- 1. TODAY’S UXDi Classat General Assembly Mental Models & Conceptual Models
- 2. AGENDA ‣ What ‣ How isa mental model can we use it with content? ‣ Doing ‣ What ‣ How a gap analysis is a conceptual model? can we message how our site works? 2
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- 5. EXERCISE DRAW A MAP FORA GROCERY STORE 5
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- 8. A QUICK TASKANALYSIS HOW DO YOU SHOP?
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- 15. A GAP ANALYSIS 15 HOWCOULD WE MAKE A BETTER GROCERY SITE?
- 16. First: sort tasks intogroups and name them From Indi Young’s Mental Models 16
- 17. Next: Gap Analysis!map current content and features to the tasks From Indi Young’s Mental Models 17
- 18. Next: identify opportunities FromIndi Young’s Mental Models 18
- 19. Next: fill opportunities,or chose to ignore Outfit picker From Indi Young’s Mental Models Casual carpool 19
- 20. 20 Draw a conceptualmodel for what can be done on your grocery site. How would you message what can be found? What can be done?
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- 22. 22 A conceptual modelfor understanding the Gulf of Mexico Estuaries Shows how the essential systems are intertwingled. Conceptual models take what users knows and how the system actually works, and builds a bridge between the two so the user can understand. A conceptual model for understanding the Gulf of Mexico Estuaries http://gulfsci.usgs.gov/tampabay/reports/white/model.html
- 23. 23 Mental model 3. Synthesize into conceptual model User Conceptual model 2.Understand system System 1. Discover Mental Model Designer Computer designed by Daniel Shannonfrom The Noun Project
- 24. 24 A conceptual modelfor explaining a service (mint, roundbuzz)
- 25. Another style ofconceptual models used to explain “how to” 25
- 26. Via Andrew Hinton @inkblurt Madefor University of Michigan A model to communicate with teams
- 27. Via Andrew Hinton @inkblurt Considerconceptual models over sitemaps A model to communicate with teams
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- 29. HEADER This slide wasleft purposely blank. Because I can. 29
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Editor's Notes
- #5 Use this slide for a probing question at the beginning of a discussion or a point you’re trying to make.
- #6 Sketchbook. 10 minutes. 10 for sharing.
- #7 Use this slide for a probing question at the beginning of a discussion or a point you’re trying to make.
- #9 POST IT TIME! Have students write down tasks they do before during and after shopping. After five minutes, ask them to see if there are subtasks, i.e. for make a shopping list they might check the cupboards and fridge for missing items. About 20 minutes o
- #10 10 minutes. Don’t call on everyone.
- #11 Note: safeway knows I’m in palo alto (see flyer) but doesn’t link the store. Quick call out to students: do they see support here for a task? On a scale form 1-10 how well does it match?
- #12 Who food thinks I’m in san francisco! Quick call out to students: do they see support here for a task? On a scale form 1-10 how well does it match?
- #13 Quick call out to students: do they see support here for a task? On a scale form 1-10 how well does it match?
- #14 Quick call out to students: do they see support here for a task? On a scale form 1-10 how well does it match?
- #15 Mental models are how your users think of the world. They may not be accurate. They may conflict. But they are a worldview worth understanding in order to design.
- #17 Divide into groups. Have them pool their tasks, group them and name the groups. Then order chronologicaly, and name those phases. Then lay them out on posterboard like the above
- #18 Pull up one of the grocery sites, and use it as reference
- #19 Exercise: do this.
- #20 Exercise: do this.
- #23 Conceptual Model Critical issues and information needs common to all Gulf of Mexico estuarine research efforts were identified through a series of meetings, workshop presentations and discussions involving representatives from all participating agencies including the EPA’s National Estuary Program, and USGS Chesapeake Bay project. These issues can be categorized under four estuarine system components 1.) Geology and Geomorphology, 2.) Ecosystem Structure and Function, 3.) Hydrodynamics, and 4.) Water and sediment quality and include the following: Geology and Geomorphology Seafloor and subsurface mapping (bathymetry, habitat, sediments, seismic, geomorphology)Pre-anthropogenic and historical environmental reconstructionSediment budget and movementEstuary linkage to the Gulf of MexicoLand use, land cover, and urbanization history and mappingDigital elevation, topo-bathy mapping/modeling of drainage basinCoastal change and hazards Ecosystem Structure and Function Habitat distribution, degradation, loss, and restorationCritical controls on seagrass health and distributionCritical controls on wetland health and distributionHarmful algal bloomsIntroduced (exotic) speciesBenthic and planktonic productivity, carbon and nutrient cycling Hydrodynamics Storm-water runoffGroundwater inflowNatural and anthropogenic flow alterationChanges in freshwater inflowWater circulation and residence timesWave energy impacts Water and sediment quality Excess nutrientsSalinityToxic chemicalsPathogensContaminant hot spots (PAHs, DDT, chlordane, dioxin, nickel, chromium, arsenic,tributyl tin, etc.)Sediment/water interface processes Each of these system components is clearly linked. For example, changes in hydrodynamics (water runoff, inflow, circulation) will, inevitably, affect water and sediment quality which, in turn, may affect the distribution of benthic habitats such as seagrass beds, which then affects sediment accumulation and transport, and eventually alters bathymetry. As a consequence, fishing resources may decline due to destruction of benthic habitat, changes in bathymetry may alter navigation routes, etc. Effective management of coastal resources including estuaries relies upon the ability to examine the consequences of natural and anthropogenic changes on the ecosystem, and the ability to predict how a change in one system component will affect other system components. This predictive ability can only be achieved by developing an understanding of the interrelationships between system components and development of reliable predictive models that aid resource managers in science-based decision making with respect to restoration and regulatory goals. Examining these interrelationships, or establishing links, between system components can be achieved most effectively through an integrated science approach (Figure 1). The factors driving the necessity for an integrated science approach are common to most U.S.G.S. science endeavors and include: social and economic factors concerning the use and preservation of estuarine resources; natural and anthropogenic influences resulting in estuarine ecosystem change; the need to plan, execute, and evaluate restoration and regulatory activities; insuring human health and safety; and enhancing science-based decision making. Most coastal ecosystems have existing research and monitoring efforts either through local universities and agencies or other federally funded exercises. However, many of these efforts lack the resources or expertise to address large-scale integrated science efforts. While much historical information and monitoring data may exist in a given estuarine location, synthesis and integration of existing data, and acquisition of new data to establish links and develop interpretations and products that reveal these links is a critical missing component of many estuarine research programs. Realizing that the state of knowledge of any given estuarine system will vary from place to place, a successful integrated science strategy must be founded on partnerships and collaborative efforts between multidisciplinary teams of U.S.G.S. scientists and the federal, state, and local entities already engaged in research efforts in a given location. Additionally, the science and management approach must be structured to maintain flexibility to accommodate various states of knowledge realizing that critical issues and research priorities will evolve as a project progresses. The primary challenge of an approach to integrated science for adaptive management is to carefully plan and perform integrated field-work and integrated product development that will clearly establish links between system components and provide useful predictive tools for resource managers and scientists.
- #25 Mint and roundbuzz explain their service to sell it but also to prepare users for the functionality.
- #26 Bibilios and rightside explain how it works. They remove elements form the process so the user can hold the core elements in their mind.
- #29 Studio will be to do mental models, gap analysis and conceptual models for thier projects