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8 posts from April 2005

Wednesday, 27 April 2005

research, risk & gut instinct

A panel discussion at the 2005 Harvard Business School Marketing Conferences started off by asking "Should [marketers] ignore their customers, or do customers have something to offer?" Marketing staff from BMW, Avon and Newmarket Films discussed how they've balanced user research with risk and gut instinct.

Wendy Cockayne Lucas (HBS MBA '98), global marketing director for color cosmetics at Avon, said that "research is useful but how you interpret it is important."

Lucas gave an example of how Avon misinterpreted the research on its popular Skin So Soft line. About five years ago, Avon decided to restage this line by changing the packaging but not the formula. In the end, she said, customers were confused about what was actually in the bottle, and sales dropped instantly. Execution was the key. "It could have been carefully executed to say, 'same great product, just a new look,'" Lucas said.

In another example, Lucas explained how Avon successfully launched their Anew Clinical product by taking risks and moving ahead of consumer trends. "You do the research, you interpret it, but you really have to go with what is the right thing for you," she said.

Tuesday, 26 April 2005

The IA of TV

A recent NY Times article, Watching TV Makes You Smarter, walks through a brief history of TV show to demonstrate the cognitive workout we are getting with shows like "The Sopranos" and "The West Wing".

But another kind of televised intelligence is on the rise. Think of the cognitive benefits conventionally ascribed to reading: attention, patience, retention, the parsing of narrative threads. Over the last half-century, programming on TV has increased the demands it places on precisely these mental faculties. This growing complexity involves three primary elements: multiple threading, flashing arrows and social networks.

The author's "Sleeper Curve" theory isn't just based on the good shows, but the bad ones too...

What you see when you make these head-to-head comparisons is that a rising tide of complexity has been lifting programming at the bottom of the quality spectrum and at the top. ''The Sopranos'' is several times more demanding of its audiences than ''Hill Street'' was, and ''Joe Millionaire'' has made comparable advances over ''Battle of the Network Stars.'' This is the ultimate test of the Sleeper Curve theory: even the junk has improved.

Explanations for the "Sleeper Curve"...

Of course, the entertainment industry isn't increasing the cognitive complexity of its products for charitable reasons. The Sleeper Curve exists because there's money to be made by making culture smarter. The economics of television syndication and DVD sales mean that there's a tremendous financial pressure to make programs that can be watched multiple times, revealing new nuances and shadings on the third viewing. Meanwhile, the Web has created a forum for annotation and commentary that allows more complicated shows to prosper, thanks to the fan sites where each episode of shows like ''Lost'' or ''Alias'' is dissected with an intensity usually reserved for Talmud scholars. Finally, interactive games have trained a new generation of media consumers to probe complex environments and to think on their feet, and that gamer audience has now come to expect the same challenges from their television shows. In the end, the Sleeper Curve tells us something about the human mind. It may be drawn toward the sensational where content is concerned -- sex does sell, after all. But the mind also likes to be challenged; there's real pleasure to be found in solving puzzles, detecting patterns or unpacking a complex narrative system.

And the impact on kids and adults...

Kids and grown-ups each can learn from their increasingly shared obsessions. Too often we imagine the blurring of kid and grown-up cultures as a series of violations: the 9-year-olds who have to have nipple broaches explained to them thanks to Janet Jackson; the middle-aged guy who can't wait to get home to his Xbox. But this demographic blur has a commendable side that we don't acknowledge enough. The kids are forced to think like grown-ups: analyzing complex social networks, managing resources, tracking subtle narrative intertwinings, recognizing long-term patterns. The grown-ups, in turn, get to learn from the kids: decoding each new technological wave, parsing the interfaces and discovering the intellectual rewards of play. Parents should see this as an opportunity, not a crisis. Smart culture is no longer something you force your kids to ingest, like green vegetables. It's something you share.


 

Friday, 15 April 2005

the importance of seduction and curiousity

Kathy Sierra posted some thoughts on how to entice users to want more.

One of her suggestions…

2) Be seductive
That means knowing when--and what--to hold back. Don't hand them all the answers... take them part way and tease and tantalize them into going the rest of the way. The brain wants to find out what happens next. It's what keeps you watching the movie until the end, staying up late at night with a page-turner, tuning in next week (especially if last week's episode was a cliff-hanger), and hoping for that second date... NPR refers to the phenomenon of wanting to hear the end a driveway moment--where you're listening to an engaging story (like on This American Life, or a radio diary) but arrive home before it's over. You can't get out of the car. You just have to hear how it all turns out.

Guide to Web App Technologies

Luke Wroblewski and Frank Ramirez published a guide on the various front-end technologies available — Web Application Solutions: A Designer's Guide.

Overview: Web Application Solutions is a guide that helps designers, product managers, and business owners evaluate some of the most popular Web application presentation layer solutions available today. We compare each solution through consistent criteria (deployment & reach, user interactions, processing, interface components & customization, back-end integration, future proofing, staffing & cost, unique features) and provide an overview, set of examples, and references for each.

design quotes

Luke W has collected numerous quotes related to interface design — - here is just one ...

“To design is to communicate clearly by whatever means you can control or master”
—Milton Glaser

boundaries of design

Charles Eames was asked the question,
"What are the boundaries of design?"

He answered,

"What are the boundaries of problems?"

                      - Charles Eames

Thursday, 14 April 2005

to design ...

To design is much more than simply
to assemble, to order, or even to edit;
it is to add value and meaning,
to illuminate, to simplify, to clarify,
to modify, to dignify, to dramatize,
to persuade, and perhaps even to amuse.

                            - Paul Rand

norman's defense of cheating

Don Norman posted a very thought-provoking essay on education, In Defense of Cheating, on the jnd.org site.

In schools we over-emphasize individual work. Perhaps the only place where individual, isolated work is encouraged and cooperative work punished is in the school systems. In examinations, not only is it prohibited to copy other's work or to ask others for help, but it usually isn't possible to refer to books or, oh my goodness, the Internet. Yet these are all important skills in the world outside of schools. Students should be taught how to work effectively in teams, how to use reference works, how to use the Internet effectively, and especially how to find the significant from the non-significant, to distinguish quality from nonsense.

Consider this bit on mastery grading ...

In other words, the goal is not to rank order the students by some arbitrary mark of performance measure, which is what grades do, but rather to determine a student's true attributes and skills and to record them accurately. Some students are scholars, others leaders. Some are team players, others not. Some are generalists, others specialists. The goal is accurate characterization. We do not need value judgments among the attributes: society needs all of them.

... and modular learning:

Suppose the grading system measured level of accomplishment. Suppose the school curriculum were divided into modules of useful knowledge or skills, each relatively small (a week or two of class, perhaps even a few hours). Each student is mentored, and the module is marked as complete only when the student masters it. In other words, grade on a "Pass" basis. But only use "Pass" — do not use a "Fail" or "Not-Pass" grade. A student either knows the stuff or doesn't, and in the latter case, the student is encouraged to keep learning.

Some modules should be mandatory: some optional. Schools could require that students complete the mandatory modules as well as a specified number of others, perhaps requiring a distribution across disciplines. The major structure of a curriculum need not change. The major point of mastery grading is that evaluation specifies the modules completed rather than today's attempt at measuring the quality of accomplishment of a fixed-length course. A student transcript would list the set of modules completed satisfactorily.

Admission to higher grades or to universities — or even employment — could be based upon what students know. Schools or employers would not look at grade point averages, rather they would judge students by their particular skills, by their ability to work in teams, and by the set of modules that they have mastered.

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