- INFO 300: Human-Computer Interaction, Summer 2008
30 students enrolled | Syllabus
| Description
- INFO 300: Human-Computer Interaction, Summer 2009
30 students enrolled | Syllabus | Description
- Spring 2010, Undergraduate: Joseph Miller, Oh'n Jay Walker, Jaclyn Duket, and Michael Osborne
- Spring 2009, Undergraduate: Joseph Miller and Oh'n Jay Walker
Project: "Conceptualizing Gaming preferences: Online vs Offline Gameplay" Poster
- INFO 101: Introduction to Informatics
Fall 2007-Spring 2010 with Matthew Hottell and Nina Onesti (Freshman Level Course) - INFO 300: Human-Computer Interaction
Spring 2008, Spring 2009 with Dr. Martin Siegel (Junior-Senior Level Course) - INFO 310: Multimedia Arts & Technology
Spring 2006 with Dr. Jeffrey Bardzell (Junior-Senior Level Course) - INFO 545: Music Information Representation, Search, and Retrieval
Fall 2005 with Dr. Christopher Raphael (Graduate Level Course) - INFO 604: Human-Computer Interaction Design Theory
Fall 2009 with Dr. Erik Stolterman (Graduate Level Course)
- CSE 211: Fundamentals of Computing I
Fall 2002 with Dr. Matthias Scheutz (Sophomore Level Course) - CSE 221: Combinational & Sequential Logic Design
Spring 2003 (Sophomore Level Course) - CSE 331: Data Structures
Fall 2003 with Dr. Jesús Izaguirre (Junior Level Course)
In the Human-Computer Interaction class, I emphasized the importance of 4 topics.
- Constraints within design that are applied by either the design problem or the designer.
- The importance of critique to judge and evaluate design ideas.
- One single design idea is not as valuable as one design idea chosen from amongst several alternatives.
- Design is most appropriately taught through authentic design problems.
The most effective means by which to teach these "soft" skills was to introduce a variety of design activities. These activities allowed the students to apply topics that we discussed in class in a practical manner. It also allowed my assistant and I to provide real time feedback and guidance based on the work that students were producing. The studio model provided some inspiration for organizing these activities even a studio environment is more than just activities. Students typically engaged with anywhere from 6 to 11 design activities in the semester. Selected activities used include:
- Encourage local consumption (CHI Student Competition problem 2009).
- Encourage Olympic spectator participation in the 2008 Beijing Olympics (inspired by CHI Student Competition problem 2004).
- Encourage voter turnout in the 2008 elections.
- Help tourists visiting a city for the first time.
- Provide a family-appropriate social adventure game meant to bring the family together.
- Aid company managers to identify future leadership.
- Help language learners find other learners.
- Help local business connect with their clients better.
- Create an experience prototype to empathize with users who have several different cognitive impairments.
- Create a version of Facebook that allows families to have social networking presence.
- Encourage users to be active through walking and other low stress exercise (CHI Student Competition Problem 2010).
- Translate the experience of working with a travel agent into a digital artifact.
Topics covered in the class include user-centered design, HCI paradigms (e.g., tangible computing, ubiquitous computing, and so forth), usability and field study evaluation, needs/assessment through contextual inquiry, value-centered computing, ethics in design, design principles, team communication, design process models, aesthetics, and business issues.
