TCM: A Case for the Extreme User

What is an extreme user?

After reflecting and thinking about the attitudes, beliefs, and perspectives of every and all students and teachers, it’s time to sort out the information and documentation gained from the Curiosity interviews.

The first step is good news: all this information and documentation does not have to be considered or weighed. In fact, we are going to start with the procedure of selecting “extreme users.” 

The case for extreme users is simple, but not overly simplistic. It means that when we examine the experience of end-users to some sort of extreme, the middle will also be represented in these inferential samples. For this exercise, think of the extreme users in two different ways, which are somewhat opposite: The low-tech, no-tech resistant student or teacher and the high-teach, love-tech early adopter student or teacher.

Assumptions. In general, these archetypes below describe “extreme users” who are students or teachers. These descriptions are generalities and should not be considered for stereotyping or putting teachers and students “into a box” or for judging their character, work ethic, or any other personal or professional attribute. Moreover, the extreme users should not be considered “easy-going” or “resistant” nor “good” or “bad.” They all are precious end-users who should be served just like all the students and teachers in the middle or all those who reside between extreme users. Instead, the mindset to be conscious and conscientious is that all end-users should be valued and revered: Student and teacher extreme end-users are not “extreme” in a negative or positive way; instead, they afford us worthwhile insights into the ultimate growth and death of technology solutions. This will lead to not only optimal quality experiences for all teachers and students, but also to the reduction of costly technology that is less effective or not used or both.