This project deals with virtual online sessions as an educational tool, it explicit focusses on the large multinational company Grundfos A/S and Adobe Connect as a case. The overall initial problem was: How does one improve the user’s experience of online sessions in Adobe Connect at Grundfos?
with full focus on the actions in the online room.
The research was conducted through a pragmatic ongoing process, over approximately 18 months, using varying method to understand different sub meanings of the initial problem. This is an empirical study that only uses theory as a mean to understand and analyze the given problem.
The first part of the analysis tried to understand the challenges the user faced during using Adobe Connect, finding that one face cultural challenges, challenges of creating a coherent understanding. As well as individual challenges with acting, interacting, performing on two stages at the same time and creating a personal front online.
The second part focused on solving the aforementioned challenges, and showed that these can be solved through a process of sensemaking, that changes the overall view of the virtual classroom, both for the user and the trainer. It also shows that it is possible to solve most interaction problems by focusing on planning the sessions and creating a presence through making the user competent early in the process.
The third and final part, focused on creating specific solutions that matches the Grundfos context, as well as indirectly starting the sensemaking process, through a creative workshop with Grundfos employees.
Overall the findings shows that it is not only necessarily to involve users in the understanding and developing of new solutions, it must be done in an ongoing process, to ensure that the involved parts will continue the development after the research has finished.