In this course you will learn how to design and prototype user interfaces to address the users and tasks identified in user research. Through a series of lectures and exercises, you will learn and practice paper- and other low-fidelity prototyping techniques; you will learn and apply principles from graphic design, including design patterns; you will learn to write a design rationale; and you will learn how to design for specific populations and situations, including principles and practices of accessible design.
Design for Older Adults (Interview with Anne Marie Piper)
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Из курса от партнера University of Minnesota
Prototyping and Design
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Из урока
Universal Design, Accessibility, Special Populations
An introduction to universal design, with specific lectures focused on particular impairments, limitations, and populations.
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Loren TerveenProfessor
Computer Science and Engineering
Haiyi ZhuAssistant Professor
Computer Science and Engineering
Lana YaroshAssistant Professor
Computer Science and Engineering
Dr. Brent HechtAssistant Professor
Computer Science and Engineering
Joseph A KonstanDistinguished McKnight Professor and Distinguished University Teaching Professor
Computer Science and Engineering
Hello and welcome back.
Today, we have a very special video for you.
We're going to be talking about designing for older adults and we're actually going
to have an interview with Professor Anne Marie Piper who's an expert in the field.
Now, this extends this theme of universal design that you've been hearing
a lot in all of our videos and I just want to emphasize that thinking about
how your design will work for people of diverse abilities.
In this case, all sorts of ages is time well-spent.
Now older adults,
this is one demographic that we'll all be part of some day if we're lucky.
So, it's an important one to consider.
So let me introduce Professor Anne Marie Piper,
she's an Assistant Professor at Northwestern University.
Her work is in Communication Studies,
though she also has appointments in Electrical Engineering and
Computer Science and Communication Sciences and Disorders.
She directs the inclusive technology lab.
And recently, she has received the very prestigious
National Science Foundation Career Award for advancing online social support for
older adults with disabilities.
Her work has received best paper rewards and
honorable mentions at all the major venues in our field,
such as CHI and DIS and ASSETS and it's just an honor to have her with us today.
So, let's go ahead and call her in.
So, welcome and thank you so much for agreeing to this interview.
So, we're going to be talking about design for older adults and
my first question is what term should you use to refer to this population?
I've heard people say, elders.
I've heard people say, old people.
I probably shouldn't use old people.
I've heard people say, ancient ones.
That's probably not the right way, either.
What's the right term?
>> That's a great question and one we get quite often.
In my experience, the most appropriate term is old adult.
It helps emphasize the relative nature of age.
We're all older than some people and younger than others, but
terminology is also cultural.
So, I would really recommend to students that they ask the older adults that
they're working with what sorts of terms they use to describe themselves.
And so in HCI, we often rely on the World Health Organization's
definition of what it means to be an older adult and
this is often defined by the chronological age of 65 and sometimes 60.
But again, this definition can vary based on regions and different countries.
So, another issue is that being an older adult is based on your values and
your own perspectives.
So I've worked with people in their 60s who very much identify as
being an older adult and consider themselves old,
then I've met centenarians who explain that being old is a frame of mind.
And one memorable individual who was 101, who lived on her own,
who kept her own house.
We still cook our own meals said that many of her younger peers are old and
she didn't think that term applied to her.
So really, being older is far more than chronological age.
>> That's very interesting.
So, it sounds like you've done a lot of work with this population.
Could you tell us a little bit more about your research?
>> Sure.
So, one issue for studying is what it means to stay active and
engaged online throughout the lifespan?
So often, older adults are thought of as passive participants online.
They're lurking, but not often contributing content.
And so to turn this on its head, we studied a community of very
active older adult bloggers and we've found that blogging and
contributing content online was really important for this stage of life.
For example, we've found that these older individuals were
negotiating their identity as they entered retirement.
So often, people are leaving very meaningful work that they had for
and now contributing content online can derive a sense of self-worth.
People are also negotiating different transitions around having an occupation
that defined themselves and now caring for grandchildren.
And so, blogging is a space where people can work through some of these
identity related transitions.
And then finally, the older adult bloggers are also
expanding their networks to new peer groups.
We often think about older adult as the time where we just turn inward and
we just want to stay close to those we already know, but
that's not characteristic of the full experience of older adulthood.
People are often looking for new peers and new relationships.
So in a second line of work, we're also studying how family members and
other caregivers can help older people stay active online throughout their lives.
And so, I think we're at a pretty pivotal point in history now where it's less
important to design technologies that help people go online for
the first time and it's becoming much more important to design
technologies that help people sustain their online lives as they age.
So for example, what happens for
older individuals who experience cognitive impairment later in life?
So we've been studying and investigating the ways that
caregivers help older people stay active, and engaged online.
For example, caregivers of older adults with cognitive impairments
are using the internet as a way of helping people stay socially connected and
helping people say stimulated, but
caregivers are also doing things that infringe on their independence.
They're filtering certain content from their care recipients.
They're blocking certain friends in someone's social network.
So there's this tension between staying active and engaged, and
empowering way versus infringing on someone's own independence.
>> Well, that sounds really interesting.
So right now, we have an audience of people.
A lot of them are computer scientists who want to learn how to design better user
interfaces and
what are somethings I should keep in mind when working with this population?
>> Sure, another excellent question.
So in HCI, we often design with the goal of helping older people do things
like remember their medications or to prevent wandering behavior for
someone with dementia or to stay socially connected.
But in essence, we're really problematizing aging as something that we
can solve through technology and this puts growing older in a fairly negative light.
So, this view of aging is also further perpetuated by the notion of
successful aging.
So this is the idea that as we grow older, we need to stay physically active.
We need to be social.
We need to always be sharpening our minds by doing Sudoku and crossword puzzles.
This means that if you're not doing these activities,
you might be aging the wrong way.
So, it's excluding very real and personal experiences for
some older adults who may not be able to or may not have the resources for
doing some of these activities.
So, one piece of advice for
students is to try to view older adulthood as a time of development and growth.
We want to look for opportunities around how people are expressing themselves and
using technology to meet their changing needs as they age, as they experience
what it's like to become older and to have an identity as an older adult.
So, there are many aspects of older adulthood that I feel
the field of HCI hasn't fully explored.
So most recently, we've been studying Issues of ageism through technology design
and this involves the pervasive nature of stigma and bias around aging in the media.
So everywhere we look, we see things like anti-aging cream that treats
growing older as something that's very negative.
We may have trouble getting out of a chair and we say, my bad hurts.
I'm just getting old.
And so it's one view of what it means to be older and it's often harmful,
and just discouraging for people that are in older adulthood.
Another issue that we have uncovered through our work is the topic of age
discrimination in the workplace, particularly around technology use.
And so, some of the older adult workplace say that this begins around age 50.
And so, this is a huge area of opportunity for HCI design.
And then finally, so much of what we've been working on in the field involves
helping people stay connected with their family members and close friends.
But the older adults we've worked with have said other things like supporting
intimate relationships throughout the lifespan, and encouraging new forms of
partnerships, like finding new roommates as you get older.
So, these are things that aren't even on our radar in the field of HCI, but
they're very important for older individuals.
>> That's so interesting.
And even as you're speaking, I'm hearing a lot of the same themes that have come
up in my work with teenagers, for example.
Rediscovering identity, figuring out who you are, figuring out what it means for
you to be in this stage of your life.
I think this is kind of getting back to the theme that we've had in this course is
the theme of universal design.
If you're thinking about lots of different populations,
then your design can actually be better.
So, how can taking these considerations that you've said
actually improve people's designs?
>> Sure, I think with any population, we want to be very
mindful of the assumptions we're making that we bring into our design work.
So, we need to be mindful of the power dynamics that are at play as well and
that we might reinforce through our design process, such as identifying certain
issues as problems that we want to address while marginalizing other issues.
And we can also inadvertently position the user as needing help and
us as the researchers or
the designers as the ones in a position of power to make that change happen.
So instead, I think we really need to be reflective on these issues and
seek new ways to empower older adults themselves to be capable and
competent creators of technology.
>> That's so great.
Well, thank you so much for joining us today.
It was great to chat with you and I'm sure the students learned a lot.
Thank you.
>> Thank you.
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