Commit ce3ad765 authored by Ellie's avatar Ellie

199 syllabus tweaks, hci linter cleanup

parent 90b80f70
......@@ -111,14 +111,14 @@ Q7) Have you ever successfully accessed materials requiring login through the li
I teach this class in an interactive and hands on format. If you have a laptop, please bring it to class every day. If you do not have a laptop, you will be able to check out a Chromebook from me for use during the class period, but you cannot take it home with you.
In my experience, iPad and Android tablet devices do not work well for what we are doing. A Microsoft surface tablet should be totally fine. Everything we are doing will be web-based. For this class, it does not make a difference if you have a Windows/Linux/Mac/Chrome OS computer.
In my experience, iPad and Android tablet devices do not work well for what we are doing. A Microsoft surface tablet should be totally fine. For this class, it does not make a difference what kind of laptop you have. Everything we are doing will be web-based. But, I would recommend any Mac, Linux, or Windows device over a Chromebook.
Q8) Do you have a laptop that you will bring with you to class?
- Yes, I will bring my own laptop.
- No, I will need to borrow a Chromebook.
_If you are in the market for a low-cost laptop, [Free Geek](https://www.freegeek.org/shop/free-geek-store#computers-parts-accessories) offers good prices on used/refurbished laptops out of their store in SE Portland. You can also earn a [free laptop](https://www.freegeek.org/faqs#volunteering) by volunteering for them. I would recommend any Mac, Linux, or Windows device over a Chromebook._
_If you are in the market for a low-cost laptop, [Free Geek](https://www.freegeek.org/shop/free-geek-store#computers-parts-accessories) offers good prices on used/refurbished laptops out of their store in SE Portland. You can also earn a [free laptop](https://www.freegeek.org/faqs#volunteering) by volunteering for them._
### Major Assignments & Grades
......@@ -161,6 +161,7 @@ Q11) In addition to the course meetings, what blocks of time have you set aside
| R | | | |
| F | | | |
Q12) What else do you have going on this quarter --- job, family, other classes? Do you anticipate any challenges managing this workload?
#### Grading
......@@ -168,7 +169,6 @@ Show up to class, participate in discussion, turn in all assignments,
and you will do great in this class. Skip class and assignments and you
will do poorly.
| Assignment | Quantity | Points Each | Total |
|:---|---:|---:|---:|
| Class Participation | 20 | 0.5 | 10 |
......@@ -222,46 +222,26 @@ Participation in this class functions as an invitation to think and take risks w
Q12) Why do you think I care so much about participation?
Q13) On a scale of 1 to 5 (1 being never, 5 being frequently), how often do you participate in classes?
Q14) Please describe your attitude towards class participation. What helps and encourages you to participate? What prevents you from participating?
Q13) Please describe your attitude towards class participation. What helps and encourages you to participate? What prevents you from participating?
Q15) What are some ways you might participate in class, besides initiating a comment or question during whole-group discussions?
#### Exceptional Circumstances
**_Please contact me_** in the case of any exceptional or unpredictable event
that significantly impacts your ability to complete work or attend class
— such as an illness, a sick child that cannot attend school or daycare,
a family emergency, iced over roads, etc. I reserve the right to request
documentation before granting any extensions, but they are occasionally
possible given extenuating circumstances beyond your control.
Please note that *traffic, TriMet delays, bridge lifts, regular work
schedules, and personal travel are not considered exceptional or
unpredictable events*. Please warn your family and friends in advance (i.e.
today) that they need to consult you regarding any future travel plans
made on your behalf (e.g., weddings, bachelorette parties, cruises,
etc.). If you choose to prioritize one of these events over your class time,
that is perfectly fine. You are an adult and can make your own decisions.
However, you understand that you forfeit any in-class assignments we complete
during your departure.
**_Please contact me_** in the case of any exceptional or unpredictable event that significantly impacts your ability to complete work or attend class — such as an illness, a sick child that cannot attend school or daycare, a family emergency, iced over roads, etc. I reserve the right to request documentation before granting any extensions, but they are occasionally possible given extenuating circumstances beyond your control.
Please note that *traffic, TriMet delays, bridge lifts, regular work schedules, and personal travel are not considered exceptional or unpredictable events*. Please warn your family and friends in advance (i.e. today) that they need to consult you regarding any future travel plans made on your behalf (e.g., weddings, bachelorette parties, cruises, etc.). If you choose to prioritize one of these events over your class time, that is perfectly fine. You are an adult and can make your own decisions. However, you understand that you forfeit any in-class assignments we complete during your departure.
#### Missing Class
When you are absent for any reason, _you (not me!) are
responsible for:
When you are absent for any reason, _you (not me!) are responsible for:
- Proposing a plan to catch up on any missed course material
- Proposing a plan for any missed assignments
#### Assignment Deadlines
Since many assignments build on each-other (and often we will use
homework as material for in-class discussions or activities), as a general
rule, **_late work will not be accepted without prior approval_**.
You will always receive partial credit for work that is partially complete.
Please turn in whatever you have finished at the deadline.
Since many assignments build on each-other (and often we will use homework as material for in-class discussions or activities), as a general rule, **_late work will not be accepted without prior approval_**. You will always receive partial credit for work that is partially complete. Please turn in whatever you have finished at the deadline.
Q16) Any questions about attendance, deadlines, or what might or might not constitute an exceptional circumstance?
......@@ -285,7 +265,8 @@ Q18) Do you know how to view another person's schedule on Google Calendar in ord
- Yes
- No, but I will read the directions here, and ask any questions I have during the first week of class: <https://web.cecs.pdx.edu/~harmon8/faq/#meeting-with-me>
#### Google Classroom
#### Google Classroom
<!-- TODO: update: canvas -->
As you may have noticed there is no D2L shell for this course. We will be trying out Google Classroom instead, with the hope that it will be a much easier place to turn in assignments, ask questions about course content, etc. As this is a bit of an experiment, I would appreciate any feedback you have about the Google Classroom environment throughout the term.
......
......@@ -311,7 +311,7 @@ For this milestone, you will (1) brainstorm possible design responses to your pr
### D2: Directions
**Part 1: Brainstorming**
#### Part 1: Brainstorming
We will have a brainstorming session in class in Week 7 to get you started on this milestone.
......@@ -332,7 +332,7 @@ You should aim to complete all of your brainstorming work **before** the second
_**After the two brainstorming sessions**: Decide on 3 design ideas that you will storyboard as a way of exploring them in more depth. You should choose one radical design that departs significantly from the presesnt/status quo, one design that is more of an incremental or small change from the present, and one other design idea of your choice.
**Part 2: Storyboarding**
#### Part 2: Storyboarding
_We will discuss storyboards in class on the second meeting of Week 7. I recommend waiting until then to start this portion of the milestone._
......@@ -340,14 +340,14 @@ I am personally a big fan of simple paper sketches. However, you may prefer to u
For **each** of your three proposed design alternatives, you should either:
1. Create **two** storyboards of 3-5 frames each. Each storyboard should depict a key use case for that design intervention. Your 2 storyboards may either:
1. Create **two** storyboards of 3-5 frames each. Each storyboard should depict a key use case for that design intervention. Your 2 storyboards may either:
- Depict two different usage contexts or two distinct features of your proposed design.
- Or illustrate a contrast by depicting the situation _without_ your new technology in one storyboard, and the the situation _after_ your designed intervention in the second storyboard.
2. Or create **one** storyboard **and one** concept poster. See [LUMA Institute Storyboards + Concept Poster](https://drive.google.com/file/d/1NrGoQnNx9hHn8hMZx9k8cd3xIHqzOxJK/view?usp=sharing) and [Danish Design Centre: Concept Poster](https://danskdesigncenter.dk/en/concept-poster)
After creating the storyboards (and concept posters as applicable), you should decide, as a group, what design you are going to move forward with. In making this decision, you should consider how well each intervention is likely to intervene in the situation you identified in D1, and how well it responds to the user needs/requirements you selected at the start of your brainstorming sessions.
**Part 3: Choose one!**
#### Part 3: Choose one!
Choose one design alternative to move forward with.
......@@ -362,7 +362,7 @@ Turn in a single, well-organized file, with all of the following sections:
- **Feedback Request:** What specific feedback would you like on this project? What questions do you have about moving forward with your project?
- **Timeline & Planning Ahead:** What is your plan for the next and final milestone?
2. **Problem Statement:** If this is the same as last time, just copy and paste it in. If you want to revise it from your D1 turn in, you may!
2. **Problem Statement:** If this is the same as last time, just copy and paste it in. If you want to revise it from your D1 turn in, you may!
- Same criteria as last time.
- Make sure your problem statement includes a clearly specified list of key user needs / criteria for evaluating your design ideas.
......@@ -413,7 +413,7 @@ Turn in a single, well-organized file, with all of the following sections:
- **+1.6 points: Quality**: Much of design work is about communication. Presentation quality and style matters!
1. Taken as a whole, your report tells a _compelling story_ about your planned design intervention.
2. Taken as a whole, your report shows evidence of good design, presentation, and communication skills. Your text sections are proof-read. Your writing is clear and concise. You use things like headers and page breaks to separate content. You caption any images and diagrams.
3. Your storyboards look neat and professional. They do a good job of communicating your intervention-in-context.
3. Your storyboards look neat and professional. They do a good job of communicating your intervention-in-context.
4. Wow-factor: Goes above and beyond in some way. Exemplary work.
......@@ -470,6 +470,7 @@ You may also use specialized tools like [InVision](https://invisionapp.com) or [
### D3: Document Specification
Turn in A SINGLE well-organized file containing:
1. **Intro Memo**:
- Team names
- Summary of individual contributions
......@@ -512,12 +513,6 @@ The grade for each listed criteria will have a _completeness_ component and a _q
## D3P: Final Presentation
<p class = "warning">
Rubric still needs to be updated, otherwise this is complete.
</p>
During the Finals time slot, each team will give a short (5-10 minute) presentation on their design project.
This assignment is worth 5 points.
......@@ -542,7 +537,7 @@ Everyone will present off of the computer in the room. It does not support dual
You should prepare your presentation as a human-centered design case study.
Do not feel compelled to focus on every single thing you did, instead tell us a story about your _process_ that helps us understand how you arrived at your final _result_, and has a clear takeaway for the audience (e.g., our design is good, our design needs work, we realized we solved the wrong problem, etc.). Your takeaway does not have to be "positive" about your work to be high quality or deserving of a good grade.
Do not feel compelled to focus on every single thing you did, instead _tell us a story_ about your _process_ that helps us understand how you arrived at your final _result_, and has a clear takeaway for the audience (e.g., our design is good, our design needs work, we realized we solved the wrong problem, etc.). Your takeaway does not have to be "positive" about your work to be high quality or deserving of a good grade.
You should review [Designing Case Studies: Showcasing a Human-Centered Design Process](https://www.smashingmagazine.com/2015/02/designing-case-studies-human-centered-design-process/) for guidance.
......@@ -550,6 +545,4 @@ You should review [Designing Case Studies: Showcasing a Human-Centered Design Pr
### D3P: Grading
<!-- TODO: revise rubric -->
<!-- [Presentation Rubric](https://drive.google.com/file/d/1BUZBXkNnomtG07wQSA1Wg5EJ3BXHbDGp/view?usp=sharing) -->
\ No newline at end of file
[Presentation Rubric - D3P](https://drive.google.com/file/d/1HSF9Wza0G7hAEumCyS7SSGBReXgMLFzN/view?usp=sharing)
......@@ -218,12 +218,12 @@ You can earn a maximum of 3 extra points on your final score if you complete all
5. This is a dense article written for a humanities audience! Choose **two** quotes that stood out to you -- because they were impactful, insightful, confusing, etc. Copy and paste the quote in for reference, and then reflect briefly on why you chose it.
1. Quote 1
2. Quote 2
6. What is one thing you will take with you after reading this article?
6. What is one thing you will take with you after reading this article?
7. Is it beneficial _for you_ to read articles from disciplines other than computer science? Why or why not?
#### RR7: Human Factors
**Survey Link:** <https://portlandstate.qualtrics.com/jfe/form/SV_4T15KoS2DeEcwCh>
**Survey Link:** <https://portlandstate.qualtrics.com/jfe/form/SV_4T15KoS2DeEcwCh>
**Readings**: See class schedule.
......@@ -245,6 +245,7 @@ Although each reading is on a slightly different topic, the questions are the sa
**Link**: <https://portlandstate.qualtrics.com/jfe/form/SV_3VN1oGvufRGgNZr>
**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._
......@@ -274,8 +275,8 @@ Although each reading is on a slightly different topic, the questions are the sa
- 2.1. Name it.
- 2.2. Give a brief definition.
- 2.3. Describe how it could apply to your own project this quarter.
3. Dourish uses the concept of a _legitimacy trap_ to critique the current state of the field of HCI/UX. Arising out of a study of human resources (HR) departments, the concept is meant to capture the way that HR's successful work to establish its value by appealing to a need for corporate compliance later trapped the field in fulfilling this bureacratic role and prevented it from asserting its relevance to management. Explain how Dourish uses this same concept to critique HCI/UX.
- 3.1. How did HCI/UX originally establish its value?
3. Dourish uses the concept of a _legitimacy trap_ to critique the current state of the field of HCI/UX. Arising out of a study of human resources (HR) departments, the concept is meant to capture the way that HR's successful work to establish its value by appealing to a need for corporate compliance later trapped the field in fulfilling this bureacratic role and prevented it from asserting its relevance to management. Explain how Dourish uses this same concept to critique HCI/UX.
- 3.1. How did HCI/UX originally establish its value?
- 3.2. How and why is HCI/UX now trapped?
4. What is one key takeaway or new question you have after reading these three articles? Explain why this takeaway or question is important to you.
5. In this assignment, you read three relatively recent reflections on the field of HCI/UX, jumping ahead several decades from the pioneering work of Card and Mott discussed in the Moggridge book. Over these years, the concerns of HCI researchers have changed and shifted. We will talk more in class, but from what you know now:
......
......@@ -258,7 +258,7 @@ In this class we will look at some things we already know about people! And disc
- Edwin Hutchins. 1995. "How a Cockpit Remembers its Speeds." _Cognitive Science_, 19, pp. 265-288. [Author PDF](http://pages.ucsd.edu/~ehutchins/documents/CockpitSpeeds.pdf)
5. **Direct Manipulation**:
- Edwin L. Hutchins, James D. Hollan & Donald A. Norman (1985) Direct Manipulation Interfaces, Human–Computer Interaction, 1:4, 311-338, [PSU Library Link](https://search.library.pdx.edu/primo-explore/openurl?sid=google&auinit=EL&aulast=Hutchins&atitle=Direct%20manipulation%20interfaces&id=doi:10.1207%2Fs15327051hci0104_2&title=Human%20computer%20interaction&volume=1&issue=4&date=1985&spage=311&issn=0737-0024&vid=PSU&institution=PSU&url_ctx_val=&url_ctx_fmt=null&isSerivcesPage=true) (If that doesn't work, just look it up at PSU library, you can access it for free through EBSCO host).
6. **Intermediation**:
6. **Intermediation**:
- Nithya Sambasivan, Ed Cutrell, Kentaro Toyama, and Bonnie Nardi. 2010. Intermediated technology use in developing communities. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI ’10). Association for Computing Machinery, New York, NY, USA, 2583–2592. <https://doi.org/10.1145/1753326.1753718>
7. **Accessibility** (Read Both):
- Microsoft. n.d. "Inclusive: A Microsoft Design Toolkit." Accessed December 28, 2017. <https://www.microsoft.com/design/inclusive/>. Read the **Manual**, and review the **Activities** booklet.
......@@ -276,7 +276,7 @@ In this class we will look at some things we already know about people! And disc
- Moggridge, Bill. 2007. "Prototypes." In *Designing Interactions*, 1st ed. MIT Press. [\[PDF\]](https://drive.google.com/file/d/1BRVfqvUsJKakP0IFnZ9iZ9_OSgjDwBgF/view?usp=sharing)
- Think Aloud:
- Buxton, Bill. 2007. "Interacting with Paper." In *Sketching User Experiences: Getting the Design Right and the Right Design*. Morgan Kaufmann. [\[PDF\]](https://drive.google.com/file/d/1BPNKwTtvQUX21I_NNB5PRJHNE-YiZ14-/view?usp=sharing)
- <https://www.nngroup.com/articles/thinking-aloud-the-1-usability-tool/>
- <https://www.nngroup.com/articles/thinking-aloud-the-1-usability-tool/>
- Heuristics:
- [Jakob Neilsen's famous list](http://www.nngroup.com/articles/ten-usability-heuristics/)
- Nithya Sambasivan, Nibha Jain, Garen Checkley, Asif Baki, and Taylor Herr. A framework for technology design for emerging markets. _Interactions 24_, 3 (April 2017), 70-73. <https://doi-org.proxy.lib.pdx.edu/10.1145/3058496>
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