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<NewsItem contentIssues="true" id="25677" important="false" status="posted" url="https://my3.my.umbc.edu/posts/25677">
<Title>How do I view my grade roster?</Title>
<Body>
<![CDATA[
    <div class="html-content"><div>    <p>
            Page
                <strong>edited</strong> by
                        <a href="https://wiki.umbc.edu/display/~anna" rel="nofollow external" class="bo">Anna Sniadach</a>
                </p>
            <div>
            <h2>Tell Me</h2>
    <ol>
    <li>Log into <strong>myUMBC</strong>, click on <strong>Topics</strong> and select the <strong>Faculty Center</strong>.</li>
    <li>From the Faculty Center of myUMBC, click once on the <strong>Teaching Schedule</strong> link. Your Teaching Schedule will appear.</li>
    <li>Simply locate the class you wish to view and click once on the <strong>Grade Roster</strong> icon<strong>  </strong> to begin reviewing your roster/entering grades.</li>
    </ol>
    <p></p>
    <p> </p>
    <p> </p>
    <table border="0" width="100%"><tbody><tr><td>
    <h1>Online Grading</h1>
    <p>Grading for all classes is done online in Student Administration, and can be completed from any computer with an internet connection.  All grading must be completed within the designated grading period for each term. </p>
    <p>Online grading is a three step process:</p>
    <p>1. Open your grade roster</p>
    <p>2. Assign grades for students (this step can be done all at once or incrementally)</p>
    <p>3. Submit, or approve, your grades.</p>
    <h2><span>Training Resources</span></h2>
    <p>*<a href="https://wiki.umbc.edu/download/attachments/19529928/Entering%20Grades%20in%20Your%20Grade%20Roster.swf?version=1&amp;modificationDate=1305051319000&amp;api=v2" rel="nofollow external" class="bo"><strong>Click here</strong></a>*to view the self-paced training video.  (<em>requires Flash v10 or higher.)</em></p>
    <p>*<a href="https://wiki.umbc.edu/download/attachments/19529928/Grading_Roster_QRG_03_04_2011.pdf?version=1&amp;modificationDate=1300113763000&amp;api=v2" rel="nofollow external" class="bo"><strong>Click here</strong></a>*to view the quick reference guide.  The guide includes more information than the video, and is recommended to be used either on its own or as a supplement to the video.</p>
    <p><a href="https://wiki.umbc.edu/display/sa/Faculty+FAQ_grade_roster" rel="nofollow external" class="bo"><strong>Click here</strong></a> to go to the FAQ.</p>
    <p><a href="https://wiki.umbc.edu/display/sa/Online+Grading" rel="nofollow external" class="bo"><strong>Instructor-led training</strong></a>(ILT) is offered at the end of each term and on a requested basis throughout the year.  The ILT is typically offered as a comprehensive lunch &amp; learn demonstration, and outlines the steps required to enter and approve grades.  To inquire about scheduling an upcoming lunch &amp; learn, contact Susan Dawson at <a href="mailto:sdawson@umbc.edu">sdawson@umbc.edu</a>.</p>
    <h2><span>Best Practices</span></h2>
    <p>Below are a few suggested best practices. </p>
    <ul><li><ul>
    <li>GRADES MUST BE ENTERED DURING THE DESIGNATED GRADING PERIOD!  Grades that are not completed during the designated grading period must complete a change of grade form to submit their grades.</li>
    <li>Ensure you are viewing the correct Term.  The first time you enter your teaching schedule, it will default to the active registration period for the University, which may be different than the grading period.  If the term is not correct, click on the <strong>Change Term</strong> button and select the appropriate term.</li>
    <li>All grades do not need to be entered at the same time.  Enter the grades you have, and click Save.  You can return to the grade roster to continue entering grades at your convenience.</li>
    <li>You can not approve, ie. Submit, grades until all students have been assigned a grade.</li>
    <li>Grading can occur from any computer that has an internet connection.</li>
    <li>DO NOT HIT THE BACK BUTTON.  Use the internal navigation on the screen to return to the previous page.  Hint:  most navigation is located at the bottom of the screen.</li>
    <li>Only listed instructors for a class can enter grades for the class.  If you are unable to enter grades before the end of the grading period, contact the registrar's office for guidance.</li>
    <li>SAVE, SAVE, SAVE!</li>
    <li>After completing your grade roster, and changing the status to approved, you must save your changes to submit your grade roster.</li>
    <li>If you have changes to make to a student's grades after the end of the grading period, you must submit a change of grade form.  This process has not changed.</li>
    </ul></li></ul>
    <p>~</p>
    </td></tr></tbody></table>
    <h2>Rate this Article</h2>
    <p>
    
    
    
    
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</Body>
<Summary>Page             edited by                     Anna Sniadach                                  Tell Me   Log into myUMBC, click on Topics and select the Faculty Center.  From the Faculty Center of...</Summary>
<Website>https://wiki.umbc.edu/pages/viewpage.action?pageId=31195267</Website>
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<PostedAt>Tue, 12 Mar 2013 10:30:00 -0400</PostedAt>
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<NewsItem contentIssues="false" id="25760" important="false" status="posted" url="https://my3.my.umbc.edu/posts/25760">
<Title>Call for Review: PROV Family of Documents Published as Proposed Recommendations</Title>
<Body>
<![CDATA[
    <div class="html-content"><p>The <a href="http://www.w3.org/2011/prov/" rel="nofollow external" class="bo">Provenance Working Group</a> has published four Proposed Recommendation Documents along with corresponding supporting notes. You can find a complete list at the <a href="http://www.w3.org/TR/2013/WD-prov-overview-20130312/" rel="nofollow external" class="bo">PROV Overview draft</a>. These documents provide a framework for interchanging provenance on the Web. PROV enables one to represent and interchange provenance information using widely available formats such as RDF and XML. In addition, it provides definitions for accessing provenance information, validating it, and mapping to Dublin Core. Comments are welcome through 9 April 2013. Learn more about the <a href="http://www.w3.org/standards/semanticweb/" rel="nofollow external" class="bo">Semantic Web</a>.</p></div>
]]>
</Body>
<Summary>The Provenance Working Group has published four Proposed Recommendation Documents along with corresponding supporting notes. You can find a complete list at the PROV Overview draft. These...</Summary>
<Website>http://www.w3.org/News/2013.html#entry-9760</Website>
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<PostedAt>Tue, 12 Mar 2013 10:27:06 -0400</PostedAt>
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<NewsItem contentIssues="false" id="25761" important="false" status="posted" url="https://my3.my.umbc.edu/posts/25761">
<Title>WebDriver Draft Published</Title>
<Body>
<![CDATA[
    <div class="html-content"><p>The <a href="http://www.w3.org/testing/browser/" rel="nofollow external" class="bo">Browser Testing and Tools Working Group</a> has published a Working Draft of <a href="http://www.w3.org/TR/2013/WD-webdriver-20130312/" rel="nofollow external" class="bo">WebDriver</a>. The WebDriver API aims to provide a synchronous API that can be used for a variety of use cases, though it is primarily designed to support automated testing of web apps. This specification defines the WebDriver API, a platform and language-neutral interface and associated wire protocol that allows programs or scripts to introspect into, and control the behavior of a web browser. The WebDriver API is primarily intended to allow developers to write tests that automate a browser from a separate controlling process, but may also be implemented in such a way as to allow in-browser scripts to control a possibly separate browser. Learn more about the <a href="http://www.w3.org/testing/" rel="nofollow external" class="bo">Web Testing Activity</a>.</p></div>
]]>
</Body>
<Summary>The Browser Testing and Tools Working Group has published a Working Draft of WebDriver. The WebDriver API aims to provide a synchronous API that can be used for a variety of use cases, though it...</Summary>
<Website>http://www.w3.org/News/2013.html#entry-9759</Website>
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<NewsItem contentIssues="false" id="25762" important="false" status="posted" url="https://my3.my.umbc.edu/posts/25762">
<Title>CSS Custom Properties for Cascading Variables Module Level 1 Draft Published</Title>
<Body>
<![CDATA[
    <div class="html-content"><p>The <a href="http://www.w3.org/Style/CSS/members" rel="nofollow external" class="bo">Cascading Style Sheets (CSS) Working Group</a> has published a Working Draft of <a href="http://www.w3.org/TR/2013/WD-css-variables-20130312/" rel="nofollow external" class="bo">CSS Custom Properties for Cascading Variables Module Level 1</a>. This module introduces cascading variables as a new primitive value type that is accepted by all CSS properties, and custom properties for defining them. Learn more about the <a href="http://www.w3.org/Style/" rel="nofollow external" class="bo">Style Activity</a>.</p></div>
]]>
</Body>
<Summary>The Cascading Style Sheets (CSS) Working Group has published a Working Draft of CSS Custom Properties for Cascading Variables Module Level 1. This module introduces cascading variables as a new...</Summary>
<Website>http://www.w3.org/News/2013.html#entry-9758</Website>
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<Tag>w3</Tag>
<Tag>web-design-and-applications</Tag>
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<NewsItem contentIssues="true" id="25674" important="false" status="posted" url="https://my3.my.umbc.edu/posts/25674">
<Title>A More Open Fee-Setting Process</Title>
<Body>
<![CDATA[
    <div class="html-content">
    <h5>by Collin Wojciechowski and Saqib Ashraf</h5>
    <div><br></div>
    <div><p>This academic year, full-time undergraduates pay $2,679 in mandatory fees, and part-time undergraduates pay a prorated share based on the number of credits they take.  These fees support athletics, technology, the Commons, transportation, auxiliary facilities and student activities. Now undergraduates have a chance to weigh in through an online survey that includes detailed information about the fees and the programs, services and facilities they support. ... <a href="http://umbcbreakingground.wordpress.com/2013/03/12/a-more-open-fee-setting-process/" rel="nofollow external" class="bo">(continue reading)</a></p></div>
    </div>
]]>
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<Summary>by Collin Wojciechowski and Saqib Ashraf      This academic year, full-time undergraduates pay $2,679 in mandatory fees, and part-time undergraduates pay a prorated share based on the number of...</Summary>
<Website>http://umbcbreakingground.wordpress.com/2013/03/12/a-more-open-fee-setting-process/</Website>
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<NewsItem contentIssues="true" id="25785" important="false" status="posted" url="https://my3.my.umbc.edu/posts/25785">
<Title>HTML Progress Element and JavaScript Sliders | Treehouse Show Ep 31</Title>
<Body>
<![CDATA[
    <div class="html-content">
    <p>In this episode of The Treehouse Show, Nick Pettit (@nickrp) and Jason Seifer (@jseifer) talk about HTML Progress Element and JavaScript Sliders.</p>
    <p></p>
    <div class="embed-container"><iframe src="http://www.youtube.com/embed/v_dBTN5_v4E" frameborder="0" webkitallowfullscreen="webkitAllowFullScreen" mozallowfullscreen="mozallowfullscreen" allowfullscreen="allowFullScreen">[Video]</iframe></div>
    <h2>Here are the links for the week:</h2>
    <p>The progress element | HTML5 Doctor<br>
    <a href="http://html5doctor.com/the-progress-element/" rel="nofollow external" class="bo">http://html5doctor.com/the-progress-element/</a></p>
    <p>Interactive Guide to Blog Typography<br>
    <a href="http://kaikkonendesign.fi/typography/section/1" rel="nofollow external" class="bo">http://kaikkonendesign.fi/typography/section/1</a></p>
    <p>Threesixty-slider by creativeaura<br>
    <a href="http://creativeaura.github.com/threesixty-slider/" rel="nofollow external" class="bo">http://creativeaura.github.com/threesixty-slider/</a></p>
    <p>Step-By-Step Landing Page Copywriting | Nathan Barry<br>
    <a href="http://nathanbarry.com/step-by-step-landing-page-copywriting/" rel="nofollow external" class="bo">http://nathanbarry.com/step-by-step-landing-page-copywriting/</a></p>
    <p>jQuery Learning Center<br>
    <a href="http://learn.jquery.com/" rel="nofollow external" class="bo">http://learn.jquery.com/</a></p>
    <p>The Web Font Combinator | A Web Typography Tool<br>
    <a href="http://font-combinator.com/" rel="nofollow external" class="bo">http://font-combinator.com/</a></p>
    <p>Icons DB – free custom icons<br>
    <a href="http://www.iconsdb.com/" rel="nofollow external" class="bo">http://www.iconsdb.com/</a></p>
    <p>The post <a href="http://blog.teamtreehouse.com/html-progress-element-and-javascript-sliders-treehouse-show-ep-31" rel="nofollow external" class="bo">HTML Progress Element and JavaScript Sliders | Treehouse Show Ep 31</a> appeared first on <a href="http://blog.teamtreehouse.com" rel="nofollow external" class="bo">Treehouse Blog</a>.</p>
    </div>
]]>
</Body>
<Summary>In this episode of The Treehouse Show, Nick Pettit (@nickrp) and Jason Seifer (@jseifer) talk about HTML Progress Element and JavaScript Sliders.    [Video]    Here are the links for the week:...</Summary>
<Website>http://feedproxy.google.com/~r/teamtreehouse/~3/x4e7xzfa1G0/html-progress-element-and-javascript-sliders-treehouse-show-ep-31</Website>
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<Tag>design</Tag>
<Tag>development</Tag>
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<Tag>html-progress-element</Tag>
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<Tag>ios</Tag>
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<Tag>javascript-sliders</Tag>
<Tag>learn-to-code</Tag>
<Tag>responsive</Tag>
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<NewsItem contentIssues="false" id="25763" important="false" status="posted" url="https://my3.my.umbc.edu/posts/25763">
<Title>Two Last Call drafts: The RDF Data Cube Vocabulary, Data Catalog Vocabulary (DCAT)</Title>
<Body>
<![CDATA[
    <div class="html-content">
    <p>The <a href="http://www.w3.org/2011/gld/" rel="nofollow external" class="bo">Government Linked Data Working Group</a> has published two Last Call Working Drafts today:</p>
     <ul>
    <li>
    <a href="http://www.w3.org/TR/2013/WD-vocab-data-cube-20130312/" rel="nofollow external" class="bo">The RDF Data Cube Vocabulary</a>. This is an RDF vocabulary for publishing multidimensional data, particularly statistical data. It is compatible with the cube model that underlies SDMX (Statistical Data and Metadata eXchange), a widely used ISO standard. The Data Cube Vocabulary brings essential SDMX elements to RDF, providing a standard way for governments to publish statistical information as Linked Data. Comments are welcome through 08 April.</li>
    <li>
    <a href="http://www.w3.org/TR/2013/WD-vocab-dcat-20130312/" rel="nofollow external" class="bo">Data Catalog Vocabulary (DCAT)</a>. This is an RDF vocabulary for expressing the contents of data catalogs, such as government data portals. DCAT is for catalogs of all kinds of data (not just RDF data), but uses RDF to support easy aggregation of catalogs and construction of services which can search across many unrelated catalogs. Comments are welcome through 08 April.</li>
    </ul>
    <p>Learn more about the <a href="http://www.w3.org/2007/eGov/" rel="nofollow external" class="bo">eGovernment Activity</a>.</p>
    </div>
]]>
</Body>
<Summary>The Government Linked Data Working Group has published two Last Call Working Drafts today:      The RDF Data Cube Vocabulary. This is an RDF vocabulary for publishing multidimensional data,...</Summary>
<Website>http://www.w3.org/News/2013.html#entry-9757</Website>
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<Tag>home-page-stories</Tag>
<Tag>html</Tag>
<Tag>publication</Tag>
<Tag>semantic-web</Tag>
<Tag>w3</Tag>
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<PostedAt>Tue, 12 Mar 2013 09:31:40 -0400</PostedAt>
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<NewsItem contentIssues="false" id="25764" important="false" status="posted" url="https://my3.my.umbc.edu/posts/25764">
<Title>HTML Image Description Extension Draft Published</Title>
<Body>
<![CDATA[
    <div class="html-content"><p>The <a href="http://www.w3.org/html/wg/" rel="nofollow external" class="bo">HTML Working Group</a> today published <a href="http://www.w3.org/TR/2013/WD-html-longdesc-20130312/" rel="nofollow external" class="bo">HTML Image Description Extension</a> as  First Public Working Draft. This specification ("HTML-longdesc") enables  web authors to provide longer text descriptions for complex images. It defines the "longdesc" attribute to link descriptions with images in HTML5 content. HTML-longdesc is an extension specification that is part of the HTML5 family of specifications, which enables it to evolve independently and be finalized more rapidly. It is developed by the <a href="http://www.w3.org/WAI/PF/html-accessibility-tf.html" rel="nofollow external" class="bo">HTML Accessibility Task Force</a> in coordination with the HTML WG and the <a href="http://www.w3.org/WAI/" rel="nofollow external" class="bo">WAI</a> Protocols and Formats Working Group (<a href="http://www.w3.org/WAI/PF/" rel="nofollow external" class="bo">PFWG</a>). HTML-longdesc is part of W3C's work to ensure that the Open Web Platform is <a href="http://www.w3.org/standards/webdesign/accessibility" rel="nofollow external" class="bo">accessible to people with disabilities</a>. Please see important additional information in the <a href="http://lists.w3.org/Archives/Public/w3c-wai-ig/2013JanMar/0148.html" rel="nofollow external" class="bo">call for review e-mail</a>. Learn more about the <a href="http://www.w3.org/MarkUp/Activity" rel="nofollow external" class="bo">HTML Activity</a> and the <a href="http://www.w3.org/WAI/" rel="nofollow external" class="bo">Web Accessibility Initiative (WAI)</a>.</p></div>
]]>
</Body>
<Summary>The HTML Working Group today published HTML Image Description Extension as  First Public Working Draft. This specification ("HTML-longdesc") enables  web authors to provide longer text...</Summary>
<Website>http://www.w3.org/News/2013.html#entry-9756</Website>
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<Tag>home-page-stories</Tag>
<Tag>html</Tag>
<Tag>publication</Tag>
<Tag>w3</Tag>
<Tag>web-design-and-applications</Tag>
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<PostedAt>Tue, 12 Mar 2013 09:18:03 -0400</PostedAt>
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<NewsItem contentIssues="true" id="26007" important="false" status="posted" url="https://my3.my.umbc.edu/posts/26007">
<Title>UX Strategy: Designing For The Multifaceted User</Title>
<Body>
<![CDATA[
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    <table width="650">
    <tbody>
    <tr>
    <td>
    <div>
    <img src="http://statisches.auslieferung.commindo-media-ressourcen.de/advertisement.gif" alt="" style="max-width: 100%; height: auto;"><br><a href="http://auslieferung.commindo-media-ressourcen.de/random.php?mode=target&amp;collection=smashing-rss&amp;position=1" rel="nofollow external" class="bo"><img src="http://auslieferung.commindo-media-ressourcen.de/random.php?mode=image&amp;collection=smashing-rss&amp;position=1" alt="" style="max-width: 100%; height: auto;"></a> <a href="http://auslieferung.commindo-media-ressourcen.de/random.php?mode=target&amp;collection=smashing-rss&amp;position=2" rel="nofollow external" class="bo"><img src="http://auslieferung.commindo-media-ressourcen.de/random.php?mode=image&amp;collection=smashing-rss&amp;position=2" alt="" style="max-width: 100%; height: auto;"></a> <a href="http://auslieferung.commindo-media-ressourcen.de/random.php?mode=target&amp;collection=smashing-rss&amp;position=3" rel="nofollow external" class="bo"><img src="http://auslieferung.commindo-media-ressourcen.de/random.php?mode=image&amp;collection=smashing-rss&amp;position=3" alt="" style="max-width: 100%; height: auto;"></a>
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    <p>Designing with users in mind is a tricky thing. Not only does it require of us a sound understanding of who our users are, but the actual act of translating what we know about them into a well-designed product is not always an obvious or easy path.</p>
    <p>Currently, <strong>our user experience tools tend to focus on “who” users are</strong>. I believe this is a hangover from how we traditionally approached marketing and market research. A couple of years ago, I stumbled across a somewhat different method, which has proven useful in a few of my own projects. It has been particularly handy for building value propositions and for clarifying assumptions we make about our users’ behaviours. Most of all, I like how it helps with prioritizing product design decisions.</p>
    <p>So, first, let me explain where I think our current toolset falls short, and then I’ll walk you through an example that uses this newer technique. By the end of this article, you should be ready to give it a try yourself.</p>
    <h3>We Are Multifaceted</h3>
    <p>Put yourself in the shoes of a user for a moment. Imagine that a friend has introduced you to a new Facebook group about a subject you both like. If you are the shy sort, like me, you would lurk around for a little while. Once you became more familiar with the group’s dynamics, you might gradually become bold enough to post a comment or share an appropriate link.</p>
    <p>Imagine also, then, that you’ve stumbled upon a blog post on a topic that you care strongly about. Someone has posted a comment that you completely disagree with — I’ll wager that, <strong>if you’re fired up</strong>, you would post almost immediately, rather than take the time to absorb previous posts. You remain the same person, yet your reaction to something will depend on what it is and what is happening at the time. This is normal.</p>
    <p><a href="http://media.smashingmagazine.com/wp-content/uploads/2013/03/SGreenier_EmotionWheel-11.png" rel="nofollow external" class="bo"><img src="http://media.smashingmagazine.com/wp-content/uploads/2013/03/SGreenier_EmotionWheel-111.png" alt="SGreenier_EmotionWheel-11" width="500" height="311" style="max-width: 100%; height: auto;"></a><br><em>Acting differently according to circumstance and context is natural. <a href="http://uxdesign.smashingmagazine.com/2011/05/19/optimizing-emotional-engagement-in-web-design-through-metrics/" rel="nofollow external" class="bo">Image source</a>.</em></p>
    <p>What does this mean for us as designers? For me, it means that our deliverables right now are probably too prescriptive in their details about who the user is. We would probably do better to work towards a clearer understanding of the user’s varying contexts — contexts that would yield different behaviors and decisions.</p>
    <p>In short, <strong>our current tools tend to focus on the person</strong>, not on predicting their reactions and, therefore, what we should effectively be designing for.</p>
    <h3>Personas, User Journeys, Mental Models?</h3>
    <p>Personas, when created properly based on research, distill what we know about a few key user profiles. They have many advantages, particularly in enabling a common language among stakeholders about who our users are. User journeys and experience maps show a potential path that a user can take through an application or website. They are great for understanding flows and for mapping user needs to functionality.</p>
    <p>However, both of these tools, and others similarly derived, take on a depth-wise view of the user. User journeys can map out specifically what a user may do, too, but not take into account why they make certain decisions. With personas, you garner some degree of knowledge about users’ background contexts and activities, but they might contain more detail about particular user profiles than what you need to design app-wide features.</p>
    <p>Consider what is actually involved in your typical design process. At any stage, your design needs to cater to different activity flows. As designers, we often have to collapse a <strong>complex range of user behaviors</strong> into quantifiable feature sets that could feasibly fit a product management schedule.</p>
    <p>Between personas and user journeys, it would get unwieldy to explore and map these complex ranges of behavior in a way that wouldn’t give us a headache. The closest tool we have at our disposal is the mental model, with which you map out a user’s intentions and tasks. However, a generic use of mental models doesn’t always take different contexts into account at a glance.</p>
    <p>The question remains, how can we better position a product or design an interface that maps onto users’ decision patterns when their behaviors and motivations span a spectrum?</p>
    <h3>Modelling User Groups</h3>
    <p>I finally found a semblance of the method I’d been looking for while gate-crashing a guest lecture by a friend and colleague, <a href="http://www.designtangible.com/wp/" rel="nofollow external" class="bo">David Rollert</a>, a designer with extensive experience.</p>
    <p>Holding a roomful of smart design-engineering students at his attention, David showcased a number of user experience tools that day, including a way to model groups of users. Using a dating website as an example, he explained how we can define key “dimensions” of customer groups (figures 1 and 2 below). This first step is not dissimilar to what we often already do when creating personas. The following diagrams are quoted from David’s slide deck, with his blessing.</p>
    <p><a href="http://media.smashingmagazine.com/wp-content/uploads/2013/03/fig1-rollert-key-dimensions-500.png" rel="nofollow external" class="bo"><img src="http://media.smashingmagazine.com/wp-content/uploads/2013/03/fig1-rollert-key-dimensions-500.png" width="500" height="274" alt="Demographic dimensions for a dating service" style="max-width: 100%; height: auto;"></a><br>
    <em>Figure 1. Demographic dimensions for a dating service.</em></p>
    <p><a href="http://media.smashingmagazine.com/wp-content/uploads/2013/03/fig2-rollert-key-dimensions2-500.png" rel="nofollow external" class="bo"><img src="http://media.smashingmagazine.com/wp-content/uploads/2013/03/fig2-rollert-key-dimensions2-500.png" width="500" height="310" alt="Psychographic dimensions for a dating service" style="max-width: 100%; height: auto;"></a><br>
    <em>Figure 2. Psychographic dimensions for a dating service.</em></p>
    <p>This next step is where we start to look for patterns. Then, picking two of these dimensions, he showed an example of a 3 × 3 matrix where you could map someone’s immediate goal relative to the role they preferred to play (figure 3). In order to fill in the matrix, David asked the question, <strong>“What does each group need?”</strong></p>
    <p><a href="http://media.smashingmagazine.com/wp-content/uploads/2013/03/fig3-rollert-mapping-target-customers-500.png" rel="nofollow external" class="bo"><img src="http://media.smashingmagazine.com/wp-content/uploads/2013/03/fig3-rollert-mapping-target-customers-500.png" width="500" height="454" alt="Mapping target customers: what does each group need?" style="max-width: 100%; height: auto;"></a><br>
    <em>Figure 3. Mapping target customers: What does each group need?</em></p>
    <p>A similar technique of user modelling is mentioned in <a href="http://www.amazon.com/Project-Guide-Design-experience-designers/dp/0321815386" rel="nofollow external" class="bo">A Project Guide to UX Design</a> by Russ Unger and Carolyn Chandler (chapter 6, page 90), but it barely spans a page. While emphasizing the need for real user research, this reference still aligns with what we’ve always done — grouping users according to who they are, rather than what the users want to do or what drives them.</p>
    <p>I thought it was fascinating. Rather than asking the question of “who” these customer groups are, what if we were to ask different questions? Such as, “What do these groups of users want to do?” or “What do they need to know?” Over my next few projects, I started incorporating this technique into my own work with clients, and it has turned out to be a useful tool on many occasions.</p>
    <p>Before getting much further, I want to point out that <strong>this method is not a deliverable</strong>. It is not something you just draw up and send over to your client or product manager for sign-off. It is a technique that is most effectively used in a workshop format with all stakeholders in the same room.</p>
    <h3>Exploring Our Assumptions About Users</h3>
    <p>“User” has become such a loaded word. We pile all our beliefs, interpretations and emotional baggage onto the word “user” and on what they would want. Having been on many teams, I’ve started to realize that it’s <strong>a common problem</strong> that not all stakeholders and team members understand the word “user” in the same way. This is why having a set of personas internally can help iron out the issue of language.</p>
    <p>However, the problem with personas is that they place a particular user on a map discretely, but they are not necessarily the best high-level tool for looking at continuous spectrums of user contexts.</p>
    <p>The <strong>matrix technique</strong> explores what we know and what we don’t know about our users by looking through the lens of contexts for their behaviors and motivations.</p>
    <p>I’ve used this method to do the following:</p>
    <ul>
    <li>to establish key audiences;</li>
    <li>to understand or validate value propositions;</li>
    <li>to help prioritize research areas and product features — to identify what we already know and where we lack data;</li>
    <li>to pinpoint which features are vital.</li>
    </ul>
    <p>It is essentially a structured brainstorming tool to make sense of user patterns. Best of all, it can be an easy way to unpack assumptions that each stakeholder is making about their users.</p>
    <h3>Step 1: Draw Your Matrix</h3>
    <p>In the many times I’ve since done this little thinking process with clients or workshop attendees, a 3 × 3 grid has worked best for me. This is probably because it gives enough variation without being too precise — thereby keeping us from getting analysis-paralysis.</p>
    <p><a href="http://media.smashingmagazine.com/wp-content/uploads/2013/03/fig4-blankmatrix-500.png" rel="nofollow external" class="bo"><img src="http://media.smashingmagazine.com/wp-content/uploads/2013/03/fig4-blankmatrix-500.png" width="500" height="434" alt="A blank matrix." style="max-width: 100%; height: auto;"></a><br>
    <em>Figure 4. A blank matrix.</em></p>
    <h3>Step 2: Identify Important Axes</h3>
    <p>The next step is to identify how many of these different “selves” of our users can exist in this system we are designing for.</p>
    <p>Let’s talk about the example of a potential <strong>social app for runners</strong>. It’s a straightforward offering with which local runners can post routes and visiting runners can find routes. We could imagine virtual competitive elements; a runner might have previously posted a time that you are trying to beat on the same route. Or you might just want a scenic run as a way to explore a new city’s environments.</p>
    <p>What kinds of behavioural attributes can we come up with for runners who would likely use this app? I tend to think in terms of “opposing” attributes. You might end up with a list looking like this and the corresponding user stories:</p>
    <ul>
    <li>
    <strong>explorative</strong><br>
    “I want a new way to experience this city through running.”</li>
    <li>
    <strong>competitive</strong><br>
    “I like to race against someone else, or against myself.”</li>
    <li>
    <strong>frequent</strong><br>
    “I run a lot, several times a week to every day.”</li>
    <li>
    <strong>occasional</strong><br>
    “I run once a week or less.”</li>
    </ul>
    <p>Your axes might then look like this:</p>
    <table>
    <tbody>
    <tr>
    <td>curious</td>
    <td>↔</td>
    <td>engaged</td>
    </tr>
    <tr>
    <td>social</td>
    <td>↔</td>
    <td>individual</td>
    </tr>
    <tr>
    <td>explorative</td>
    <td>↔</td>
    <td>competitive</td>
    </tr>
    <tr>
    <td>frequent</td>
    <td>↔</td>
    <td>occasional</td>
    </tr>
    <tr>
    <td>visitor</td>
    <td>↔</td>
    <td>local</td>
    </tr>
    </tbody>
    </table>
    <p>Depending on the project you are working on, <strong>you may or may not know something about the users</strong> you are talking about. The team with which we explored the idea of this social app belonged to a sports shoe company and consisted entirely of runners who travel fairly frequently to run marathons. They had also done studies previously and gotten some ideas of the spectrum of novice runners to advanced runners, and some insight into the kinds of people who use an existing Web app that they produced.</p>
    <p>As you go through this exercise, <strong>keep in mind</strong> what you know about your users and what you are presuming. From the list above, choose two axes that most interest you or that you think are worth exploring. Choosing might be difficult if you are just starting with this method; in which case, the best thing to do is to dive in and see what happens. If it doesn’t work or if ideas don’t seem to flow, change your axes and keep going.</p>
    <p><a href="http://media.smashingmagazine.com/wp-content/uploads/2013/03/fig5-axes-500.png" rel="nofollow external" class="bo"><img src="http://media.smashingmagazine.com/wp-content/uploads/2013/03/fig5-axes-500.png" width="500" height="459" alt="A blank matrix with a pair of key axes." style="max-width: 100%; height: auto;"></a><br>
    <em>Figure 5. A blank matrix with a pair of key axes.</em></p>
    <h3>Step 3: Identify Key Questions</h3>
    <p>I liken this step to a “magic 8 ball” process. Ask a question! I generally like, “What would these users want to do?” Or, even more simply, “What do they want?” The latter question would cover what users want to know and what they would want to do. You could also ask questions like, “How would they feel?” as a kind of emphatic exercise.</p>
    <p>As you think up questions, keep a list handy. You’ll need it later.</p>
    <p>In this example, let’s stick with “What can they do?” Or, from a user’s perspective, “What can I do with this app?”</p>
    <p><a href="http://media.smashingmagazine.com/wp-content/uploads/2013/03/fig6-question-500.png" rel="nofollow external" class="bo"><img src="http://media.smashingmagazine.com/wp-content/uploads/2013/03/fig6-question-500.png" width="500" height="512" alt="A blank matrix with axes and question." style="max-width: 100%; height: auto;"></a><br>
    <em>Figure 6. A blank matrix with axes and a question.</em></p>
    <h3>Step 4: Fill It Up</h3>
    <p>Fill in the matrix as best you can. If you already have some insights from research, then mark which things you know for certain, as opposed to things you believe to be true but have nothing yet to back it up.</p>
    <p>Generally, by the time you’ve filled the first matrix, you’ll have a fairly good idea of what information you already know about your users and what further research might be required.</p>
    <p><a href="http://media.smashingmagazine.com/wp-content/uploads/2013/03/fig7-fill-500.png" rel="nofollow external" class="bo"><img src="http://media.smashingmagazine.com/wp-content/uploads/2013/03/fig7-fill-500.png" width="500" height="451" alt="Filling in a matrix." style="max-width: 100%; height: auto;"></a><br>
    <em>Figure 7. Filling in a matrix.</em></p>
    <h3>Step 5: Iterate</h3>
    <p>Once you are done with the first matrix, set that aside, and <strong>draw another blank grid</strong>.</p>
    <p>You can do one of two things:</p>
    <ol>
    <li>Pick another question from your list, “What do these users need from us?”; or</li>
    <li>Switch one of your axes to something different, but stick to the same question.</li>
    </ol>
    <p>Start filling in the matrix again from the top. Remember, this is a brainstorming process. Putting down ideas that you can refine later is more important, so <strong>try to move rapidly</strong> through each iteration.</p>
    <p>When you have done as much as you can with this iteration of the matrix, do the dance again: pick another question, or switch another axis.</p>
    <p>It’s best when your team collectively chooses which questions and spectrums to think about.</p>
    <p>Rinse and repeat. You’ll likely find that you can generate a lot of matrices in the space of just an hour, even if it may be a slow start at first.</p>
    <h3>Analysis And Key Insights</h3>
    <p>Once you have done a few of these, it is time to sit back and look for patterns. Let’s look at a few things that could emerge.</p>
    <h4>Assumptions vs. Knowledge</h4>
    <p>One important thing to remember — I cannot emphasize this enough — is when you and your team sit down and write this all out, what you have is merely a summary of a complex set of assumptions. As you manage your discussions around any insights, keep in mind that you are discussing various degrees of potential truth. This is an handy tactic to avoid getting into fights about too much detail!</p>
    <p>With your matrices in hand, now is a very good time to see which set of users we already know about, and how confident we are in stating their needs. Obviously, it is also a very good time to identify which users we know nothing about. Have we already done any research on any of these user groups? Do we have any case studies that back up any of the answers we have listed in the matrices? In short, <strong>what do we know, and what don’t we know?</strong></p>
    <p>If we don’t have any evidence at hand to back up some of these user needs we have written down, then these are merely assumptions that we need to test. Assumptions are great because they serve as perfect design hypotheses. With this set of matrices, we can now identify what kind of user research we need to undertake to validate our assumptions.</p>
    <h4>Common Factors</h4>
    <p>Quite often you’ll notice that some questions generate similar results all the way down one column or one row. For example, in figure 7, we assumed that all “exploring” users would likely be interested in finding new routes regardless of whether they are locals or visitors and, similarly, that all “competitive” users would likely be interested in time-keeping.</p>
    <p>Nothing is wrong with this; it just means that when we come to test for these needs, we will have some parameters to decide what kind of users we need to talk to. And when we come to design for these scenarios, these features will likely represent the “baseline” functionality to include in our app.</p>
    <h4>Priority and Dependencies</h4>
    <p>Sometimes, when you are trying to prioritize features, the practice of generating these user matrices can help you unpack some clear dependencies. In the case of our app, it became clear very quickly that the type of users who would populate the routes in a meaningful way would be locals — before being used by visitors. This means we needed to make the app attractive to local runners first, from all standpoints: in our feature set, in our communications and in our marketing.</p>
    <h4>Core Value Proposition</h4>
    <p>“Value proposition” is just a fancy way of describing the promise of the value you will be providing to customers. When you work through a set of matrices, you might find that you have a clearer view of what you are really promising users by addressing the ranges of users’ needs and contexts.</p>
    <p>As for our little example, we had done a handful of matrices in less than an hour. Suddenly, one of the team members shouted excitedly, “<strong>‘I wish I knew where to run!’</strong> That is the question we need to answer!”</p>
    <p>I handed her the pen, and she scribbled the figure below (8) at the bottom of our last matrix. We knew then that, for this app to succeed, we would have to be able to answer this question, no matter what the user’s context — and that would be our core value proposition at its rawest. With this, we now had an excellent focus on the reasoning behind the design, and we’d just given ourselves a clear fundamental principle through some <strong>bottom-up thinking</strong>.</p>
    <p><a href="http://media.smashingmagazine.com/wp-content/uploads/2013/03/fig8-matrix1-bw-500.jpg" rel="nofollow external" class="bo"><img src="http://media.smashingmagazine.com/wp-content/uploads/2013/03/fig8-matrix1-bw-500.jpg" width="500" height="421" alt="Value proposition." style="max-width: 100%; height: auto;"></a><br>
    <em>Figure 8. Value proposition.</em></p>
    <h3>Taking It Further</h3>
    <p>So, we have a set of matrices on our hands and some high-level analysis and insight. What next?</p>
    <p>First, as with many workshop tools that encourage structured brainstorming, the process is as important as the result itself, possibly more so. As I stated in the beginning, this process doesn’t generate a pretty formatted deliverable — rather, it clarifies how we really think about our users.</p>
    <p>Having gone through the process of generating these matrices and analyzing them, you should find that you can take on subsequent challenges with more clarity:</p>
    <ul>
    <li>Decide which user groups require more research, from which you can generate personas, mental models and user journeys for more detailed tasks, if required.</li>
    <li>Establish a product road map based on having identified which needs should be met across user groups, so that you can decide which features to design and build together.</li>
    </ul>
    <p>One happy little byproduct of expressing user needs through such matrices is that you can delineate each of them into a <strong>corresponding user story</strong>, which fits nicely into an agile methodology. Using our app again as an example, we can create a user story like, “As a local runner, I want to find new routes to run.” You could then decide whether that user story is a validated user need; if so, you could transfer it into a design-then-build process.</p>
    <h3>When Does It Work Best?</h3>
    <p>I’ve successfully used this method in conjunction with others when I help startups figure out how to approach their user base, and also what they ought to build first. It fits neatly into methodologies such as the Lean Startup because it creates a structured basis for generating hypotheses. I’ve found it to be excellent both as a preliminary thinking tool to facilitate design decisions and as a synthesizing tool in the process of user research.</p>
    <p>No doubt, as you explore this method, you may find other ways it works for you, or not at all. You could say that there is the right tool for every job, but <strong>sometimes the best tool is the one that gets the job done</strong> in the simplest and quickest way.</p>
    <p>In this case, we have a very simple way to enable us to think about the ranges of user behaviors and motivations — while keeping their contexts in mind.</p>
    <h4>Further Reading</h4>
    <ul>
    <li>
    <a href="http://rosenfeldmedia.com/books/mental-models/" rel="nofollow external" class="bo"><em>Mental Models: Aligning Design Strategy With Human Behavior</em></a>, Indy Young</li>
    <li>
    <a href="http://projectuxd.com/" rel="nofollow external" class="bo"><em>A Project Guide to UX Design</em></a>, Russ Unger and Carolyn Chandler</li>
    <li>“<a href="http://johnnyholland.org/2009/08/user-stories-a-strategic-design-tool/" rel="nofollow external" class="bo">User Stories: A Strategic Design Tool</a>,” Penny Hagen and Michelle Gilmore</li>
    <li>
    <a href="http://www.userstories.com/book" rel="nofollow external" class="bo"><em>User Stories Applied for Agile Software Development</em></a>, Mike Cohn</li>
    <li>
    <a href="http://theleanstartup.com/book" rel="nofollow external" class="bo"><em>The Lean Startup</em></a>, Eric Ries</li>
    </ul>
    <h4>Acknowledgements</h4>
    <p>Many thanks to David Rollert, who sparked the idea for the approach described in this article, and who I hold wholly responsible for opening my eyes to better ways to achieve great user experiences.</p>
    <p><em>(al)</em></p>
    <hr>
    <p><small>© Stephanie Troeth for <a href="http://www.smashingmagazine.com" rel="nofollow external" class="bo">Smashing Magazine</a>, 2013.</small></p>
    </div>
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<Summary>        Designing with users in mind is a tricky thing. Not only does it require of us a sound understanding of who our users are, but the actual act of translating what we know about them into a...</Summary>
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<Title>Gadget Gets Under the Hood to Bring Analytics to Driving</Title>
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<Website>http://www.technologyreview.com/news/512211/gadget-gets-under-the-hood-to-bring-analytics-to-driving/</Website>
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