Product Design: A Case Study

Indumati Ramanathan Instructional Design Lead [email protected] Prasad Bartakke Visual Design Lead, CCD, India [email protected]

Abstract This paper presents a case study of an e-learning programme for a course in refrigeration. Instructional design and visual communication at Learningbyte, in an attempt to break away from the linear process of handling responsibilities, collaborated to evolve a unified strategy for product design. This implied that the users experience would be meaningful and contribute to his performance at work. The efforts of this product design team were aimed at exploring the possibility of setting standards that might influence the future of e-learning. 1. Introduction E learning enables, evaluates and empowers. Traditionally, Learningbyte has provided customised e-learning solutions for industry segments like airlines, automobiles, pharmaceuticals, manufacturing, banking and insurance. Most of the end-users are whitecollared executives because of the easy access to the Internet and computer literacy. But with the changing market scenario, today Learningbyte has set itself the challenge of designing and developing e-learning solutions for the blue collared employees as well. 1.0 Godrej case study We present here a case study of a project for Godrej Refrigeration where we tried to practise product design as we understood, conceived and implemented it. Our aim was simple - connect the product directly with the user through design. We wanted the product to reflect our empathy for the learners and their learning needs. This paper is a record of our experiences as a product design team. 2. The Godrej story January 2000. Learningbyte got the opportunity to make a prototype on the refrigeration system for Godrej. After a couple of interactions with the Subject Matter Expert from Godrej, we agreed to focus on a small section of the subject. Content was than identified, chunked and sequenced. Graphic resources supplied by the client were used.

Screen 1. Screen illustrating the refrigeration cycle from the prototype. 2.0 Feedback and postmortem Though the client was satisfied with the prototype, the face-to-face interaction and brainstorming helped all to understand the relevance that had to be achieved for the final delivery. A postmortem of the prototype was conducted to discern missing details. We looked afresh at the objectives of the course. This helped us understand the design parameters that would benefit communication. We realised that this would finally enable the learner to apply the learning to his specific context. 2.1 Performance Objectives What is the objective of the course? The instructional designer and the visual designer exchanged ideas on a strategy that would begin with the performance objectives of the course and culminate in their fulfillment. The following objectives were identified after discussions with the client. At the end of the training, the learner was expected to: understand the basic concept of the refrigeration cycle

identify the different components and diagnose the malfunctions in the system perform various servicing practices to rectify the malfunctions talk politely and knowledgeably to clients

in conjunction with communication patterns such as diagrams, tables, schematics and call-outs. Further, the product design team, in order to assimilate and develop empathy for the content arranged sessions with the Subject Matter Experts and visits to refrigerator servicing units.

Based on these course objectives, the Instructional Designer (ID) and the Visual Designer (VD) decided to collaborate more closely as a product design team and arrive at a set of page-level objectives for the product. This was to be the starting point of product design to meet the needs of the learner. 2.2 Learner Needs Analysis We analysed the proposal defining questions (PDQ) that were asked during the proposal stage. This helped us understand the objectives from the users perspective. The client supplied this information and hence the actual learner was left out. So Learningbyte conducted a learner need analysis (LNA) and held a Focus Group Discussion (FGD) with Godrej trainers. We recorded their views on the technicians who were the actual learners of the course. The findings are represented as follows. Demographic Profile: Service technicians and dealer technicians Mostly males Average age: 20 35 years Qualifications: ITI (diploma), Class 12 Knowledge of English: Minimal Knowledge of computers: Minimal Job profile: Freshers, helpers, unskilled, skilled and highly skilled Work involved working in workshops and visiting clients homes Training profile: Instructor-led training or traditional learning Method of training included a participative approach, was workshop-based and used training models. 2.3 Content Analysis Content analysis was another important aspect of product design. The subject of the course was not only technical, but also consisted of engineering concepts and soft skills. As the user was not adept with the usage of the computer and had minimal knowledge of English, we decided to use the text Content

Product Design

User Figure 1.

LNA

2.4 Brainstorming This was the most intense and exciting moment of participation. The structuring and chunking of content was mapped against the objectives identified for each page. The ID identified key words and the VD made scribbles to represent them. In the process, both were attempting to talk the common language of product design. The scribbles in the drawing book helped us turn theory into simple, clear examples of instruction.

Figure 2. Scribble from the drawing book The result of the brainstorming was a set of screens for the client. We wanted to bring the initial ideas of product design to some stage of completion. This was done to give the client a preliminary feel of the product.

 2.5 Mock-up We made a presentation to the client. It was a set of mock-up screens that was an outcome of the scribbles made in the initial stage of product design. The presentation gave the client a fair idea of how the arrangement of text, graphics, labels, buttons and audio would be achieved.

Scripts (also known as storyboards specified production details) The final product was built on these documents signed off by the client. 3. Showcase This section offers a walk-through of some of the screens made for the course. The section is divided into three distinct aspects of product design, which are: 1. Instruction design. 2. Interface design and 3. Interaction design. All the three Is converge into product design. 3.0 Instruction design Instruction design for this course was based on the text-graphics interrelationship. Instructional text was used as it would be used in an encyclopaedia with the text placed in close proximity with the visual.

Screen 2. Birth of product design The clients reactions to the screens were positive and he had his own ideas to share. Considering him to be a part of the team, we had another round of brainstorming session. We agreed that the navigational features in the product should be simple. The client was more than willing to trust in our capabilities and not interfere with our design expertise. Along with the additional content, that we got, we also used the meeting to collect support material like diagrams, tables and photographs. The client walked us through some training models of refrigerators that they always utilised for instructor-led training. 2.6 Documentation Documenting the product design strategy was very important from the perspective of implementation. This ensured that the team maintained its commitment to the objectives, strategy and in turn, the learner. Some of the documents included the: Course Structure Document (mapped the objectives against the content clusters) Product Design Document (captured the instructional and visual communication strategy along with the technical requirements) Feature List (list of different screens that form the backbone of the product)

Screen 3. Instruction design - Interrelationship between text and graphics. In screen 3, the text regarding each of the refrigeration components is strategically placed next to the visual. The visual depicts a sequence. The audio strategy integrates the text and the graphics by guiding the learners eye to follow the sequence. This helps the learner grasp one concept at a time, specially the Godrej learner (blue collared employee) who was unfamiliar with the medium and the English language. The course was designed in such a way that every topic had an Introduction and Summary page. This strategy was employed to give the learner an overview of the topic in the beginning and a review of the topic at the end. The Summary page also

contained visuals from the pages already visited to promote recall value for the learner. 3.1 Interface design Interface design is the science where colours, text fonts, font sizes, shapes and line thicknesses are strategically composed in an aesthetic manner to please the user and also set a hierarchy in the communication. This helps the user focus and attend to the information on the page sequentially. Various shapes and forms can be used as metaphors to build associations and help retention. The content also influences interface design. Certain information needs to use specific patterns to communicate. Call outs, zoom in, timelines, sequence, chronology so on, so forth are some of the patterns used in this course.

over and many such interactive techniques can be used in multimedia to not only achieve a holistic experience (assimilation and application) but also ensure retention. The outcome of the Learner Need Analysis showed that the learner was the blue collared employee who had minimal experience with computers. Interactivity was, therefore, kept deliberately simple and limited to audio and page to

page navigation. Screen 5. Interactivity to explain the refrigeration cycle However, for complex concepts for which the screen space was a limitation and retention was equally important, we introduced interactivity. In screen 5, the concept of the refrigeration cycle involved eight steps. This was impossible to show on the screen without resorting to interactivity. Interactivity also helped us avoid page clutter. A Know more link was used right at the end of the essential text on that screen. 3.3 A Sample The following screen uses call-outs to highlight the different facets that are responsible for product design. These will help you to look closely at the smallest elements that have contributed to the big experience.

Screen 4. Road - a metaphor for interface design In screen 4, we see the road as a metaphor, a prominent element that communicates the sequence of the different landmarks in the history of Godrej refrigeration. The water droplets (top right corner) have been carefully selected to express the cooling effect. Can you think of a colour that expresses refrigeration better than blue? In fact, it was a challenge for the design team to come up with an interface design where the corporate colour was red but the subject demanded a cool colour scheme. 3.2 Interaction design Experience is the best teacher and interaction design is all about experience. Click (single, double, right), click and drag, drag and drop, roll

Interface design Call-out strategy with labels. (Communication patterns)

Instruction design Text in conjunction with the vis

Interface design - Callout strategy with labels. (Communication patterns)

Screen 6. The content page as it looks in the final product.

Interface Design Clickable elements and a specific role to play

4. Conclusion To conclude, we have come a long way since the demo was first delivered to Godrej in January 2000. We realised that with the focus on the user and the objectives of the course, the project is significantly different from the demo. The brainstorming session between instructional and visual design for the product has enabled the team to explore newer strategies to accommodate challenging content requirements and learner needs at large. The learnings we had out of this experience were many. To cite an example here, we wanted the Summary page to have hyperlinks to help the

user review the relevant topics. We would like to include this feature in our future courses. To sum-up, e-Learning is not just information presentation. It is not online training either. It is not some topics cobbled together with a bunch of buttons thrown in in the name of interactivity. It is instruction tied to objectives to help the learner become a performer, an achiever, a being empowered. We acknowledge the inputs and contributions of all the members of the Godrej team. The experience that we have recorded in this case study reinforces our conviction that this is the

process towards achieving successful product design. It has been our sincere attempt to try and set standards for product design in the e-learning era that we believe has just hit the shores of India.

Screen 7. Summary page