Commit de341c79 authored by Ellie's avatar Ellie

update generated pages

parent 4578d2ab
......@@ -347,6 +347,8 @@ Or by <a href="/~harmon8/faq#meetings-with-me">appointment</a></p>
<h3 id="week-5-annotated-bibliography">Week 5: Annotated Bibliography</h3>
<!-- TODO: Next time: get 2-5 questions at this point so there is time for revision!! -->
<p>For this milestone, you will compile an annotated bibliography with at least <strong>six</strong> references in it that you will use in your final paper. (Your final paper will need to include at least 9 or 12 references (see <a href="#finals-week-final-proposal">Final Proposal</a>).</p>
<p>Preparing an annotated bibliography should be a useful step on the way to writing your final paper. If you do it well, you should be able to save yourself the time later of going back to re-read any of your sources when it&rsquo;s time to actually write. Think of your future self and your team-mates as the audience for your entries. What will you want to reference from this source when you&rsquo;re writing in the future? What should your team-mates know about it?</p>
......@@ -536,8 +538,7 @@ Or by <a href="/~harmon8/faq#meetings-with-me">appointment</a></p>
<p>Please review the below case analysis about pharmaceutical pricing in order to see an example of what each section would look like in a well-written and high quality analysis.</p>
<ul>
<li>Cwik, Bryan. (forthcoming) &ldquo;Of Pills and Prices: Ethics Issues in Pharmaceutical Pricing&rdquo; to appear in <em>Business Cases in Ethical Focus</em>. <a href="https://classroom.google.com/c/MzgyMjQwMzQzNDZa/m/NDQ0MTkwMTExNDha/details">PDF</a> <em>Only available to students in this course. You must be logged in with your PDX google account to access.</em>
<br /></li>
<li>Cwik, Bryan. (forthcoming) &ldquo;Of Pills and Prices: Ethics Issues in Pharmaceutical Pricing&rdquo; to appear in <em>Business Cases in Ethical Focus</em>. <a href="https://classroom.google.com/c/MzgyMjQwMzQzNDZa/m/NDQ0MTkwMTExNDha/details">PDF</a> <em>Only available to students in this course. You must be logged in with your PDX google account to access.</em></li>
</ul>
<h4 id="specification-4">Specification</h4>
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......@@ -558,8 +558,7 @@ reasonable expectation of privacy. <strong>Exception:</strong> <em><strong>With
<li>Project Title</li>
<li>All team member names &amp; PSU Emails</li>
<li><strong>Contribution Summary:</strong> What has each person done to contribute to this first major team milestone?</li>
<li><strong>Feedback Request:</strong> What specific feedback would you like on this project? What questions do you have about moving forward with your project?
<br /></li>
<li><strong>Feedback Request:</strong> What specific feedback would you like on this project? What questions do you have about moving forward with your project?</li>
</ul></li>
<li><p><strong>Research Summary:</strong></p>
......@@ -596,8 +595,7 @@ reasonable expectation of privacy. <strong>Exception:</strong> <em><strong>With
<li><strong>Research Reflection:</strong> 2-3 paragraphs reflecting on your experience conducting research for this milestone.
<ul>
<li>This reflection should include answers to questions such as: What did you do differently in this round of observations? Do you feel your observation skills have improved? What would you do differently the next time you conduct user research &ndash; observations and research both? What kinds of things did you learn from interviewing vs. observation? What parts of this research were easy/challenging, and why? How and why were each of your four interviews different?
<br /></li>
<li>This reflection should include answers to questions such as: What did you do differently in this round of observations? Do you feel your observation skills have improved? What would you do differently the next time you conduct user research &ndash; observations and research both? What kinds of things did you learn from interviewing vs. observation? What parts of this research were easy/challenging, and why? How and why were each of your four interviews different?</li>
</ul></li>
</ul></li>
......@@ -627,8 +625,7 @@ reasonable expectation of privacy. <strong>Exception:</strong> <em><strong>With
<li><p><strong>Personas / persona stories / modular personas</strong></p>
<ul>
<li>Explain the problem you want to solve from the perspective of 2 prospective users. Each persona story should include at least &frac12; page of text as well as one image or visual, and <strong>follow the guidelines discussed in class on Monday February 5</strong>.
<br /></li>
<li>Explain the problem you want to solve from the perspective of 2 prospective users. Each persona story should include at least &frac12; page of text as well as one image or visual, and <strong>follow the guidelines discussed in class on Monday February 5</strong>.</li>
</ul></li>
<li><p><strong>Appendix</strong></p>
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......@@ -45,8 +45,9 @@ Readings for Weekly Meeting 1: These readings focus on the practical skills that
<pubDate>Fri, 01 Nov 2019 00:00:00 +0000</pubDate>
<guid>https://web.cecs.pdx.edu/~harmon8/classes/hci/project/</guid>
<description>The design project is meant to give you hands-on experience with a variety of techniques for HCI design. By the end of the quarter you will have engaged in substantive individual as well as group work, and should have material of appropriate quality for including in a portfolio to demonstrate your knowledge of HCI methods.
In week 1, you will conduct observations of people using technology individually as a basis for inspiring your project.</description>
<description>The design project is meant to give you hands-on experience with a variety of techniques for HCI design. By the end of the quarter you will have engaged in substantive individual as well as group work, and should have material of appropriate quality for including in a portfolio.
In week 1, you will conduct observations of people using technology individually as a basis for inspiring your project.
In weeks 2-6, you will work with a team to conduct further research on a shared topic, and identify a problem that you will address through a design project.</description>
</item>
<item>
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......@@ -236,7 +236,7 @@ Or by <a href="/~harmon8/faq#meetings-with-me">appointment</a></p>
</ul></li>
<li><a href="#week-10">Week 10</a>
<ul>
<li><a href="#meeting-1-inclusion-accessibility">Meeting 1: Inclusion &amp; Accessibility</a></li>
<li><a href="#meeting-1-inclusion">Meeting 1: Inclusion</a></li>
<li><a href="#meeting-2-troubling-design">Meeting 2: Troubling Design</a></li>
<li><a href="#span-class-fal-fa-calendar-day-span-sun-mar-15-11-59p"><span class="fal fa-calendar-day"></span> Sun, Mar 15, 11:59p</a></li>
</ul></li>
......@@ -463,9 +463,7 @@ Or by <a href="/~harmon8/faq#meetings-with-me">appointment</a></p>
<ul>
<li><!-- TODO: Maybe replace with the other book? --></li>
<li>Spradley, James P. 1979. &ldquo;&lsquo;Interviewing an Informant&rsquo; and &lsquo;Asking
Descriptive Questions.&lsquo;&rdquo; In <em>The Ethnographic Interview</em>. Holt, Rinehart
and Winston. <a href="https://drive.google.com/open?id=1o6ByTmLN0FCWkBw9t4CA3iAhMLlGG8Tq">PDF (GDrive)</a></li>
<li>Spradley, James P. 1979. &ldquo;&lsquo;Interviewing an Informant&rsquo; and &lsquo;Asking Descriptive Questions.&rsquo;&rdquo; In <em>The Ethnographic Interview</em>. Holt, Rinehart and Winston. <a href="https://drive.google.com/open?id=1o6ByTmLN0FCWkBw9t4CA3iAhMLlGG8Tq">PDF (GDrive)</a></li>
<li>Tate, Emily. “Cognitive Biases &amp; The Questions You Shouldn’t Be Asking by Cindy Alvarez.” Mind the Product (blog), August 3, 2018. <a href="https://www.mindtheproduct.com/cognitive-biases-the-questions-you-shouldnt-be-asking-by-cindy-alvarez/.">https://www.mindtheproduct.com/cognitive-biases-the-questions-you-shouldnt-be-asking-by-cindy-alvarez/.</a></li>
</ul></li>
<li>In Class:
......@@ -541,8 +539,7 @@ and Winston. <a href="https://drive.google.com/open?id=1o6ByTmLN0FCWkBw9t4CA3iAh
<li>Read Before Class [<a href="#">RR6</a>]:
<ul>
<li>Sengers, Phoebe. 2011. &ldquo;What I Learned on Change Islands.&rdquo;
<em>Interactions</em> 18 (2). <a href="https://dl-acm-org.proxy.lib.pdx.edu/citation.cfm?doid=1925820.1925830">https://dl-acm-org.proxy.lib.pdx.edu/citation.cfm?doid=1925820.1925830</a></li>
<li>Sengers, Phoebe. 2011. &ldquo;What I Learned on Change Islands.&rdquo; <em>Interactions</em> 18 (2). <a href="https://dl-acm-org.proxy.lib.pdx.edu/citation.cfm?doid=1925820.1925830">https://dl-acm-org.proxy.lib.pdx.edu/citation.cfm?doid=1925820.1925830</a></li>
<li>Cowan, Ruth Schwartz. “The Postwar Years.” In <em>More Work for Mother: The Ironies of Household Technology from the Open Hearth to the Microwave</em>, 192–216. New York: Basic Books, 1983.</li>
</ul></li>
<li>In Class:
......@@ -612,9 +609,7 @@ and Winston. <a href="https://drive.google.com/open?id=1o6ByTmLN0FCWkBw9t4CA3iAh
<li>Read Before Class:
<ul>
<li>Shedd, Catriona. 2013. &ldquo;Tips for Structuring Better Brainstorming
Sessions.&rdquo; <em>InspireUX (Online Blog)</em>, July.
<a href="http://www.inspireux.com/2013/07/18/tips-for-structuring-better-brainstorming-sessions/">http://www.inspireux.com/2013/07/18/tips-for-structuring-better-brainstorming-sessions/</a>.</li>
<li>Shedd, Catriona. 2013. &ldquo;Tips for Structuring Better Brainstorming Sessions.&rdquo; <em>InspireUX (Online Blog)</em>, July. <a href="http://www.inspireux.com/2013/07/18/tips-for-structuring-better-brainstorming-sessions/">http://www.inspireux.com/2013/07/18/tips-for-structuring-better-brainstorming-sessions/</a>.</li>
<li><a href="https://drive.google.com/open?id=1BCYlxkv-MJUxWc2hqrsJUk5G5LePTa1S">IDEO Brainstorming Tips</a></li>
</ul></li>
<li>In Class:
......@@ -655,6 +650,12 @@ Sessions.&rdquo; <em>InspireUX (Online Blog)</em>, July.
<li><strong>Affordances</strong>: Gaver, William W. 1991. &ldquo;Technology Affordances.&rdquo; In <em>Proceedings of the SIGCHI Conference on Human Factors in Computing Systems</em>, 79&ndash;84. CHI &lsquo;91. New York, NY, USA: ACM. <a href="http://doi.acm.org.proxy.lib.pdx.edu/10.1145/108844.108856">http://doi.acm.org.proxy.lib.pdx.edu/10.1145/108844.108856</a>.</li>
<li><strong>Mental Models</strong>: TBA <!-- TODO: find good reading --></li>
<li><strong>Constraints</strong> &amp; <strong>Consistency</strong>: TBA <!-- TODO: find good reading --></li>
<li><strong>Accessibility</strong>: - Microsoft. n.d. &ldquo;Inclusive: A Microsoft Design Toolkit.&rdquo; Accessed December 28, 2017. <a href="https://www.microsoft.com/design/inclusive/">https://www.microsoft.com/design/inclusive/</a>.
<ul>
<li>Review the <a href="https://download.microsoft.com/download/b/0/d/b0d4bf87-09ce-4417-8f28-d60703d672ed/inclusive_toolkit_manual_final.pdf">Manual (PDF)</a> <em>(link updated 2/4)</em></li>
<li>Review the <a href="https://download.microsoft.com/download/b/0/d/b0d4bf87-09ce-4417-8f28-d60703d672ed/inclusive_toolkit_activities.pdf">Activities (PDF)</a> <em>(link updated 2/4)</em></li>
</ul></li>
<li><!-- TODO: What else? Heuristics Lists? --></li>
</ul></li>
<li>In Class:
......@@ -721,12 +722,8 @@ Sessions.&rdquo; <em>InspireUX (Online Blog)</em>, July.
<li><strong>Dark Patterns (read both):</strong>
<ul>
<li>Brownlee, John. 2016. &ldquo;Why Dark Patterns Won&rsquo;t Go Away.&rdquo; <em>Co.Design
(Fast Company)</em>, August.
<a href="https://www.fastcodesign.com/3060553/why-dark-patterns-wont-go-away">https://www.fastcodesign.com/3060553/why-dark-patterns-wont-go-away</a>.</li>
<li>Campbell-Dollaghan, Kelsey. 2016. &ldquo;The Year Dark Patterns Won.&rdquo;
<em>Co.Design (Fast Company)</em>, December.
<a href="https://www.fastcodesign.com/3066586/the-year-dark-patterns-won">https://www.fastcodesign.com/3066586/the-year-dark-patterns-won</a>.</li>
<li>Brownlee, John. 2016. &ldquo;Why Dark Patterns Won&rsquo;t Go Away.&rdquo; <em>Co.Design (Fast Company)</em>, August. <a href="https://www.fastcodesign.com/3060553/why-dark-patterns-wont-go-away">https://www.fastcodesign.com/3060553/why-dark-patterns-wont-go-away</a>.</li>
<li>Campbell-Dollaghan, Kelsey. 2016. &ldquo;The Year Dark Patterns Won.&rdquo; <em>Co.Design (Fast Company)</em>, December. <a href="https://www.fastcodesign.com/3066586/the-year-dark-patterns-won">https://www.fastcodesign.com/3066586/the-year-dark-patterns-won</a>.</li>
</ul></li>
<li><!-- TODO: what else on this day --></li>
</ul></li>
......@@ -739,13 +736,15 @@ Sessions.&rdquo; <em>InspireUX (Online Blog)</em>, July.
<h3 id="week-10">Week 10</h3>
<h4 id="meeting-1-inclusion-accessibility">Meeting 1: Inclusion &amp; Accessibility</h4>
<h4 id="meeting-1-inclusion">Meeting 1: Inclusion</h4>
<ul>
<li>Read Before Class[<a href="#">RR10</a>]
<ul>
<li><!-- TODO: --></li>
<li>Schulman, Sarah. 2016. &ldquo;Redefining the Politics of Inclusion with George and Dustin.&rdquo; <em>The Journal of Design Strategies</em> 8 (1): 50&ndash;55. <a href="http://sds.parsons.edu/jds">http://sds.parsons.edu/jds</a>. <a href="https://drive.google.com/open?id=1I_wIhqt-6o36zVHpIaeD8PF8MbsbHmEC">Alternate PDF (GDrive)</a></li>
<li>Martin, Courtney. 2016. &ldquo;The Reductive Seduction of Other People&rsquo;s Problems.&rdquo; <em>BRIGHT Magazine (Medium)</em>, January. <a href="https://brightthemag.com/the-reductive-seduction-of-other-people-s-problems-3c07b307732d">https://brightthemag.com/the-reductive-seduction-of-other-people-s-problems-3c07b307732d</a>.</li>
<li>Abreu, Amelia. 2018. &ldquo;Why I Won&rsquo;t &lsquo;Try on&rsquo; Disability to Build Empathy in the Design Process (and You Should Think Twice)&rdquo; <em>Prototypr (Medium)</em>, May 1, 2018. <a href="https://blog.prototypr.io/why-i-wont-try-on-disability-to-build-empathy-in-the-design-process-and-you-should-think-twice-7086ed6202aa">https://blog.prototypr.io/why-i-wont-try-on-disability-to-build-empathy-in-the-design-process-and-you-should-think-twice-7086ed6202aa</a>.</li>
</ul></li>
<li>In Class:
......@@ -764,11 +763,7 @@ Sessions.&rdquo; <em>InspireUX (Online Blog)</em>, July.
<li>Choose <em>one</em>:
<ul>
<li>Irani, Lilly C., and M. Six Silberman. 2016. &ldquo;Stories We Tell About
Labor: Turkopticon and the Trouble with &lsquo;Design.&rsquo;&rdquo; In <em>Proceedings of
the 2016 CHI Conference on Human Factors in Computing Systems</em>,
4573&ndash;4586. CHI &lsquo;16. New York, NY, USA: ACM.
<a href="http://doi.acm.org.proxy.lib.pdx.edu/10.1145/2858036.2858592">http://doi.acm.org.proxy.lib.pdx.edu/10.1145/2858036.2858592</a>.</li>
<li>Irani, Lilly C., and M. Six Silberman. 2016. &ldquo;Stories We Tell About Labor: Turkopticon and the Trouble with &lsquo;Design.&rsquo;&rdquo; In <em>Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems</em>, 4573&ndash;4586. CHI &lsquo;16. New York, NY, USA: ACM. <a href="http://doi.acm.org.proxy.lib.pdx.edu/10.1145/2858036.2858592">http://doi.acm.org.proxy.lib.pdx.edu/10.1145/2858036.2858592</a>.</li>
<li><!-- TODO: Ames, OLPC --></li>
<li><!-- TODO: what else? --></li>
</ul></li>
......
......@@ -269,7 +269,7 @@ Or by <a href="/~harmon8/faq#meetings-with-me">appointment</a></p>
</ul></li>
</ul></li>
<li><strong>9.5</strong>: A great response that includes all required elements, uses a diversity of class assignments to illustrate progress, demonstrates professional organization and formatting, and includes a self-reflection that addresses all points in a serious and thoughtful manner.</li>
<li><strong>+0.5</strong>: _Style &amp; Quality. You can earn this final half point regardless of the rest of your grade. It is meant to recognize high quality or creative work that shows evidence of significant effort and goes above and beyond expectations.</li>
<li><strong>+0.5</strong>: <em>Style &amp; Quality</em>. You can earn this final half point regardless of the rest of your grade. It is meant to recognize high quality or creative work that shows evidence of significant effort and goes above and beyond expectations.</li>
</ul>
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......@@ -455,8 +455,7 @@ Or by <a href="/~harmon8/faq#meetings-with-me">appointment</a></p>
<ul>
<li><a href="https://drive.google.com/file/d/16M2GfbVByz9G5kKiCb6FJzCH9egyeErm/view?usp=sharing">Argumentative Essay Rubric - Draft (PDF)</a></li>
<li><a href="https://drive.google.com/file/d/16QZRrUwo6nCVXesn4WsmONK1j-IxnL2T/view?usp=sharing">Historical Report Rubric - Draft (PDF)</a>
<br /></li>
<li><a href="https://drive.google.com/file/d/16QZRrUwo6nCVXesn4WsmONK1j-IxnL2T/view?usp=sharing">Historical Report Rubric - Draft (PDF)</a></li>
</ul>
<h3 id="finals-final-draft">Finals: Final Draft</h3>
......
......@@ -646,8 +646,9 @@ Or by <a href="/~harmon8/faq#meetings-with-me">appointment</a></p>
<li>Read before class:
<ul>
<li>Le Guin, Ursula K. 1975. “The Ones Who Walk Away from Omelas.” In <em>The Wind’s Twelve Quarters</em>. Harper &amp; Row. [Note: I will post a PDF.] <!-- TODO: --></li>
<li>Jemisin, N.K. 2018. “The Ones Who Stay and Fight.” In <em>How Long ’Til Black Future Month</em>. Orbit. [Note: I will post a PDF.] <!-- TODO: --></li>
<li>No readings. I did not get these scanned in time. Please come to class prepared to complete a closing survey, and reflect broadly on the course topics. We will have one final in-class activity to replace the reading/writing grade for this day.</li>
<li><del>Le Guin, Ursula K. 1975. “The Ones Who Walk Away from Omelas.” In <em>The Wind’s Twelve Quarters</em>. Harper &amp; Row. [Note: I will post a PDF.] <!-- TODO: --></del></li>
<li><del>Jemisin, N.K. 2018. “The Ones Who Stay and Fight.” In <em>How Long ’Til Black Future Month</em>. Orbit. [Note: I will post a PDF.] <!-- TODO: --></del></li>
</ul></li>
<li>Homework:
......
......@@ -364,7 +364,7 @@ we might feel compelled to check in on during class.</p>
<li>No, I will need to borrow one.</li>
</ul>
<p><em>Note: If you are in the market for a low-cost laptop, Free Geek (<a href="https://www.freegeek.org/shop/free-geek-store#computers-parts-accessories">https://www.freegeek.org/shop/free-geek-store#computers-parts-accessories</a>) offers good prices on used/refurbished laptops out of their store in SE Portland. You can also earn a free laptop (<a href="https://www.freegeek.org/faqs#volunteering">https://www.freegeek.org/faqs#volunteering</a>) by volunteering for them.</em></p>
<p><em>Note: If you are in the market for a low-cost laptop, Free Geek (<a href="https://www.freegeek.org/shop/free-geek-store#computers-parts-accessories)">https://www.freegeek.org/shop/free-geek-store#computers-parts-accessories)</a> offers good prices on used/refurbished laptops out of their store in SE Portland. You can also earn a free laptop (<a href="https://www.freegeek.org/faqs#volunteering)">https://www.freegeek.org/faqs#volunteering)</a> by volunteering for them.</em></p>
<h3 id="major-assignments-grades">Major Assignments &amp; Grades</h3>
......
......@@ -82,8 +82,9 @@ Readings for Weekly Meeting 1: These readings focus on the practical skills that
<pubDate>Fri, 01 Nov 2019 00:00:00 +0000</pubDate>
<guid>https://web.cecs.pdx.edu/~harmon8/classes/hci/project/</guid>
<description>The design project is meant to give you hands-on experience with a variety of techniques for HCI design. By the end of the quarter you will have engaged in substantive individual as well as group work, and should have material of appropriate quality for including in a portfolio to demonstrate your knowledge of HCI methods.
In week 1, you will conduct observations of people using technology individually as a basis for inspiring your project.</description>
<description>The design project is meant to give you hands-on experience with a variety of techniques for HCI design. By the end of the quarter you will have engaged in substantive individual as well as group work, and should have material of appropriate quality for including in a portfolio.
In week 1, you will conduct observations of people using technology individually as a basis for inspiring your project.
In weeks 2-6, you will work with a team to conduct further research on a shared topic, and identify a problem that you will address through a design project.</description>
</item>
<item>
......
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