Orlikowski defines “technological frames” as the cognitive elements that help technology and information associated with that technology become more salient (p. 364). In this case, technological frames would be those cognitive elements that already exist in the audience’s mind that would help them understand Facebook better. Although these preexisting technological frames do help an audience member better understand a new technology, we must make sure to design the manual to not only explain the features but also how to incorporate them (something Orlikowski defines as a problem in her study).
The first step I would take in explaining Facebook would be to relate it to their real world experiences. For example, we can relate a profile picture to a yearbook picture. It is a picture specifically chosen to show the person in his/her best light. Doing so will help them understand the reasoning behind Facebook better and being able to relate Facebook to the real world (e.g. poking = saying a quick hi) will help them adapt to the new technology faster.
The next step, after orienting them with how Facebook is similar to real life, would be training the target audience to how Facebook is different. I would thoroughly explain options such as Facebook apps, the news feed, the profile, photo albums and the wall. The profile, photo albums and the wall are central to a user’s experience on Facebook. The reason I would explain applications and the news feed is because, as Orlikowski states that training helps the users understand how the new technology “differs from other technologies with which they are familiar” (p. 365) and these two features are quite unlike what is available in other technologies. I would suggest, at least at first, to concentrate on just using the major features of Facebook (e.g. wall, photos, profile) and then expand to other, more unique features such as bumper stickers etc.
Like Grudin mentions in his introduction, individuals only need a reward from a technology in that it makes life easier or more enjoyable (p. 324). That is one of the major rewards of using Facebook. For one, the birthday reminders help you remember everyone’s birthday (of course dependent on if you sign in) and makes is easy to send a wish across. Also, the phonebook keeps track of all your friends’ numbers and if they change their number, it automatically updates. Other major rewards include an easy way to keep in touch with classmates and acquaintances both from the present and the past.
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I agree with you that a yearbook makes an excellent reference for explaining Facebook. At one point, Facebook was only for college students, and with its limited features, it was almost exactly like a digital yearbook. It has expanded a bit, but everyone is familiar with a yearbook, and it makes a good starting point in the explanation process. In training the user to the differences with Facebook, it is also important to stress it as a group technology, and not merely something for individual use. How you use the application can be just as important as what you do to use the application.
ReplyDeleteI agree with Peter - it's important to emphasize it's function as a collaboration technology and not just for individual use (this is something I also forgot to emphasize in my post :( ). But I like how you singled out what you feel are the most integral features, as this would probably be much more helpful in training than overloading the user with everything.
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