Optional Directions

I’ve just been sent a copy of the contact list for our major client. Listed within are instructions as to how to navigate the automated switchboard to reach various people.

As some of you may know, I’m in the throes of redesigning the software our company uses to manage its contracts/contacts/operations and stuff. What didn’t occur to me was to build in some facility for storing pathways through switchboards. Maybe I’ll just make the telephone field a bit bigger…

It seems to me that I’ll never be done designing, never mind building – there’s always something that no-one thought to tell me, or that I didn’t question sternly enough what I was told.

This is one of the thoughts that stops me from being self-employed: I’d never be able to get the full picture out of the users, not being fully immersed in the situation, so I’d never be able to design something that matched exactly to what is required and I’d be so fearful of making a shoddy system that I would be quite unable to produce anything at all for fear of it being unhelpful. That tells you too much about me, I suspect.

Having said that, I did spend some time working on a system for a local council, and managed to conquer my fear of producing Bad Things enough to deliver a system that seems to have made them happy. It would be too much to expect *two* such happy outcomes from freelance work..

Maybe I’m just too much of a perfectionist, but everywhere around me I see the results of bad software causing people to have to do daft things and I’d never want to do that to anyone. The infamous doom-system that I babysit here has a screen that I can’t even begin to fathom how to use, and apparently you can’t add more than one entry at a time, you have to close the screen and go back in every time. Personally, that would make me stabby if I have a pile of 50 things to process, but apparently ‘it’s always been like that…’ so it’s okay. No damnit, it’s not okay. If we put up with things like that then standards won’t ever improve.

I learned today that one of the more pleasant and amusing members of our company is off to fulfil her dream of working with her twin sister on her glassworking hobby and hoping to make a business out of it. I’m jealous beyond all measure.

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skills for the modern world

Human beings have always sought to make sense of their environment by labelling things (even if it was just different shades of “ugg” for a while). The modern (don’t make me say Web 2.0) web projects are popular, mainly because they give us a chance to label things for ourselves. Everyone’s understanding is different, and the same symbol will usually conjure up a whole range of labels, depending on the observer’s own experience of that symbol. With this is mind, it is necessary to agree some common ground, and a dictionary of agreed associations and meaning for a particular symbol.

I look after a quirkily-written application at work, where the symbol for ‘click here to go into the details page from the summary page’ is a dustbin. Yes, a dustbin. The (clearly only *almost*) obvious symbol for deletion/discarding/removal is actually the button you need to click to go into the screen to deal with the item on the list. This actually causes me pain when I click on it, as my brain is screaming no from the symbol-recognition point of view, while also telling me that I know how the button works and it’s safe to click on it. This kind of conflict makes it very difficult for users to use the application, as the brain ‘forgets’ the real use of the button and sees only the symbol.

Choosing appropriate representations of a particular concept or action is an often-underestimated skill: it requires the empathy to put yourself in the position of your user and what they might have been exposed to and how they might classify the action they need to take. It’s all very well that we have absorbed certain standard symbols for certain concepts and actions, but what if the user has not been exposed to these symbols? I found myself trying to explain how to save a file in Word, to someone whose computer didn’t have a floppy drive. Why is the ‘save’ icon a disk? Why would she associate saving files, with a floppy disk? What’s a floppy disk? This is an example of a symbol that made sense at the time, and users have become accustomed to seeing it, so it still makes sense as it is familiar. But to a user who does not understand the symbol, it is no longer possible to grasp it even in a physical metaphor sense, as the physical method has changed. Saving files no longer ‘looks like’ floppy disks.

Like it or not, Microsoft have had a considerable influence upon the way we develop software interfaces. Through their sheer dominance, they have exposed most computer users to their way of doing things, so that any other way seems ‘wrong’ and ‘difficult’ for a user to grasp. If you want to write an interface to a word processing package, you had better make sure that it functions as the user expects it to i.e. like Word, or it will have to be *really* spectacular to compete. I wouldn’t say that this is necessarily a bad thing for those of us who have to support and train users!

But having a single driver of human interfaces with computers is probably not healthy. Having a single commercial company in charge of human-computer metaphors ties in the majority of users to doing things the Microsoft way, as anything else doesn’t fit their trained knowledge of symbols.

Part of the problem is superstition: the symbol *becomes* the thing, rather than a representation of the thing. In my experience, the user doesn’t think about how and why they are performing an action, and what the mechanisms are. The number of times I’ve been told ‘I just click on this button when I’m done’. When questioned as to what the button is supposed to achieve, they don’t know. Such brittle understanding isn’t solely confined to computer use, I know, but it is one of the things that makes innovation in interface design so daunting a task. Yes, you can come up with fantastic and nifty ways of representing what the user should be doing, but unless it translates on some level to something they are familiar with, you will have an uphill struggle.

Most of the problems I get with the Quirky Application are through misunderstanding of the interface – symbols are misused, buttons are in odd places and perform strange functions. I don’t blame the users (even when laboriously cleaning up the sorry state of their data), I don’t really blame the developers (although it might not sound like it sometimes, when I find some of the more interesting features)- user interface design is a tricky skill to master, especially when you don’t have the R&D resource of a software monolith.

Where the whole social web software concept is helping, is that it is training users to think about what something represents and how to summarise it. Think about tagging: what you are essentially doing (if you are a responsible tagger, that is) is boiling down an entire page/site into just a few words that will represent that article/site. You have to pick words that other people will think of and might be searching for, and you have to think of as many possible alternatives that describe the same thing. As an English teacher I would be jumping for joy about this concept: a chance to demonstrate that a good grasp on language and synonyms is useful for *trendy* things! It is finally cool to flex your vocabulary.

What I like most about the phenomenon of tagging and collaborative works is the idea that it gives everyone a little more insight into how other people might be thinking. I’d be really interested to put up a site full of common and proposed user-interface symbols and see what they get tagged with. Maybe we can collaboratively brainstorm our way into a new era of symbols.. I’ll get right on that.

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leaning towards learning

As a precocious (their words, not mine) 10/11 year old, I used to be given the books of my peers to check spelling tests, and was assigned as mentor to a couple of the less able members of my class. I wonder how Daniel is getting on these days.. I also have some memories of listening to the really young ones read, in the reading area of the primary school. I’ve no idea how that would have come about, as surely I’d have been in lessons, but the memories are there nonetheless.
When I was studying for my A-levels (although studying may be a bit too strong a word) I spent a good many of my free lessons helping teach science lessons to the younger kids. Our school was experimenting with something called ‘CASE – thinking Science’ which I don’t remember much about except that I approved of the techniques of stimulating thinking through practical work. I thoroughly enjoyed both the preparation and the delivery of each lesson, although I’m exceedingly grateful I never had to help with the class my brother was in. I also ended up actually teaching a lesson, as the teacher had gone off sick and the supply teacher taught English, not this scary science stuff, and basically left me to it. At 18. It went okay, despite my fear of the 14-year-olds.

For my work experience/community service, at more or less the same time, I was placed in a pre-school group, helping with the children. Mostly playing, if truth be told, but still educational playing, honest. Mmm Duplo ™.

Several years on and I found myself back in school, albeit as a lab technician. The school was a lot ‘rougher’ than the mildly genteel secondary school that I attended personally, and it was a bit of a shock to see how little respect the children had for certain teachers. Mind you, kids can certainly tell if you are confident or not and will take advantage of any lapse in discipline. One poor Indian lady, aged about 60 or so, was so cowed by her classes that I could scarcely hear myself think in my prep room. I resorted to standing at the doorway and glaring until they got the message. Poor Indira.

You would have thought that this would have put me off teaching, and to a certain extent, it has. I don’t think I would ever go straight to secondary school teaching. I think that would be something you have to work up to once you’ve found your feet.

I do, however, want to be a primary school teacher, in Scotland, on a remote island. Which seems a far cry from where I am now – working in Basingstoke, writing a ridiculously-ambitious piece of software, living in a ghastly town, in a cookie-cutter house. I long for the boundless skies and breathtaking scenery of Scotland. I long to do something useful, and I love teaching: whether it be demonstrating how to use some software, or explaining how something works. The joy of passing on understanding to another person is beyond compare.

Oh I know it’s not always a joyous experience. Nothing is. Many’s the time I’ve left a meeting frustrated because I’ve not been able to make myself understood. I assume that’s why some training is involved. It’s not enough to know your subject, you must be able to inspire, provoke and entertain your audience. I’m thinking this is where my drama classes might come in handy.

My mother trained as a primary school teacher, and did teach for many years. I find it weird that I want to follow in her footsteps, when we’ve disagreed on so many subjects in the past. But it’s not necessarily her that has inspired me. If I had to blame anyone for even putting the thought into my head, it would have to be the late, great Richard P Feynman. If I could only learn to emulate his talent for breaking the problem down into the simplest form, I would be a happy lady. I believe that anyone can understand anything, as long as the presentation is suitable. He had a knack of finding a common ground that most people could meet on.

I was lucky enough to be taught by a wonderful teacher at secondary school. His name was Pete Kaufman, and I’ve heard that he has since died. I mourn his loss, not only for myself, but for all the people who will never have a chance to be taught by such a truly great teacher. I don’t think many of us realised just how good he was. I certainly didn’t at the time. He was always the eccentric one, humble and kind, slightly zany, always had time to talk something over. He didn’t come from the traditional educational conveyor-belt – he did his chemistry degree through the Open University, which I think caused a few of the staff to look down on him slightly, but he did have the knack of making a potentially gnarly subject relate to everyday terms that we could understand. That is a priceless skill, and I only realise later how precious he was. Mr Kaufman, I may have disappointed you with only a C at A-Level chemistry, but you’ve left a far more profound mark on me than a grade could ever measure. I want to be like you.

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Posted in thoughts | 2 Comments

Entering NULL into table using Enterprise Manager

For those occasions when you are manually editing data and need to replace what you are removing with a NULL. The keystroke is control-0

The number of times I’ve googled for that, as I can never remember it..

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Posted in SQL Server | 1 Comment