Instruction Sets 2

Dr. Will Kurlinkus

 § Car Relay
Evaluate 2 § Pokemon
Instruction Sets § Laster Cutter
 1. Teach
Users take things you say
more seriously if you
educate them on WHY
you are telling them to do
something in a particular
way. Go beyond the
basics.
Do this, not that because
x, y, z.
 2. Steps
Break down your instructions
into multiple stages with steps
within them. Generally you
want to have only one action
per step and visually
distinguish this action from the
rest of the info.
3. Tips and Warnings

Place tips and warnings

throughout the document
where needed. Put them
before the step they are giving
advice or warning about. Think
of scenarios where things
went wrong for you the first
time you did this.
 Tips and Warnings

Place tips and warnings throughout

the document where needed. Put
them before the step they are giving
advice or warning about. Think of
scenarios where things went wrong
for you the first time you did this.
 4. Feedback
Consider all the sensory cues
that are necessary for the user
to know they are doing a good
job. What message will
appear? What should I see?
What noise should I hear?
What pop should I feel? What
should I smell?
 Remember that people are using them to understand so:
1. Provide an image for almost every step
2. Make them big enough to see
5. Keys to 3. Make sure the image is well lit

Technical 4. Make sure the image is at the right angle

5. Show the action: ideally by showing a person doing the
Images action but otherwise by using labels to show the
movement.
 3-Part Image Labeling

§ 1. Caption below an image. Start with

figure number (bolded) then use 10-11
pnt. single-spaced font to point out to the
reader what’s in the image. Remember
people are often more likely to read the
caption than the image so long captions
aren’t a problem.
§ 2. Label the image itself. Use circles,
arrows, words, boxes, to highlight what’s
important in an image.
§ 3. Refer to the figure in the body text. In
any of these ways. In Figure 2 you see. See
Figure 2. (Figure 2)
6. Visual
Hierarchy
Let’s Evaluate
Instruction Sets
1. CNC
2. Pokemon
3. Car Relay
§ How would you approach the
research for designing a connected
home device for a young family’s first
apartment?
User-Centered Design

1. Learn about users and their expertise

2. Learn about context of use
3. Create prototypes using your collected
user data

4. Test your prototypes with users

5. Redesign based on those tests
 User Persona
Personas are fictional characters, which you create based upon your
research in order to represent the different user types that might use your
service, product, site, or brand in a similar way. Creating personas will
help you to understand your users’ needs, experiences, behaviors and
goals. Creating personas can help you step out of yourself. It can help you
to recognize that different people have different needs and expectations,
and it can also help you to identify with the user you’re designing for.
§ Character Bio: Name, photo, job, motivations, skills, interests, values,
pain points, how the character has succeeded and failed at the activity
in the past.
§ Scenarios: Tell short stories of this persona doing the task in action,
incorporating features of the bio. Shows why and how this action might
take place.
§ Goals: Shows the character’s goals in doing the task.
 Dr. Mike Bundren
Name: Mike Bundren
Age: 54
Job: Mineralogy Professor

Motivation: Goals:
• Teach students about optical • Help convey to students
mineralogy. how optical mineralogy
• Help students understand how to works.
navigate a petrographic • Display to students the
microscope and produce importance of
interference figures. interference figures in
• Conduct personal mineral the mineral classification
research for publishing purposes. process.
Scenario 1:
Dr. Mike Bundren is a mineralogy Skills:
professor at a geological institution. • Expert at optical mineralogy and
He uses his knowledge of how to petrographic microscopy. Past struggles and success:
produce interference figures to • Analyzing mineral characteristics When first learning optical
help teach optical mineralogy to through personal research an mineralogy, working with
students. He uses this process to experiments to develop and thin section under the
demonstrate the importance of publish scientific journals. microscope was my biggest
interference figures during mineral • Teaching optical mineralogy to challenge. I had a difficult
classification. intro level mineralogy students. time positioning individual
grains under the crosshairs
Interests: because my movements
• Studying optical properties of were too rapid. After a
Scenario 2: minerals to discover new while, I learned how to
Dr. Mike Bundren has a PHD in
scientific understanding of control the thin section
optical mineralogy. He actively
mineral development. better with gentle
researches hundreds of different
• Contribute to the future of movements and then
minerals and compares their
mineralogy studies by teaching producing interference
optical characteristics. He produces
students of today. figures became much easier.
interference figures on unknown
Conveying this to students
minerals he is researching in order
to classify them. He uses his
Values: has been a challenge. It
• Education usually can only be learned
research findings to publish new
• Learning through trial and error.
scientific works associated with
• Sharing knowledge with others
optical mineralogy.
• Hard work
• Honesty

Pain Points:
• Hates when students feel the
need to cheat.
• Disappointed when people give
up before trying.
 Mark Jones
Name: Mark Jones
Age: 20
Job: Geology Undergrad

Motivation: Goals:
• Gain understanding of mineral
• Succeed in correctly
properties.
classifying the mineral
• Gain experience working with
being observed.
petrographic microscopes.
• Produce interference
Scenario 1: • Learn how to produce an
figures successfully for
Mark Jones is an intro level interference figure to do well in
petrographic
mineralogy student in class and succeed in labs.
mineralogy lab exams.
pursuit of an undergraduate • Pass mineralogy class and
• Successfully interpret
geology degree. He is trying continue pursuing geology
interference figures
to pass mineralogy in order degree.
on lab assignments.
to continue his education.
He wants to be able to Skills:
successfully produce • Basic understanding of
mineralogy.
interference figures in lab so
• Beginner knowledge of Past struggles and success:
that he can correctly identify At first I was really unsure of
minerals and receive good petrographic microscope .
how to even set up the
grades on labs and exams microscope to the correct
and ultimately pass the Interests: setting. I struggled with
class. • Successfully learn how produce
technical issues such as how
an interference figure.
to place the thin section on
• Apply optical mineral properties
the stage correctly. I also
observed in lab with textbook
struggled identifying suitable
information discussed in lecture.
Scenario 2: grains to observe that would
Mark Jones is an intro level Values: be compatible for producing
geology student. He is • Education interference figures. With
conducting optical • Learning opportunities some help from my
mineralogy research on • Hard work professor, I quickly learned
minerals he finds when out where my confusion was
in the field with his class. He originating from. Once these
needs to produce Pain points: issues were resolved I was
interference figures to • When professors teachings able to produce interference
successfully classify minerals are unclear. figures much more
in question. • Group projects. confidently.