1 / 35

on Education

on Education. Gerrit C. van der Veer (gerrit@acm.org) most work done by Anne Bowser Elizabeth Churchill Jennifer Preece. HCI. CHI is multidisciplinary :. Social Sciences (Psychology, Ethnography, Ergonomics) Computer Science / Engineering /Information Sciences

nadda
Download Presentation

on Education

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. on Education Gerrit C. van der Veer (gerrit@acm.org) most work done by Anne Bowser Elizabeth Churchill Jennifer Preece

  2. HCI CHI is multidisciplinary: Social Sciences (Psychology, Ethnography, Ergonomics) Computer Science / Engineering /Information Sciences Design (Arts, Architecture, Industrial Design)

  3. education one of our focal points: students’ membership fee and conference fees are below actual costs. 1992 SIGCHI published complete HCI Education curriculum.

  4. world of HCI moves and broadens computer side of HCI develops too quickly to predict educational needs long in advance.

  5. world of HCI moves and broadens computer side of HCI develops too quickly to predict educational needs long in advance. education differs in different parts of the world, and develops into new directions e.g., the European national education models changed drastically as a result of the Bologna treaty in 1999.

  6. SIGCHI installed a project team Goal: to better understand the current state of academic and practitioner education needs. Not only: available body of knowledge But especially: education needs – for practice, research, students

  7. The project team recently produced their first report: pilot survey - 177 respondents → 54 follow-up interviews → e-questionnaire - 283 respondents worldwide

  8. Objectives • What HCI skills, knowledge and methods are taught worldwide? • What is actually needed (3) How might SIGCHI support HCI education? Limitations • not really worldwide (yet) • only preliminary ideas for (3)

  9. Possible outcomes Education community support Curriculum advice Courses plan • Discussion of quality control, outcome measures and mechanisms for sharing content in a “living curriculum”

  10. Demographics - Age

  11. Demographics – HCI Experience

  12. First results: 48% academic, 38% industry professional, 28% students (some choose multiple labels). central topics, emerging trends, critical challenges

  13. For Students • Top concerns are about jobs • Advice/curriculum tends to be academic oriented

  14. For Students • Top concerns are about jobs • Advice/curriculum tends to be academic oriented • Emphasis on theory rather than practice • Jobs in industry emphasize practice

  15. For Students • Top concerns are about jobs • Advice/curriculum tends to be academic oriented • Emphasis on theory rather than practice • Jobs in industry emphasize practice • Students tend to use academic jargon • Focus on UPA by professionals whereas academics focus on CHI etc.

  16. For Students • Top concerns are about jobs • Advice/curriculum tends to be academic oriented • Emphasis on theory rather than practice • Jobs in industry emphasize practice • Students tend to use academic jargon • Focus on UPA by professionals whereas academics focus on CHI etc. Finally: • Students should not be “jack of all trades” • Domain knowledge important e.g. health

  17. For Academics • Challenge of fit across departments – who teaches what & interdisciplinary approach

  18. For Academics • Challenge of fit across departments – who teaches what & interdisciplinary approach • Stress collaboration but limits on group projects

  19. For Academics • Challenge of fit across departments – who teaches what & interdisciplinary approach • Stress collaboration but limits on group projects • Many academics require education in a specific field e.g. health, business, etc.

  20. For Academics • Challenge of fit across departments – who teaches what & interdisciplinary approach • Stress collaboration but limits on group projects • Many academics require education in a specific field e.g. health, business, etc. • Desire partnership with industry, particularly for project work so students are prepared for both

  21. For Professionals • Believe that university courses are geared to academic

  22. For Professionals • Believe that university courses are geared to academic • Rift between academia and industry – relevance and collaboration?

  23. For Professionals • Believe that university courses are geared to academic • Rift between academia and industry – relevance and collaboration? • Students would need more partnership, to prepare for academia & industry • HCI Ed would benefit from having more adjuncts from industry

  24. Q: Which aspects are foundational? Answer options: • No education in CS/SE should be required • Sufficient knowledge to work with computer scientists/ software engineers • Methods in CS/SE including the software development lifecycle • The skills to build interactive prototypes • Deep knowledge of CS/SE (which topics?)

  25. Foundations in HCI

  26. Subjects & topics Design very important 75% participants: • interaction design, • experience design.

  27. Interfaces, displays & devices • Mobile • Tablet • Desktop • Shared, large, embodied important to some students

  28. Input modalities • Touch • Gesture • Voice • Many believe the focus should be on theory over applications

  29. Design paradigms & perspectives • Interaction design • Agile/interactive • Experience • Participatory • Rapid interaction & testing (RIT)

  30. Design methodologies • Interviews • Low fidelity prototyping (eg paper) • General prototyping • Observation • Usability testing • Field study/ethnography • Brainstorming • Scenarios & story telling • Interactive/high fidelity prototyping

  31. Empirical research & data analysis • General qualitative • General empirical • General quantitative • Analyzing & applying research • Methods • Data analysis • Problem formation & experimental design • Current research topics

  32. Conferences • CHI essential for discipline • Others that are important to particular groups: CSCW, DIS, Mobile HCI, UbiComp, UIST • Location specific (e.g. NordiCHI) & topic-specific (e.g. ASSETS) • Local SIGS and Chapters also considered important by some • Somewhat of a divide between academics & professionals

  33. Journals • Interactions seen as very important • CACM, IJHCI, Interacting with Computers, TOCHI • Professionals: Also CSCW, JCMC

  34. Next steps? • Standardized curriculum? NO • How to evaluate different curricula? HARD • CHI courses (modules) OPPORTUNITY • Input 2012 CHI workshop for CS 2013? DIFFERENCE OF VISION

  35. Some examples from Europe visual design patterns patternwizard.nl/pattern/wizard/ human information processing www.opener2.ou.nl/opener/hip/ task analysis www.nibuk.nl/taskanalysis/tool/

More Related