Rethinking HCI Education for Design: Problem-Based Learning and Virtual Worlds at an HCI Design Studio

Koutsabasis, Panayiotis; Vosinakis, Spyros

doi:10.1080/10447318.2012.687664

Cited by 38 publications

(17 citation statements)

References 29 publications

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“…In the past two decades, changes to pedagogy have addressed the rigor and applicability of education in HCI to practice, most notably including use of the studio model of education [1,15,17,24]. The goal of these environments is to encourage the development of design thinking, introducing students to the reality of the discipline through active project work, collaboration, and use of HCI methods and technology.…”

Section: Hci Pedagogymentioning

confidence: 99%

Evolution of design competence in UX practice

Gray

2014

Proceedings of the SIGCHI Conference on Human Factors in Computing Systems

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There has been increasing interest in the adoption of UX within corporate environments, and what competencies translate into effective UX design. This paper addresses the space between pedagogy and UX practice through the lens of competence, with the goal of understanding how students are initiated into the practice community, how their perception of competence shifts over time, and what factors influence this shift. A 12-week longitudinal data collection, including surveys and interviews, documents this shift, with participants beginning internships and full-time positions in UX. Students and early professionals were asked to assess their level of competence and factors that influenced competence. A co-construction of identity between the designer and their environment is proposed, with a variety of factors relating to tool and representational knowledge, complexity, and corporate culture influencing perceptions of competence in UX over time. Opportunities for future research, particularly in building an understanding of competency in UX based on this preliminary framing of early UX practice are addressed.

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Section: Hci Pedagogymentioning

confidence: 99%

Evolution of design competence in UX practice

Gray

2014

Proceedings of the SIGCHI Conference on Human Factors in Computing Systems

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“…There are a few software tools developed specifically for HCI education; e.g. for supporting student's low-fidelity prototype creation and 'wizardof-oz' testing [5] or for providing shared workspace for collaborative design [4,6]. While these tools seem to provide excellent support for learning UID in general, we found the support for learning the visual aesthetics aspect of UID minimal and insufficient.…”

Section: Introductionmentioning

confidence: 88%

Design eye

Jalil

Plimmer

Warren

et al. 2013

Proceedings of the 18th ACM Conference on Innovation and Technology in Computer Science Education

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We describe the design of a web-based interactive learning environment that guides students' learning of visual aesthetics. With aesthetics, the whole is greater than the sum of its parts. However, initially we take an element-by-element approach that aligns well to the SOLO Taxonomy and software components. Using the colour element as an exemplar, we trialled our online learning environment with 36 undergraduate students undertaking a Human-Computer Interaction course. The results suggest that students enjoy and engage in the process, indicating the potential of our structured approach to learning visual aesthetics within Human Computer Interaction education.

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“…This is not only motivated to enable remote students to engage in studio, but also because professional design work itself is now often computer-mediated, for example through clients submitting design briefs to online design networks and "crowdsourcing" environments [55]. In their Human-Computer Interaction studio course, Koutsabasis and Vosinakis situated studio critiques within a virtual world for on-campus students, linking studio practice to one of the environments of interest for the subject matter [34]. In our case, teaching distributed software engineering, the move to teach studio online similarly aligns with professional practice and the subject matter of the course; several tools that are widely used in global software engineering [57] become principal components of the virtual studio space.…”

Section: Online Studios and Teamworkmentioning

confidence: 99%

Taking a Studio Course in Distributed Software Engineering from a Large Local Cohort to a Small Global Cohort

Billingsley

Torbay

Fletcher

et al. 2019

ACM Trans. Comput. Educ.

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One of the challenges of global software engineering courses is to bring the practices and experience of large geographically distributed teams into the local and time-limited environment of a classroom. Over the last 6 years, an on-campus studio course for software engineering has been developed at the University of Queensland (UQ) that places small teams of students on different features of a common product. This creates two layers of collaboration, as students work within their teams on individual features, and the teams must interoperate with many other teams on the common product. The class uses continuous integration practices and predominantly asynchronous communication channels (Slack and GitHub) to facilitate this collaboration. The original goal of this design was to ensure that students would authentically experience issues associated with realistically sized software projects, and learn to apply appropriate software engineering and collaboration practices to overcome them, in a course without significant extra staffing. Data from the development logs showed that most commits take place outside synchronous class hours, and the project operates as a temporally distributed team even though the students are geographically co-located. Since 2015, a course adapted from this format has also been taught at the University of New England (UNE), an Australian regional university that is also a longstanding provider of distance education. In this course, most students study online, and the class has to be able to work globally, because as well as students taking part from around Australia, there are also typically a small number of students taking part from overseas. Transferring the course to a smaller but predominantly online institution has allowed us to evaluate the distributed nature of the course, by considering what aspects of the course needed to change to support students who are geographically distributed, and comparing how the two cohorts behave. This has produced an overall course design, to teach professional distributed software engineering practices, that is adaptable from large classes to small, and from local to global.

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Rethinking HCI Education for Design: Problem-Based Learning and Virtual Worlds at an HCI Design Studio

Cited by 38 publications

References 29 publications

Evolution of design competence in UX practice

Evolution of design competence in UX practice

Design eye

Taking a Studio Course in Distributed Software Engineering from a Large Local Cohort to a Small Global Cohort

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