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Notes for facilitators
- Is more 'research' than 'testing'.
- Conversational - discussion evolves naturally. Not an interview.
- But make sure key areas are covered.
- Recommend that one person facilitates the discussion and the other makes observations.
- Note taking should be unobtrusive. Leave time for discussing and recording findings after the session.
Equipment and set up
Victoria laptop with the following:
- Vic site open in Chrome
- Vic site open in IE
- screen recording software
- treejack test in a new window
- printed copies of Ethics form: participant information sheet.
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Introduction
The introduction is very important. Put the student at ease, explain the purpose, get them to sign the ethics form.
Key messages:
- We're planning some changes to Victoria's website, to make it more user friendly for school leavers who are looking for information.
- This session will take about 45 minutes.
- There will be a bit a chatting and we'll also get you to do a few things online.
- We're not testing you or your website skills!
- Your participation is highly valued - you're helping make a difference - thank you.
Testing outcomes
- Understand what information students are looking for when they come to the Victoria website.
- Understand
- ow the terms in the current IA compare to the proposed new ones.
- Which terms students recognise and which don't make sense to them .
- How different navigation labels 'say' to school leavers.
- Understand what information school leavers need and what they need to see first.
- Understand the relevance of faculties and schools to school leavers.
- Learn how school leavers deal with the terminology we use: which terms are understood by them and which are unclear.
- Test how well our subject groupings work. We hope to see evidence that our approach would work better
Conversation guide
1. Interests/scene setting
Do you have some idea of what you’d like to do at university, or careers that interest you?
If unsure, ask about subjects at school.
2. High-level navigation options
Where would you look on the Victoria website to find information to help you make decisions about university study? Why?
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Which would you pick if you wanted to enrol? Why?
3. CSP choices
Which area would you select next? Why?
| Programmes | Degrees | Subjects | Papers |
| Topics | Courses | Qualifications | Careers |
4. Exploring and talking
Let's have a look at the information that's on the Victoria website now to do with (student interest area). Have a go.
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Talk to the student about what they are looking for - get then them to talk out loud.
What's important here is what they are interested in, in - what they need to know (and in which order) rather than how well the current site works for them. What is
Explore:
- What are their personal priorities? (eg, career info, specific field, degree info)
- What's useful, and what's less useful?
- Did they find out what they were looking for? Was it enough? What's missing?
Is there anything else you need to know when thinking about enrolling at a university?
(student Student may mention costs, student life, who are the lecturers, faculties and schools)
5. (TBC) Demo topic page
Here's a mock up of a test page we've created that uses a different approach to introduce an area of study. (Invite them to explore it.)
How useful is it? Is there anything else that could be included?
6. Role of faculty and school
What's your understanding of the role of a faculty at a university?
What's your understanding of the role of a school at a university?
7. Treejack
We're looking at new options for how we provide information about areas of study. We'd like you to use an online tool to help with this.
Bring up the treejack test. (URL will be: https://victoria.optimalworkshop.com/treejack/july-subjects We should have this opened in a different window or tag).
The participant just needs to put in their name (so we can match their results to other notes later).
They will see some visual instructions on how to do the task.
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- Task 1: They see the list of 15 top-level areas and work though the navigation to find the thing they want. When they find it, they hit a button called "I'd find it here".
- Task 2: Same action and visuals as above. Task can be skipped if you're short of time.