User Experience is the quarterly magazine of the Usability Professionals’ Association (membership is a modest 100 USD) and its latest issue is devoted to usability in transportation. Here are the titles of the feature articles and you can find the abstracts online:

Taxi: Service Design for New York’s yellow cabs
By Rachel Abrams

Safer Skies: Usability at the Federal Aviation Administration
By Ferne Friedman-Berg, Ph.D, Kenneth Allendoerfer, Carolina Zingale, Ph.D, Todd Truitt, Ph.D.

Listen Up: Do voice recognition systems help drivers focus on the road?
By David G. Kidd, M. A., David M. Cades, M. A., Don J. Horvath, M. A., Stephen M. Jones, M. A., Matthew J. Pitone, M. A., Christopher A. Monk, Ph. D.

Get Your Bearings: User perspective in map design
By Thomase Porathe

Lost in Space: Holistic wayfinding design in public spaces
By Dr. Christopher Kueh

A Really Smart Card: How Hong Kong’s Octopus Card moves people
By Daniel Szuc

Recommendations on Recommendations: Making usability usable
By Rolf Molich, Kasper Hornbæk, Steve Krug, Josephine Scott and Jeff Johnson

Disclosure: my business partner Michele Visciola is on the editorial board of this magazine.

Interactions is the bimonthly publication of ACM. Better designed than User Experience, it has become, under the thoughtful leadership of Richard Anderson and Jon Kolko, both profound in its analysis and broad in its interests. At 55 USD for six issues, it is also a bargain.

Here is the latest harvest of articles, some of which you can actually find online:

Designing Games: Why and How
Sus Lundgren

An Evolving Map of Design Practice and Design Research
Liz Sanders

Signifiers, Not Affordances
Don Norman

User Experience Design for Ubiquitous Computing
Mike Kuniavsky

Cultural Theory and Design: Identifying Trends by Looking at the Action in the Periphery
Christine Satchell

Understanding Children’s Interactions: Evaluating Children’s Interactive Products
Janet C. Read, Panos Markopoulos

An Exciting Interface Foray into Early Digital Music: The Kurzweil 250
Richard W. Pew

Some Different Approaches to Making Stuff
Steve Portigal

Design: A Better Path to Innovation
Nathan Shedroff

A Call for Pro-Environmental Conspicuous Consumption in the Online World
Bill Tomlinson

Of Candied Herbs and Happy Babies: Seeking and Searching on Your Own Terms
Elizabeth Churchill

Experiencing the International Children’s Digital Library
Benjamin B. Bederson

Taken For Granted: The Infusion of the Mobile Phone in Society
Rich Ling

How Society was Forever Changed: A Review of The Mobile Connection
Brian Romanko

Audiophoto Narratives for Semi-literate Communities
David Frohlich, Matt Jones

Think Before You Link: Controlling Ubiquitous Availability
Karen Renaud, Judith Ramsay, Mario Hair

Disclosure: As of next year, I will be a contributing editor to the magazine (and I feel honoured to be in such esteemed company).

In a video published by Intel on its YouTube channel, one of the company’s ethnographers describes some of the background research behind the new design of the device, which is aimed primarily for education in emerging markets.

Intel looked closely at how students collaborate and move around in classroom environments. The new tablet feature was implemented so that the device would be more conducive to what Intel calls “micromobility”. Intel wants students to be able to carry around Classmate PCs in much the same way that they currently carry around paper and pencil.

We want to offer more choices to meet the diversity of student learning needs across the world,” said Intel Emerging Markets Platform Group manager Lila Ibrahim in a statement. “Our ethnographic research has shown us that students responded well to tablet and touch screen technology. The creativity, interactivity and user-friendliness of the new design will enhance the learning experiences for these children. This is important for both emerging and mature markets where technology is increasing being seen as a key tool in encouraging learning and facilitating teaching.”

The series seeks to understand the practices and culture of the digital natives, the cultural implications of their phenomenon and the implications for education to schools, universities and libraries.

A Washington Times article today and some Library of Congress press releases provide some more insight:

[The series] began April 7 with child development expert Edith K. Ackermann (site) discussing “The Anthropology of Digital Natives” (video).

The Washington Times writes: “Ms. Ackermann, a visiting scientist at Massachusetts Institute of Technology, spoke almost affectionately of young people’s affinity for sharing, “even before they think,” and their “fascination with freedom,” defined, in part, as having “the ability to do the right thing even when they have not got all the knowledge.” Because of their affinity for texting and borrowing sources available widely on the Internet and social networking sites, she concluded that “the gap between reading and writing is closing down.”

On 12 May, a spirited defense of the digital generation was presented by the writer Steven Berlin Johnson (site) based on his 2005 best-selling book, “Everything Bad is Good for You” (wikipedia). [A video is not yet available].

According to the Library of Congress press release, Johnson discussed the response to his argument that popular culture is growing more complex and cognitively challenging, and is not racing downward towards a lowest common denominator. He also talked about the future of books in this digital age.

Michael Wesch (site), assistant professor of cultural anthropology at Kansas State University, is the man behind the viral internet video “The Machine Is Us/ing Us“, which with over 600,000 views has become somewhat of a phenomenon. Welsch will discuss the three-year-old video-sharing Web site in a lecture titled “The Anthropology of YouTube” on 23 June.

“More video material has been uploaded to YouTube in the past six months than has ever been aired on all major networks combined, according to cultural anthropologist Michael Wesch. About 88 percent is new and original content, most of which has been created by people formerly known as “the audience.”

According to Wesch, it took tens of thousands of years for writing to emerge after humans spoke their first words. It took thousands more before the printing press appeared and a few hundred again before the telegraph did. Today a new medium of communication emerges every time somebody creates a new web application. “A Flickr here, a Twitter there, and a new way of relating to others emerges,” Wesch said. “New types of conversation, argumentation and collaborations are realized.”

In his presentation, Wesch will discuss the research of his Digital Ethnography research team at Kansas State University into the cultural aspects of YouTube.”

Douglas Rushkoff (site), a teacher of media theory at New York University who recently wrote a pamphlet for the UK think tank Demos, will close the series with a lecture entitled “Open Source Reality” on 30 June.

The series should eventually be available on video webcasts.

The Washington Times article also refers to a few other resources, including Digital Native, an international online academic research project that explores the “digital media landscape” and its implications. (Check the links at the end of that page).

By the way, check out the gorgeous illustration that Linas Garsys made for the Washington Times. Click on the image on the left so see it in its full size.

“What is the purpose of good design if there is no one who can use it? Like the mythical tree that falls in a forest if no one heard it crash, is a product’s design any good if it remains on a museum’s pedestal? [...]

When a product is lauded by the industry and the critics as an example of good design but struggles to reach the hands of the people it is meant for, is that an example of art or sculpture, a creative expression of the artist’s personal vision manifested tangibly rather than any validation of what is good in design? [...]

What is the purpose of a design award for a product that failed to meet its own creative brief?”

Niti is of course right and her post reminds me of my own comments half a year ago:

“The project clearly suffers from a top-down approach, where “designing for” is the paradigm rather than “designing with” or “designing from”. There was as far as I know no structured needs analysis here, no contextual studies, no ethnography, no qualitative insights. Such an approach cannot lead to anything but unintended consequences and may be potentially undermining the project itself. There are many lessons to be learned here, by the OLPC (“one laptop per child”) team, but also by any company or organisation trying to deliver designed solutions for “end-users” who then turn out to have different needs and contexts that had somehow been anticipated.”

I am therefore not surprised by the limited success of the initiative, and can only hope that some of the design ideas can inspire some more contextually sensitive and sensible project.

The study, “Like Taking Candy from a Baby: How Young Children Interact with Online Environments,” used ethnographic methods and focused on young children, ages 2½ to 8.

For the study, parents in 10 families used video cameras to keep journals, providing insights into the way children use sites such as Club Penguin, Webkinz, Nick Jr., Barbie.com and others. Footage from those journals, which can be viewed at www.youtube.com/cwwkids, illustrates how young children respond to advertising and marketing tactics online.

The digital world offers a wealth of opportunity for young children to play and learn. But even in this small sample of 10 families the study found—too easily, in several circumstances—repeated examples of attempts to manipulate children for the sake of commerce.

The study’s key findings:

• Even the very young go online.
• The Internet is a highly commercial medium.
• Web sites frequently tantalize children, presenting enticing options and even threats that their online creations will become inaccessible unless a purchase is made.
• Most of the sites observed promote the idea of consumerism.
• Logos and brand names are ubiquitous.
• Subtle branding techniques are frequently used.
• The games observed vary widely in quality, in educational value, and in their developmental match with children’s abilities.

The study’s executive summary (contained within the report download), also contains a range of recommendations for parents, publishers, and policy makers.

The report was written by Warren Buckleitner, Ph.D., an adviser to Consumer Reports WebWatch. Buckleitner is editor of Children’s Technology Review, a periodical covering children’s interactive media. He is also the founder of the Mediatech Foundation, a nonprofit public community technology center based in Flemington, N.J.

Press release
Download report (pdf, 58 pages)

The features of Club Penguin, one of the most successful virtual worlds aimed specifically at children, may defy logic – and gravity – but they represent the new frontier of children’s entertainment, where the whimsy and colour of traditional kids TV blends with computer game-style tasks, and the networking power of the internet.

Some 750,000 British children aged between 6 and 14 are estimated to inhabit Club Penguin, the brainchild of two Canadian entrepreneurs who as parents became frustrated with the lack of the options for kids who wanted to play computer games but also meet friends online.

Read full story

Kids’ Informal Learning with Digital Media: An Ethnographic Investigation of Innovative Knowledge Cultures is a three year collaborative project funded by the John D. and Catherine T. MacArthur Foundation. Carried out by researchers at University of Southern California and University of California, Berkeley, the digital youth project explores how kids use digital media in their everyday lives.

The study pictures a new generation that is “self-publishing, programming, and pushing the boundaries of what can be done online”, which provides them “with a sense of competence, autonomy, self-determination and connectedness”.

But – shows the research – they’re not learning how to do this in school.

The full research will be published later this year.

- Read more: news.com | UC Berkeley News
- Talking notes, danah boyd, UC Berkeley

It contains a comprehensive package of measures to help children and young people make the most of the internet and video games, while protecting them from harmful and inappropriate material, and sets out an ambitious action plan for Government, industry and families to work together to support children’s safety online and to reduce access to adult video games.

The report has led to a huge amount of press coverage and debate.

BBC News summarises the report and provides an overview of the reactions to it.

DK of MediaSnackers is rather lukewarm in his reaction and identifies three areas the report fails to tackle:

• children vs young people—very different demographics in terms of their internet/technology use and expectations. There is a danger of trying to develop strategies which cater for both groups here;
• internet or playing video games—surely these are two very different activities but in the report they are often ‘lumped’ together;
• social networking regulation—any plans to regulate these online spaces will be near impossible to enforce let alone coordinate (due to the amount of platforms plus their international approaches—check this out).

The first ever virtual longitudinal study carried out by the CIBER research team at University College London claims that, although young people demonstrate an apparent ease and familiarity with computers, they rely heavily on search engines, view rather than read and do not possess the critical and analytical skills to assess the information that they find on the web.

The report Information Behaviour of the Researcher of the Future (pdf, 1.7 mb) also shows that research-behaviour traits that are commonly associated with younger users – impatience in search and navigation, and zero tolerance for any delay in satisfying their information needs – are now becoming the norm for all age-groups, from younger pupils and undergraduates through to professors.

Commissioned by the British Library and JISC (Joint Information Systems Committee), the study calls for libraries to respond urgently to the changing needs of researchers and other users. Going virtual is critical and learning what researchers want and need crucial if libraries are not to become obsolete, it warns. “Libraries in general are not keeping up with the demands of students and researchers for services that are integrated and consistent with their wider internet experience”, says Dr Ian Rowlands, the lead author of the report.

The findings also send a strong message to the government. Educational research into the information behaviour of young people and training programmes on information literacy skills in schools are desperately needed if the UK is to remain as a leading knowledge economy with a strongly-skilled next generation of researchers.

Read full press release

“Using Google and a variety of online shopping sites, Mary researched dresses online, getting a sense for what styles she liked and reading information about what was considered stylish that year. Next, Mary and her friends went to the local department store as a small group, toting along their digital cameras (even though they’re banned). They tried on the dresses, taking pictures of each other in the ones that fit. Upon returning home, Mary uploaded the photos to her Facebook and asked her broader group of friends to comment on which they liked the best. Based on this feedback, she decided which dress to purchase, but didn’t tell anyone because she wanted her choice to be a surprise. Rather than returning to the store, Mary purchased the same dress online at a cheaper price based on the information on the tag that she had written down when she initially saw the dress. She went for the cheaper option because her mother had given her a set budget for homecoming shopping; this allowed her to spend the rest on accessories.”

Boyd analyses this further:

In the 1980s, Alan Kay declared that, “technology is anything that wasn’t around when you were born.” In other words, what is perceived as technology to adults is often ubiquitous if not invisible to youth. In telling this story, Mary’s mother was perplexed by the technology choices made by her daughter. Yet, most likely, Mary saw her steps in a practical way: research, test out, get feedback, purchase. Her choices were to maximize her options, make a choice that would be socially accepted, and purchase the dress at the cheapest price. Her steps were not about maximizing technology, but about using it to optimize what she did care about.

Read full story

The blog entry is also a Fieldnote for the Digital Youth Project.

(via FutureLab)

“Clearly, children love the machine. Most of them had never seen a computer before and the great design of the laptop was compelling. They are learning about technology even as they play. But why do they like it? By far, the most used function of the one laptop designed specifically for the world’s poorest children is taking pictures. The webcam–taking pictures and sharing them with friends–is the most discussed computer function. That’s cool and great, but is it the highest priority for ‘education?’”

Then there is the cost. I personally hadn’t added up all the money that goes into the $100″ laptop. What, in fact, is the true bottom line cost of the OLPC? Will governments that accept the OLPC subsidize the operating cost–electricity, repairs, etc.?

Finally, there is the actual teaching. The laptops in Nigeria came with pre-loaded learning programs. The BBC story doesn’t say who wrote these lessons and where they came from. The teachers appear to like them and perhaps that is enough. But is it? Were the lessons written by teachers in Nigeria? Would you accept lesson plans from another country for your kids?”

The project clearly suffers from a top-down approach, where “designing for” is the paradigm rather than “designing with” or “designing from”. There was as far as I know no structured needs analysis here, no contextual studies, no ethnography, no qualitative insights. Such an approach cannot lead to anything but unintended consequences and may be potentially undermining the project itself. There are many lessons to be learned here, by the OLPC (“one laptop per child”) team, but also by any company or organisation trying to deliver designed solutions for “end-users” who then turn out to have different needs and contexts that had somehow been anticipated.

But of course, we can always blame those “end-users” instead of learning some important lessons, and I am afraid this is definitely going to be part of the debate that will undoubtedly ensue.

- Read BBC story
- Read Nussbaum commentary

Defining The New Singularity
Exploring the next level of convergence: between hardware and software, information and object, human and technology.

“As the writer Bruce Sterling puts it, borrowing a bit from Baudrillard and applying it to design, we are now approaching an age of technological advancement when ‘there is more stored in the map than there is in the territory’. Put more simply, the story surrounding a given ‘thing’, a product or service we buy and use, is rapidly exceeding the value of the thing itself. The identity of a product can no longer be easily defined through its form factor, but rather by the information that encases it, passes through it, and is accumulated by it over the course of its lifetime.”

Change Agency and Transformologies
Understanding the power of design to facilitate positive change in the end-user.

“Can personal development be better shaped by the technologies we, as designers, create? What if products and environments were designed to acknowledge individual aspirations and facilitate the realization of users’ potential? Could our products not only change users’ behavior, but actually foster within them the qualities that they seek?”

Parenting 2.0
Key principles for the creation and curation of your child’s online identity.

“The purpose of this article is to provide you, the parent, with some basic principles for navigating the wonderful world of social networking and Web 2.0 with your children – all while keeping them safe, socialized, and engaged. They are not rules, or guidelines, or a philosophy of parenting. They are just basic principles that remind you, and your kids, to think before you press that Enter key.”

Is Your Hard Drive Worth More Than Your Life?
The influence of technology on the collective experience of today’s families.

“Before the presence of cameras and the like, humans passed on knowledge through storytelling, intertwining personal experience with a sense of place and time. They created visual landscapes through words, art, and the objects around them. This storytelling codified a shared sense of experience, bringing the audience into a collective understanding of their culture and environment. As the stories were passed on, every teller became a part of the tale – rendering history subjective, reality shared. In our frenzy to safeguard our memories in the online world, we have removed the intimacy of storytelling. We have made the web, not each other, the major source of shared experiences, knowledge, and opinions (often not even our own).”

HBR: Melding Design and Strategy
In the September 2007 issue of Harvard Business Review, frog Strategy Director Ravi Chhatpar published the following article, outlining the benefits of an iterative design process, in which design and business strategy impact one another directly.

“From concept through development, designers should function in parallel with corporate decision makers, creating prototypes for a number of variations on a product and then testing them with users and, if appropriate, partners. Tracking how customers’ ways of using a product evolve over time also makes it possible for designers to identify desirable new features and, in some cases, create new functionality in conjunction with users.”

If you want to keep abreast on developments in this field, here is a crop of news stories from just this last week:

A recent special report in Business Week on how basic cell phones are sparking economic hope and growth in emerging — and even non-emerging — nations. The report takes a particular look at the micro- and macro-economic impacts of this development, and what it means for local entrepreneurs and major mobile operators. It also features an online extra on the use of mobile phones by artisans and tradespeople in rural India, a summary graphic and a slideshow;

A Reuters story on the beeping boom in Africa, what the social practices are, and how that is pushing mobile operators to innovate their services;

A post on the Vodafone R&D Betavine blog on the Mukuru Kash service that like Paypal will store funds that you pay to them online and then set up a voucher which can be redeemed at the petrol station for fuel;

“Next: bridging the digital divide“, a recent post by Niti Bhan, where she puts developments in the bigger picture of bridging the digital divide between the digital haves and have nots, and wonders what will happen if all these people in the developing world can also start accessing the internet from their mobile devices;

In a recent post on mobile banking, Barbara Ballard of Little Springs Design guides us to three blogs on the topic: Mobile Banking (news and analysis from Brandon McGee, a VP in charge of mobile banking), Mobile Money & Banking, and Mobile Banking, the blog of Hannes van Rensburg, CEO of a South African mobile banking provider Fundamo.

Note by the way that all the user research work by Jan Chipchase and others seems to have paid off: Nokia dominates the mobile handset landscape in India with an astonishing 74% market share.

“Thanks to cheap and easy-to-use recording devices – digital cameras, camcorders, camera phones – today’s kids are forming the most documented generation ever, as parents, relatives and friends capture forever the first, second and hundredth smile.

But all this documentation may carry a price if parents, in spending so much energy creating and preserving a digital archive, fail to enjoy living the moment.

And will future generations even have time to look through stacks of CDs containing tens or hundreds of thousands of photos, and even if they do will individual memories become less precious because there are so many?

What if disk drives fail or software formats change, rendering photos unreadable by tomorrow’s computers? Will CDs even work? Think of those reels of 8 mm home movies with no projectors for viewing them.”

Read full story

The 330-page report takes a comprehensive look at the way Britons use new and old media and reveals a nation in love with its media, gadgets and hi-tech gear.

16% of Britons aged 65+ spend 42 hours per month online – more than any other age group.

Another striking result, especially for traditional-media executives looking for their future customers, is that “kids are abandoning old and not-so-old media for the new. Whereas two years ago 59% of those aged 8 to 15 regularly watched videos, only 38% do now. Two years ago 61% regularly played video games compared with 53% today. Most are abandoning stand-alone media, such as DVDs, and turning instead to media such as the internet and in particular social-networking websites. The trend seems to accelerate as children move into their teenage years. Nearly two-thirds of children between the ages of 12 and 15 use the internet, compared with 41% of those aged 8 to 11.”

- Read BBC article
- Read Economist article

“They are well aware of the problems of viruses, hackers, paedophiles and online scams, and most claim that threatening text messages are no different to any other form of bullying and admit to being victims and perpetrators.

The older children get lighter supervision from their parents. But they recognise that parents are right to supervise them and only 12-14 year-old girls get angry when Mum wants to read what they’ve said in an email.

Children worry about damaging the family computer with a virus, running out of credit on their mobiles, becoming internet addicts and damaging their eyesight or losing sleep if they stay online too long.

They know not to give out their email address or mobile number to strangers and never to agree to a meeting with a stranger, although some admit to breaking these rules or know of friends or apocryphal friends of friends who have.”

The study covered children (age groups 9-10 and 12-14) in 29 countries (the 27 member states plus Iceland and Norway) and was based on group discussions.

- Download study (pdf, 540 kb, 77 pages)
- Read short article

(via textually.org)

“In order for asthma inhalers to perform effectively, the discharged medicine must be taken in coordination with a deep breath. This action can be very difficult for young children gasping in the midst of an attack. In these cases, supplementary devices called spacers are used to capture and hold the medicine until the user is ready to inhale. Over 8 million children in Mexico suffer from asthma who are without proper medical care or preventative measures and spacers, at more than $50 a piece, are far too costly for Mexican health centers to stock.

Stanford’s Design and Medical Schools teamed up to face this obstacle, creating a super cost-effective and easily distributed solution. With a cost reduction of over 99% (dang), the flat-pack, foldable paper Respira spacers can be shipped by the hundreds for the cost of a stamp.”

- Read full story
- Project background

Opening in fall 2009, the school is being created by the Gamelab Institute of Play (blog), a New York City-based not-for-profit organization that leverages games and play as transformative contexts for learning and creativity, in collaboration with New Visions for Public Schools, a not-for-profit organization that works in partnership with the New York City Department of Education to improve academic achievement in the City’s public schools.

The John D. and Catherine T. MacArthur Foundation recently awarded a grant of $1.1 million to help with planning and development.

According to a Wired news story, the planners “are looking at how games naturally engage players and teach them new skills, and hope to apply those principles to create kids who not only ace their SATs, but are also well suited for the 21st century.”

“Games offer a context for problem-solving with immediate feedback, and often involve social interaction that can reinforce lessons learned. Combine that process with the skills that modern games encourage — like computer literacy and navigating through complex information networks — and you have the basis for a brand new pedagogy. [...]

The meaning of ‘knowing’ today has shifted from being able to remember and repeat information to being able to find and use it.”

Only a handful think of technology as a concept, and just 16 percent use terms like “social networking”, said two combined surveys covering 8- to 24-year-olds published on Tuesday by Microsoft and Viacom units MTV Networks and Nickelodeon.

“Young people don’t see “tech” as a separate entity – it’s an organic part of their lives,” said Andrew Davidson, vice president of MTV’s VBS International Insight unit.

Talking to them about the role of technology in their lifestyle would be like talking to kids in the 1980s about the role the park swing or the telephone played in their social lives — it’s invisible.”

The surveys involved 18,000 young people in 16 countries including the UK, U.S., China, Japan, Canada and Mexico.

Read full story

TVs and computers are the “electronic babysitters” for a generation of children who are losing out on family life and becoming more materialistic, a report says today. The study paints a picture of a breed of “screen kids” who are spending more and more time watching TV and surfing the net in their bedrooms, unsupervised by adults.

The Watching, Wanting and Wellbeing report from the National Consumer Council found nearly half the children from better-off families surveyed had televisions in their bedrooms, compared with 97% of the nine- to 13-year-olds from less well-off areas.

Children from poorer areas were also six times more likely to watch TV during the evening meal. And around a quarter of youngsters in this group admitted that they regularly watched the television at lunchtime on Sundays, compared with one in 30 children in better-off neighbourhoods. The NCC’s report links increased TV viewing hours with greater exposure to marketing and higher levels of materialism.

The authors, Agnes Nairn, Jo Ormrod and Paul Bottomley, also found that materialistic children were more likely than others to argue with their family, have a lower opinion of their parents and suffer from low self-esteem.

- Read article
- Read press release
- Download report (pdf, 250 kb, 65 pages)