Commit c505d473 authored by Ellie's avatar Ellie

RR8, rr10+11

parent 3073f8ae
......@@ -238,11 +238,66 @@ Although each reading is on a slightly different topic, the questions are the sa
5. How could `<your topic>` be applied to your class project?
6. One additional takeaway or question related to the reading.
#### RR8: TBA
#### RR8: HCI History
**Due**: Week 9, Meeting 1
**Link**: <TBA>
**Reading**:
- Moggridge, Bill. 2007. "Interviews with Stu Card and Tim Mott." In *Designing Interactions*, 1st ed. MIT Press. [PDF (GDrive)](https://drive.google.com/open?id=1xmvq9cxq3kwwTA8Iv2v-udZ3_CLmGTK1)
1. Useful background: What is PARC and why would we care about the stories of people who worked there, i.e., why is it significant? _We discussed this briefly at the start of the term; you may need to look it up elsewhere if you don't remember, as this is not covered explicitly in the reading._
2. Why was Stu Card frustrated with precursors to HCI/Interaction Design like ‘Human Factors’? What did he want to do differently?
3. What was "forward-looking" about the slogan "Design is where all of the action is!"?
4. How did the 'supporting science' that Stu Card feed into the design phase of product development?
5. What was Tim Mott’s initial reaction to the POLOS system when he first flew out to visit PARC?
6. How did Mott go about deciding how to change the POLOS system? Name and briefly describe the technique Mott used.
7. Give an exmaple of something not yet mentioned in your response that captures one way that the early HCI practitioners you read about continue to influence the way we use computers today.
#### RR9: HCI Presents
**Due**: Week 9, Meeting 2
**Link**: <TBA>
**Reading**:
#### RR9: TBA
#### RR10 + 11: Choose your own adventure
For this reading response, you will (a) select a reading yourself and (b) prepare to share it with the rest of the class. You will only do this _once_, but it will count for _two_ reading response grades.
For this reading response, you will (a) select a reading yourself and (b) prepare to share it with the rest of the class. You will only do this _once_, and the entire multi-part activity will count for _two_ reading response grades (i.e., 6 points total).
You may plan ahead to work with up to 3 others (group size max: 4) by all choosing to read the same article. You will sign up for an article to read in Week 9, meeting 1.
##### Before Week 10, Meeting 1 (2 points)
For this reading response, each person should _individually_ prepare a document that you upload to Canvas (as RR10) no later than the START of Meeting 1, in week 10. It should have 2 parts:
1. A 300-500 word abstract and reflection:
- Give a full bibliographic citation for the article in some standard format (e.g., Chicago, ACM, IEEE, APA, etc.).
- What is the key research _question or problem_?
- What did the author(s) _do_ to answer the question/respond to the problem?
- What did the author(s) _find_, _argue_, and/or _propose_ in response to the question/problem?
- What did you take away from this reading? What about it is important or interesting?
2. Identify at least 2 discussion questions that engage with the contents of your reading, but that your classmates could reasonably respond to even if all they know about your reading is the information you have written in your abstract & reflection.
##### In Class, Week 10, Meeting 1 (2 points):
(Bring your reading response for reference.)
I will put you in small groups with others who read either (a) the same thing as you or (b) something similar to you.
In your small group, you will work together to develop a shared understanding of your article or topic area and create a research poster that (1) captures the main points of your reading(s) and (2) poses 2-4 discussion questions for your classmates to respond to.
_We will devote any remaining class time to group project work._
##### In Class, Week 10, Meeting 2 (2 points):
I will distribute the posters from meeting 1 around the room and each individual student will respond to at least 3 different discussion questions via sticky-notes.
Each poster creation team will then have the opportunity to read the responses left by classmates, and synthesize these ideas along with their own ideas about how to answer the discussion questions on their own poster.
Each group will be given 5 minutes to present their entire poster, along with discussion questions and responses to the rest of the class.
_We will devote any remaining class time to group project work._
......@@ -196,8 +196,8 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<li><a href="#rr5-critical-design">RR5: Critical Design</a></li>
<li><a href="#rr6-inclusion">RR6: Inclusion</a></li>
<li><a href="#rr7-human-factors">RR7: Human Factors</a></li>
<li><a href="#rr8-tba">RR8: TBA</a></li>
<li><a href="#rr9-tba">RR9: TBA</a></li>
<li><a href="#rr8-hci-history">RR8: HCI History</a></li>
<li><a href="#rr9-hci-presents">RR9: HCI Presents</a></li>
<li><a href="#rr10--11-choose-your-own-adventure">RR10 + 11: Choose your own adventure</a></li>
</ul>
</li>
......@@ -478,10 +478,53 @@ Or <a href="/~harmon8/faq#meetings-with-me">by appointment</a></p>
<li>How could <code>&lt;your topic&gt;</code> be applied to your class project?</li>
<li>One additional takeaway or question related to the reading.</li>
</ol>
<h4 id="rr8-tba">RR8: TBA</h4>
<h4 id="rr9-tba">RR9: TBA</h4>
<h4 id="rr8-hci-history">RR8: HCI History</h4>
<p><strong>Due</strong>: Week 9, Meeting 1</p>
<p><strong>Link</strong>: <TBA></p>
<p><strong>Reading</strong>:</p>
<ul>
<li>Moggridge, Bill. 2007. &ldquo;Interviews with Stu Card and Tim Mott.&rdquo; In <em>Designing Interactions</em>, 1st ed. MIT Press. <a href="https://drive.google.com/open?id=1xmvq9cxq3kwwTA8Iv2v-udZ3_CLmGTK1">PDF (GDrive)</a></li>
</ul>
<ol>
<li>Useful background: What is PARC and why would we care about the stories of people who worked there, i.e., why is it significant? <em>We discussed this briefly at the start of the term; you may need to look it up elsewhere if you don't remember, as this is not covered explicitly in the reading.</em></li>
<li>Why was Stu Card frustrated with precursors to HCI/Interaction Design like ‘Human Factors’? What did he want to do differently?</li>
<li>What was &ldquo;forward-looking&rdquo; about the slogan &ldquo;Design is where all of the action is!&quot;?</li>
<li>How did the &lsquo;supporting science&rsquo; that Stu Card feed into the design phase of product development?</li>
<li>What was Tim Mott’s initial reaction to the POLOS system when he first flew out to visit PARC?</li>
<li>How did Mott go about deciding how to change the POLOS system? Name and briefly describe the technique Mott used.</li>
<li>Give an exmaple of something not yet mentioned in your response that captures one way that the early HCI practitioners you read about continue to influence the way we use computers today.</li>
</ol>
<h4 id="rr9-hci-presents">RR9: HCI Presents</h4>
<p><strong>Due</strong>: Week 9, Meeting 2</p>
<p><strong>Link</strong>: <TBA></p>
<p><strong>Reading</strong>:</p>
<h4 id="rr10--11-choose-your-own-adventure">RR10 + 11: Choose your own adventure</h4>
<p>For this reading response, you will (a) select a reading yourself and (b) prepare to share it with the rest of the class. You will only do this <em>once</em>, but it will count for <em>two</em> reading response grades.</p>
<p>For this reading response, you will (a) select a reading yourself and (b) prepare to share it with the rest of the class. You will only do this <em>once</em>, and the entire multi-part activity will count for <em>two</em> reading response grades (i.e., 6 points total).</p>
<p>You may plan ahead to work with up to 3 others (group size max: 4) by all choosing to read the same article. You will sign up for an article to read in Week 9, meeting 1.</p>
<h5 id="before-week-10-meeting-1-2-points">Before Week 10, Meeting 1 (2 points)</h5>
<p>For this reading response, each person should <em>individually</em> prepare a document that you upload to Canvas (as RR10) no later than the START of Meeting 1, in week 10. It should have 2 parts:</p>
<ol>
<li>A 300-500 word abstract and reflection:
<ul>
<li>Give a full bibliographic citation for the article in some standard format (e.g., Chicago, ACM, IEEE, APA, etc.).</li>
<li>What is the key research <em>question or problem</em>?</li>
<li>What did the author(s) <em>do</em> to answer the question/respond to the problem?</li>
<li>What did the author(s) <em>find</em>, <em>argue</em>, and/or <em>propose</em> in response to the question/problem?</li>
<li>What did you take away from this reading? What about it is important or interesting?</li>
</ul>
</li>
<li>Identify at least 2 discussion questions that engage with the contents of your reading, but that your classmates could reasonably respond to even if all they know about your reading is the information you have written in your abstract &amp; reflection.</li>
</ol>
<h5 id="in-class-week-10-meeting-1-2-points">In Class, Week 10, Meeting 1 (2 points):</h5>
<p>(Bring your reading response for reference.)</p>
<p>I will put you in small groups with others who read either (a) the same thing as you or (b) something similar to you.</p>
<p>In your small group, you will work together to develop a shared understanding of your article or topic area and create a research poster that (1) captures the main points of your reading(s) and (2) poses 2-4 discussion questions for your classmates to respond to.</p>
<p><em>We will devote any remaining class time to group project work.</em></p>
<h5 id="in-class-week-10-meeting-2-2-points">In Class, Week 10, Meeting 2 (2 points):</h5>
<p>I will distribute the posters from meeting 1 around the room and each individual student will respond to at least 3 different discussion questions via sticky-notes.</p>
<p>Each poster creation team will then have the opportunity to read the responses left by classmates, and synthesize these ideas along with their own ideas about how to answer the discussion questions on their own poster.</p>
<p>Each group will be given 5 minutes to present their entire poster, along with discussion questions and responses to the rest of the class.</p>
<p><em>We will devote any remaining class time to group project work.</em></p>
</div>
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