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(:cell:) Activity - Workshop for Final Paper:
(:cell:) Activity: Workshop for Final Paper
Activity:Alex will lead an activity on phenomenology where you will analyze a passage of text individually, then you will discuss your analysis with the class.
Activity: Alex will lead an activity on phenomenology where you will analyze a passage of text individually, then you will discuss your analysis with the class.
Workshop for Assignment 4
Activity: Workshop for Assignment 4
(:cell:) Workshop for Final Paper:
(:cell:) Activity - Workshop for Final Paper:
'Activity:
Activity:
Activity:Alex will lead an activity on phenomenology where you will analyze a passage of text individually, then you will discuss your analysis with the class.
Workshop Final Papers Discuss your research problems and approach.
Activity: Workshop Final Papers We will use the first half of class to informally present and receive feedback on part of the research questions for your final paper. You should come to class with your research questions written and printed on paper. You will then split into three groups: Group 1 will break into pairs and read/comment on the research questions of their partners; Group 2 will do 'speed dating' and read/comment on research questions with partners; Group 3 will write one research question on the whiteboard and discuss it with the instructor and TA. After X minutes, each group will rotate.
We will do in-class activities as part of Assignment 4.
We will do in-class activities as part of Assignment 4. You will break into small groups and do informal presentations of your presentation to the small group. You will use this time to discuss how to combine your presentations as part of the presentations due next week.
Creative Assignment We will watch the videos that people have created for the creative assignment.
Activity: Creative Assignment We will watch the videos that people have created for the creative assignment.
We will conduct in-class activities to critique and prepare final papers.
You need to come to class with a full draft of your final paper.
We will conduct in-class activities to critique and prepare final papers. You need to come to class with a full draft of your final paper. You will break into small groups and share your drafts with each other, read, and discuss.
Example papers used for exploring research methodologies and methods: Video Chat by Teenagers and MyEyes. The Rubber Hand Illusion video is here.
Writing a Research Question:
Activity - Writing a Research Question:
Group Activity We will split into small groups to discuss the papers for your Short Paper assignment. You need to have read one of these papers BEFORE class.
Activity: We will split into small groups to discuss the papers for your Short Paper assignment. You need to have read one of these papers BEFORE class. After you discuss them in small groups, you will informally present your groups' main findings to the class.
Activity:
Activity: In small groups, go and observe the interactions and activities that people do in one of three areas: a coffee shop, walking to/from classrooms, or walking in a mall. Come back to the class and discuss the main points that you observed.
'Activity: In a small group, think of objects that reflect notions of time to you. Describe ways of incorporating notions of time within them. Think about what “time” means. Sketch out design ideas. Come up with one design idea to share with the group.
Activity: In a small group of three people, create a list of interview questions about coming to grad school and past university experiences. Conduct the interview where one person acts as the interviewer, one as the interviewee, and one as the "critiquer." After the interview, the critiquer gives feedback on the interview based on the principles and ideas found in the readings. Students then rotate between groups and perform the interview again.
Activity: Discuss research topic areas of interest in small groups and the perspectives/backgrounds people come from. Discuss as a large group.
Peer review critique is due by 5pm, Monday, Dec 4th.
Peer review critique is due by 11:59pm (midnight), Monday, Dec 4th.
You must submit a draft of your paper into EasyChair? here before class: https://easychair.org/conferences/?conf=siatgrm2017
You must submit a draft of your paper into EasyChair here before class: https://easychair.org/conferences/?conf=siatgrm2017
Creative Assignment We will watch the videos that people have created for the creative assignment.
Large Interactive Wall:
Chronic Pain:
Cultural Heritage:
Creative Assignment We will watch the videos that people have created for the creative assignment.
Submit your own presentation as part of the Workshop Critique assignment
Submit your own presentation as part of the In-Class Presentation assignment
Talk about Workshop Critique assignment.
Talk about In-Class Presentation assignment.
(:cell:) Submit your group's presentation as part of the Workshop Critique assignment
(:cell:) Submit your group's presentation as part of the In-Class Presentation assignment. Also submit your 1 page critique of your group members' slides.
(:cell:)Presentations for Assignment 4
(:cell:) Creative Assignment We will watch the videos that people have created for the creative assignment.
Presentations for Assignment 4
Peer review critique is due by 12 noon, Monday, Dec 4th.
Final paper is due by 11:59pm, Saturday, Dec 9th.
Peer review critique is due by 5pm, Monday, Dec 4th.
Final paper is due by 11:59pm (midnight), Saturday, Dec 9th.
Peer review critique is due by 11:59pm, Sunday, Dec 3rd.
Final paper is due by 11:59pm, Sunday, Dec 10th.
Peer review critique is due by 12 noon, Monday, Dec 4th.
Final paper is due by 11:59pm, Saturday, Dec 9th.
'Workshop Final Papers"
Workshop Final Papers
(:cell:)Workshop for Assignment 4
(:cell:) 'Workshop Final Papers" Discuss your research problems and approach.
Workshop for Assignment 4
Assignments
Talk about Methodological Traditions assignment for Creation.
Talk about Workshop Critique assignment.
Schensul, S., Schensul, J., and LeCompte, M. Chapter 7: Semistructured Interviewing, Essential Ethnographic Methods: Observations, Interviews, and Questionnaires, Altamira Press (1999).
(:cell:)Historical, Biographical and Narrative Approaches
(:cell:) Guest Presentations from Grad Students
Historical, Biographical and Narrative Approaches
Schensul, S., Schensul, J., and LeCompte, M. Chapter 7: Semistructured Interviewing, Essential Ethnographic Methods: Observations, Interviews, and Questionnaires, Altamira Press (1999).
Schensul, S., Schensul, J., and LeCompte, M. Chapter 7: Semistructured Interviewing, Essential Ethnographic Methods: Observations, Interviews, and Questionnaires, Altamira Press (1999).
Weiss, R. Learning From Strangers: The Art and Method of Qualitative Interview Studies, The Free Press (1994).
Evans, A., & Rooney, B. “Methods in Psychological Research” (Sage Publications, 2013)
Evans, A., & Rooney, B. “Methods in Psychological Research” (Sage Publications, 2013)
Guest lecture from Gabriela Aceves-Sepulveda.
Outside of Gabriela's guest lecture, we will cover biographical accounts, autoethnography, life histories, and oral histories. We will detail ways to write-up narrative studies focused on one or more individuals historical accounts and the challenges in conducting narrative studies.
We will cover biographical accounts, autoethnography, life histories, and oral histories. We will detail ways to write-up narrative studies focused on one or more individuals historical accounts and the challenges in conducting narrative studies.
(PDF)
(PDF)
Examples of art-based research from CHI 2017:
Examples of art-based research:
Examples of art-based research from CHI 2017:
Final paper
We will discuss your final paper assignment and talk about structures and examples.
Biggs, M., & Karlsson, H. (Eds.). (2010). The Routledge companion to research in the arts. Routledge.
Borgdorff, H. Chapter 3: The Production of Knowledge in Artistic Research, in Biggs, M., & Karlsson, H. (Eds.). (2010). The Routledge companion to research in the arts. Routledge.
(:cell:) Methodological Traditions assignment for Experience is due in class.
(:cell:)
(:cell:)Methodological Traditions assignment for Creation is due in class.
(:cell:)Methodological Traditions assignment for Experience is due in class.
(:cell:) Submit your own presentation as part of the Workshop Critique assignment
(:cell:) Methodological Traditions assignment for Creation is due in class.
Submit your own presentation as part of the Workshop Critique assignment
(:cell:)
(:cell:) Methodological Traditions assignment for Experience is due in class.
(:cell:) Methodological Traditions assignment for Experience is due in class.
(:cell:)Methodological Traditions assignment for Creation is due in class.
(:cell:)Methodological Traditions assignment for Creation is due in class.
(:cell:)
(:cell:) Methodological Traditions assignment for Creation is due in class.
(:cell:)
(:cell:)
(:cell:) Methodological Traditions assignment for Experience is due in class.
(:cell:)Methodological Traditions assignment for Experience is due in class.
(:cell:)Methodological Traditions assignment for Creation is due in class.
(:cell:)Workshop for Assignment 3
(:cell:)Workshop for Assignment 4
(:cellnr:) Nov 16, Week 11:
(:cellnr:) Oct 26, Week 8:
(:cellnr:) Nov 23, Week 12:
(:cellnr:) Nov 2, Week 9:
(:cellnr:) Oct 26, Week 8:
(:cellnr:) Nov 16, Week 11:
We will do in-class activities as part of Assignment 3.
We will do in-class activities as part of Assignment 4.
(:cellnr:) Nov 2, Week 9:
(:cell:)Presentations for Assignment 3
(:cellnr:) Nov 23, Week 12:
(:cell:)Presentations for Assignment 4
(:cellnr:) Oct 26, Week 8:
(:cell:)Workshop for Assignment 3
We will do in-class activities as part of Assignment 3.
(:cellnr:) Nov 16, Week 11:
(:cell:)Query Methods: Interviews and Surveys
We will explore query methods such as surveys, interviews, and questionnaires, using both qualitative and quantitative data collection. We will discuss the role of surveys, typical length of surveys, types of questions, and analysis procedures. We will then explore the role of interviews and varying types of interviews including open-ended, closed-ended, and semi-structured. We will talk about ways to get detailed interview responses and analysis procedures.
(:cell:) Submit your own presentation as part of the Workshop Critique assignment
(:cellnr:) Nov 2, Week 9:
(:cell:)Presentations for Assignment 3
Evans, A., & Rooney, B. “Methods in Psychological Research” (Sage Publications, 2013)
Weiss, R. Learning From Strangers: The Art and Method of Qualitative Interview Studies, The Free Press (1994).
Olson, J. and Kellogg, W. Ways of Knowing in HCI, Springer, 2014.
Optional: Schensul, S., Schensul, J., and LeCompte, M. Chapter 7: Semistructured Interviewing, Essential Ethnographic Methods: Observations, Interviews, and Questionnaires, Altamira Press (1999).
(:cell:) Methodological Traditions assignment for Creation is due in class.
(:cellnr:) Nov 23, Week 12:
(:cell:) Grounded Theory
We will cover an overview of Grounded Theory looking at the use of literature and theory, participant recruitment and sampling, analysis procedures through open, axial, and selective coding, and writing up a Grounded Theory study. We will also talk about the different theoretical perspectives on Grounded Theory.
Case Studies
We will cover an overview of single and multiple case studies, within-site and multi-site, intrinsic case, instrumental case, and collective case. We will explore both holistic and embedded analysis, study write-up, and the challenges with case studies.
(:cell:) Submit your group's presentation as part of the Workshop Critique assignment
(:cellnr:) Nov 9, Week 10:
(:cell:)Historical, Biographical and Narrative Approaches
Guest lecture from Gabriela Aceves-Sepulveda.
Outside of Gabriela's guest lecture, we will cover biographical accounts, autoethnography, life histories, and oral histories. We will detail ways to write-up narrative studies focused on one or more individuals historical accounts and the challenges in conducting narrative studies.
Phenomenology
We will cover the focal points of a phenomenological study, the philosophical underpinnings of the approach, epoche, hermeneutical phenomenology, transcendental phenomenology, and horizontalization as an analysis procedure. We will also explore the challenges with phenomenology and how to write-up phenomenological studies.
(:cell:)
In the above chapters, just read the sections on Grounded Theory and Case Studies (:cell:)
(:cellnr:) Nov 9, Week 10:
(:cell:)Historical, Biographical and Narrative Approaches
Guest lecture from Gabriela Aceves-Sepulveda.
Outside of Gabriela's guest lecture, we will cover biographical accounts, autoethnography, life histories, and oral histories. We will detail ways to write-up narrative studies focused on one or more individuals historical accounts and the challenges in conducting narrative studies.
Phenomenology
We will cover the focal points of a phenomenological study, the philosophical underpinnings of the approach, epoche, hermeneutical phenomenology, transcendental phenomenology, and horizontalization as an analysis procedure. We will also explore the challenges with phenomenology and how to write-up phenomenological studies.
(:cell:)
Creswell, “Qualitative Inquiry and Research Design: Choosing Among Five Approaches” (SAGE Publication, 3rd edition, 2013).
(:cellnr:) Nov 16, Week 11:
(:cell:)Query Methods: Interviews and Surveys
We will explore query methods such as surveys, interviews, and questionnaires, using both qualitative and quantitative data collection. We will discuss the role of surveys, typical length of surveys, types of questions, and analysis procedures. We will then explore the role of interviews and varying types of interviews including open-ended, closed-ended, and semi-structured. We will talk about ways to get detailed interview responses and analysis procedures.
(:cellnr:) Oct 26, Week 8:
(:cell:)Workshop for Assignment 3
We will do in-class activities as part of Assignment 3.
Evans, A., & Rooney, B. “Methods in Psychological Research” (Sage Publications, 2013)
Weiss, R. Learning From Strangers: The Art and Method of Qualitative Interview Studies, The Free Press (1994).
Olson, J. and Kellogg, W. Ways of Knowing in HCI, Springer, 2014.
Optional: Schensul, S., Schensul, J., and LeCompte, M. Chapter 7: Semistructured Interviewing, Essential Ethnographic Methods: Observations, Interviews, and Questionnaires, Altamira Press (1999).
(:cell:) Methodological Traditions assignment for Creation is due in class.
(:cellnr:) Nov 23, Week 12:
(:cell:) Grounded Theory
We will cover an overview of Grounded Theory looking at the use of literature and theory, participant recruitment and sampling, analysis procedures through open, axial, and selective coding, and writing up a Grounded Theory study. We will also talk about the different theoretical perspectives on Grounded Theory.
Case Studies
We will cover an overview of single and multiple case studies, within-site and multi-site, intrinsic case, instrumental case, and collective case. We will explore both holistic and embedded analysis, study write-up, and the challenges with case studies.
(:cell:) Submit your own presentation as part of the Workshop Critique assignment
(:cellnr:) Nov 2, Week 9:
(:cell:)Presentations for Assignment 3
Creswell, “Qualitative Inquiry and Research Design: Choosing Among Five Approaches” (SAGE Publication, 3rd edition, 2013).
In the above chapters, just read the sections on Grounded Theory and Case Studies (:cell:)
(:cell:) Submit your group's presentation as part of the Workshop Critique assignment
Example papers used for exploring research methodologies and methods: Video Chat by Teenagers and MyEyes.
Example papers used for exploring research methodologies and methods: Video Chat by Teenagers and MyEyes. The Rubber Hand Illusion video is here.
Group Activity
Example papers used for exploring research methodologies and methods: Video Chat by Teenagers and MyEyes.
Reliability and Validity
We will talk about reliability and validity and why it matters in research.
(:cell:)
(:cell:)Methodological Traditions assignment for Experience is due in class.
(:cell:) Methodological Traditions assignment for Experience is due in class.
(:cell:) Methodological Traditions assignment for Creation is due in class.
(:cell:) Methodological Traditions assignment for Creation is due in class.
(:cell:)
(:cell:)
(:cell:) Methodological Traditions assignment for Effective is due in class.
(:cell:) Methodological Traditions assignment for Effective is due in class.
(:cell:)
Guest Lecture from Bernhard Riecke at noon.
We will demo how to run statistical testing in SPSS or JMP.
We will go over the course outline, web syllabus, texts/readings, expectations about preparation and workload, assessment, academic honesty policy.
We will go over the course outline, web syllabus, texts/readings, expectations about preparation and workload, assessment, academic honesty policy. (Slides PDF)
(for the above chapters, just read sections about Ethnographic studies)
(for the above chapters, just read sections about Ethnographic studies)
Howell, Signe, Two or Three Things I Love About Ethnography, Journal of Ethnographic Theory, 7(1), 15-20. (6 pages)
Howell, Signe, Two or Three Things I Love About Ethnography, Journal of Ethnographic Theory, 7(1), 15-20. (6 pages) (.pdf)
Howell, Signe, Two or Three Things I Love About Ethnography, Journal of Ethnographic Theory, 7(1), 15-20. (6 pages)
Arne Eigenfeldt, Miles Thorogood, Jim Bizzocchi, Philippe Pasquier, MediaScape?: Towards a Video Music, and Sound Metacreation, Journal of Science and Technology of the Arts - CITARJ, 6, 61-73, 2014 (.pdf)
Arne Eigenfeldt, Miles Thorogood, Jim Bizzocchi, Philippe Pasquier, MediaScape: Towards a Video Music, and Sound Metacreation, Journal of Science and Technology of the Arts - CITARJ, 6, 61-73, 2014 (.pdf)
Optional:
Arne Eigenfeldt, Miles Thorogood, Jim Bizzocchi, Philippe Pasquier, MediaScape?: Towards a Video Music, and Sound Metacreation, Journal of Science and Technology of the Arts - CITARJ, 6, 61-73, 2014 (.pdf)
Ilpo Koskinen John Zimmerman Thomas Binder Johan Redstrom Stephan Wensveen. Constructive Design Research-1. (2012). In Design Research Through Practice (pp. 1-13). Available online at the SFU Library
Ilpo Koskinen, John Zimmerman, Thomas Binder, Johan Redstrom, and Stephan Wensveen. Constructive Design Research-1. (2012). In Design Research Through Practice (pp. 1-13). Available online at the SFU Library
(:cell:)Creation: Artifact/Design-Based Approaches We will cover research practices that occur through the making of an artifact where the learning comes through the making process as well as the setup and self-usage of the technology. In many cases, this type of research does not have user research studies as a part of it. We will explore ideas around sketching, design portfolios, brainstorming, research through design, design scenarios, speculative design, and video prototyping.
(:cell:)Creation: Art/Artifact/Design-Based Approaches We will cover research practices that occur through the making of art or an artifact where the learning comes through the making process as well as the setup and self-usage of the technology. In many cases, this type of research does not have user research studies as a part of it. We will explore ideas around sketching, design portfolios, brainstorming, research through design, design scenarios, speculative design, and video prototyping. We will talk about artistic research vs. artistic practice, research into art, research through art, and research for art.
Frayling, C. (1993). Research in art and design. Royal Coll. of Art, London (United Kingdom). (.pdf)
Biggs, M., & Karlsson, H. (Eds.). (2010). The Routledge companion to research in the arts. Routledge. (.pdf)
Bill Gaver and Heather Martin. 2000. Alternatives: exploring information appliances through conceptual design proposals. In Proceedings of the SIGCHI conference on Human Factors in Computing Systems (CHI '00). ACM, New York, NY, USA, 209-216. DOI=http://dx.doi.org.proxy.lib.sfu.ca/10.1145/332040.332433
Doenja Oogjes and Ron Wakkary. 2017. Videos of Things: Speculating on, Anticipating and Synthesizing Technological Mediations. In Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems (CHI '17). ACM, New York, NY, USA, 4489-4500. DOI: https://doi-org.proxy.lib.sfu.ca/10.1145/3025453.3025748 Watch the video on this page as well.
(these chapters cover observations in a lab setting; they are focused on a usability study, but the process is applicable to testing out observing the use of system designs as part of research)
(this chapters cover observations in a lab setting; it is focused on a usability study, but the process is applicable to testing out observing the use of system designs as part of research)
Ilpo Koskinen John Zimmerman Thomas Binder Johan Redstrom Stephan Wensveen. Constructive Design Research-1. (2012). In Design Research Through Practice (pp. 1-13). Available online at the SFU Library
Ilpo Koskinen John Zimmerman Thomas Binder Johan Redstrom Stephan Wensveen. Constructive Design Research-1. (2012). In Design Research Through Practice (pp. 1-13). Available online at the SFU Library
(:cell:)Creation: Artifact/Design/Art-Based Approaches
(:cell:)Creation: Artifact/Design-Based Approaches
We will cover research practices that occur through the making of an artifact, design, or work of art.
We will cover research practices that occur through the making of an artifact where the learning comes through the making process as well as the setup and self-usage of the technology. In many cases, this type of research does not have user research studies as a part of it. We will explore ideas around sketching, design portfolios, brainstorming, research through design, design scenarios, speculative design, and video prototyping.
(:cell:) Bill Gaver and Heather Martin. 2000. Alternatives: exploring information appliances through conceptual design proposals. In Proceedings of the SIGCHI conference on Human Factors in Computing Systems (CHI '00). ACM, New York, NY, USA, 209-216. DOI=http://dx.doi.org.proxy.lib.sfu.ca/10.1145/332040.332433
(:cell:) Ilpo Koskinen John Zimmerman Thomas Binder Johan Redstrom Stephan Wensveen. Constructive Design Research-1. (2012). In Design Research Through Practice (pp. 1-13). Available online at the SFU Library
Daniel Fallman. 2003. Design-oriented human-computer interaction. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI '03). ACM, New York, NY, USA, 225-232. DOI=http://dx.doi.org.proxy.lib.sfu.ca/10.1145/642611.642652
Bill Gaver and Heather Martin. 2000. Alternatives: exploring information appliances through conceptual design proposals. In Proceedings of the SIGCHI conference on Human Factors in Computing Systems (CHI '00). ACM, New York, NY, USA, 209-216. DOI=http://dx.doi.org.proxy.lib.sfu.ca/10.1145/332040.332433
Doenja Oogjes and Ron Wakkary. 2017. Videos of Things: Speculating on, Anticipating and Synthesizing Technological Mediations. In Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems (CHI '17). ACM, New York, NY, USA, 4489-4500. DOI: https://doi-org.proxy.lib.sfu.ca/10.1145/3025453.3025748 Watch the video on this page as well.
(:cell:) GETTING READINGS STILL
(:cell:) Bill Gaver and Heather Martin. 2000. Alternatives: exploring information appliances through conceptual design proposals. In Proceedings of the SIGCHI conference on Human Factors in Computing Systems (CHI '00). ACM, New York, NY, USA, 209-216. DOI=http://dx.doi.org.proxy.lib.sfu.ca/10.1145/332040.332433
(:cell:)Writing a Research Question:
(:cell:)Writing a Research Question:
Writing a Research Question:
(:cell:) We will split into small groups to discuss the papers for your Short Paper assignment. You need to have read one of these papers BEFORE class.
Introduce students to the Short Paper assignment.
We will split into small groups to discuss the papers for your Short Paper assignment. You need to have read one of these papers BEFORE class.
(:cell:)
(:cell:)
(:cell:)
(:cell:)
(:cell:)
(:cell:)
(:cell:)
(:cell:)
(:cell:) You need to come to class with a full draft of your final paper.
You need to come to class with a full draft of your final paper.
(:cell:)Lecture / Seminar
(:cell:)Lecture / Seminar / Activities
(:cell:) Over the course of the term, you should learn what all of the words in this Terminology Document mean. You should add definitions/descriptions to each term as the course progresses.
Over the course of the term, you should learn what all of the words in this Terminology Document mean. You should add definitions/descriptions to each term as the course progresses.
Phenomenology
Phenomenology
Case Studies
Case Studies
We will explore query methods such as surveys, interviews, and questionnaires, using both qualitative and quantitative data collection.
We will explore query methods such as surveys, interviews, and questionnaires, using both qualitative and quantitative data collection. We will discuss the role of surveys, typical length of surveys, types of questions, and analysis procedures. We will then explore the role of interviews and varying types of interviews including open-ended, closed-ended, and semi-structured. We will talk about ways to get detailed interview responses and analysis procedures.
We will cover an overview of Grounded Theory.
We will cover an overview of Grounded Theory looking at the use of literature and theory, participant recruitment and sampling, analysis procedures through open, axial, and selective coding, and writing up a Grounded Theory study. We will also talk about the different theoretical perspectives on Grounded Theory.
We will cover an overview of single and multiple case studies, within-site and multi-site, intrinsic case, instrumental case, and collective case. We will explore both holistic and embedded analysis, study write-up, and the challenges with case studies.
How to write a research question
Quantitative methods, scientific method
Logic: inference, deduction, induction, abduction, cycles of research (inductive-deductive)
Types of data: quantitative, objective
We will explore how to write a research question from different perspectives, including quantitative, qualitative, and mixed methods approaches.
We will cover an overview of quantitative methods with some details on the scientific method. These details are elaborated on in subsequent weeks when we cover controlled experiments.
How to write a research question
Qualitative, mixed-methods and associated methodologies
Types of data: qualitative, subjective, objective
We will work more on how to write a research question, adding to the types of questions we can ask from a quantitative, qualitative or mixed methods approach.
We will cover an overview of qualitative and mixed-methods methodologies. These details are elaborated on in subsequent weeks when we cover observational studies, interviews, qualitative surveys, and design ethnography.
(Dix Ch 9)
We will cover the scientific method, hypothesis generation, controls, independent variables, dependent variables, etc.
We will cover the scientific method, hypothesis generation, controls, independent variables, dependent variables, etc. We will talk about between and within subject designs, recruitment and sampling procedures, validity threats (internal, external), descriptive statistics, and basic inferential statistics.
Guest lecture from Gabriela Aceves-Sepulveda.
Guest lecture from Gabriela Aceves-Sepulveda.
Outside of Gabriela's guest lecture, we will cover biographical accounts, autoethnography, life histories, and oral histories. We will detail ways to write-up narrative studies focused on one or more individuals historical accounts and the challenges in conducting narrative studies.
We will cover the focal points of a phenomenological study, the philosophical underpinnings of the approach, epoche, hermeneutical phenomenology, transcendental phenomenology, and horizontalization as an analysis procedure. We will also explore the challenges with phenomenology and how to write-up phenomenological studies.
We will explore observational techniques and ethnography.
We will explore observational techniques and ethnography. This includes ethnography from a design perspective building on a mixture of sociological and anthropological traditions. We will cover immersion, culture, social beliefs, and how to collect data on culture through what people say, do, and make/use. We will discuss realist ethnography and critical ethnography as two possible types of ethnography. We will discuss the challenges with conducting ethnography and ways to write up ethnographic records/reports.
We will explore observational studies in a laboratory setting where participants use a prototype or design as a part of tasks or situations. This will involve methods to capture data such as logged data, observational data, think-aloud data, etc. We will talk about the challenges in conducting lab-based observational studies and how to work around them.
(:cell:) Methodological Traditions assignment for Creation is due in class.
(:cell:) Methodological Traditions assignment for Effective is due in class.
(:cell:) Methodological Traditions assignment for Effective is due in class.
(:cell:) Methodological Traditions assignment for Experience is due in class.
(:cell:) Methodological Traditions assignment for Experience is due in class.
(:cell:) Methodological Traditions assignment for Creation is due in class.
(:cell:)Query Methods: Interviews and Surveys We will explore query methods such as surveys, interviews, and questionnaires, using both qualitative and quantitative data collection.
(:cell:)Historical, Biographical and Narrative Approaches Guest lecture from Gabriela Aceves-Sepulveda.
Phenomenology
Creswell, “Qualitative Inquiry and Research Design: Choosing Among Five Approaches” (SAGE Publication, 3rd edition, 2013).
In the above chapters, just read the sections on Narrative Research and Phenomenology (:cell:) Methodological Traditions assignment for Creation is due in class.
(:cellnr:) Nov 16, Week 11:
(:cell:)Query Methods: Interviews and Surveys
We will explore query methods such as surveys, interviews, and questionnaires, using both qualitative and quantitative data collection.
(:cell:) (:cell:)
(:cellnr:) Nov 9, Week 10:
(:cell:)Historical, Biographical and Narrative Approaches
Guest lecture from Gabriela Aceves-Sepulveda.
Phenomenology (:cell:) (:cell:) Creswell, “Qualitative Inquiry and Research Design: Choosing Among Five Approaches” (SAGE Publication, 3rd edition, 2013).
In the above chapters, just read the sections on Narrative Research and Phenomenology (:cell:) Methodological Traditions assignment for Creation is due in class.
(:cellnr:) Sept 21, Week 3:
(:cellnr:) Sept 28, Week 4:
(:cellnr:) Sept 28, Week 4:
(:cellnr:) Oct 5, Week 5:
(:cellnr:) Oct 5, Week 5:
(:cellnr:) Oct 12, Week 6:
(:cellnr:) Oct 12, Week 6:
(:cellnr:) Oct 19, Week 7:
(:cellnr:) Oct 19, Week 7:
(:cellnr:) Oct 26, Week 8:
(:cellnr:) Oct 26, Week 8:
(:cellnr:) Nov 2, Week 9:
(:cellnr:) Nov 2, Week 9:
(:cellnr:) Nov 9, Week 10:
(:cell:)
(:cell:)Writing a Research Question:
(:cell:) Strategies of Inquiry
(:cell:) Strategies of Inquiry I
Quantitative, qualitative, mixed-methods and associated methodologies
Quantitative methods, scientific method
Types of data: quantitative, qualitative, subjective, objective
Types of data: quantitative, objective
(:cell:)Writing a Research Question:
(:cell:)
(:cell:)
(:cellnr:) Sept 21, Week 3:
(:cell:) Strategies of Inquiry II
How to write a research question
Qualitative, mixed-methods and associated methodologies
Types of data: qualitative, subjective, objective
(:cell:)Writing a Research Question:
(:cell:)Creswell, J.W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2013, 4th edition)
(:cell:)Summary: Query Methods
(:cell:)Query Methods: Interviews and Surveys
(:cell:) Grounded Theory and Case Studies We will cover an overview of Grounded Theory and Case Studies.
(:cell:) Grounded Theory We will cover an overview of Grounded Theory.
Case Studies
(:cell:)Summary: Historical, Biographical and Narrative Approaches
(:cell:)Historical, Biographical and Narrative Approaches
Phenomenology
(:cell:) Summary: Grounded Theory and Case Studies
(:cell:) Grounded Theory and Case Studies
How to write a research question (Creswell Research Design - Ch 7)
Quantitative, qualitative, mixed-methods and associated methodologies (Creswell Research Design - Ch 8, 9, 10)
How to write a research question
Quantitative, qualitative, mixed-methods and associated methodologies
(For Chapers 4, 5, 9 just read sections about Ethnographic studies)
(for the above chapters, just read sections about Ethnographic studies)
(:cell:) GETTING READINGS FROM THECLA STILL
(:cell:) GETTING READINGS STILL
In the above chapters, just read the sections on Narrative Research (:cell:)
(:cellnr:) Nov 16, Week 11:
(:cell:)Summary: Phenomenological Approaches and Reflective Practice
(:cell:)
(:cell:)
Creswell, “Qualitative Inquiry and Research Design: Choosing Among Five Approaches” (SAGE Publication, 3rd edition, 2013).
In the above chapters, just read the sections on Phenomenology
(:cell:) Methodological Traditions assignment for Creation is due in class.
In the above chapters, just read the sections on Narrative Research and Phenomenology (:cell:) Methodological Traditions assignment for Creation is due in class.
Neustaedter, C. & Sengers, P. (2012) Autobiographical Design in HCI Research: Designing and Learning Through Use-it-yourself, Proceedings of the Designing Interactive Systems Conference New York, NY, USA, ACM, 514-523.
(For Chapers 4, 5, 9 just read sections about Ethnographic studies)
Olson,, J. and Kellogg, W. Ways of Knowing in HCI, Springer, 2014.
Olson, J. and Kellogg, W. Ways of Knowing in HCI, Springer, 2014.
In the above chapters, just read the sections on Grounded Theory and '"Case Studies'''
In the above chapters, just read the sections on Grounded Theory and Case Studies
In the above chapters, just read the sections on Grounded Theory and "Case Studies'
In the above chapters, just read the sections on Grounded Theory and '"Case Studies'''
Olson,, J. and Kellogg, W. Ways of Knowing in HCI, Springer, 2014.
Optional:
(:cell:) Summary: Grounded Theory and Case Studies We will cover an overview of Grounded Theory and Case Studies.
(:cell:)Summary: Historical, Biographical and Narrative Approaches Guest lecture from Gabriela Aceves-Sepulveda.
In the above chapters, just read the sections on Grounded Theory and "Case Studies' (:cell:) Methodological Traditions assignment for Experience is due in class.
In the above chapters, just read the sections on Narrative Research (:cell:)
(:cell:)Summary: Historical, Biographical and Narrative Approaches
(:cell:) Summary: Grounded Theory and Case Studies We will cover an overview of Grounded Theory and Case Studies.
In the above chapters, just read the sections on Narrative Research (:cell:)
In the above chapters, just read the sections on Grounded Theory and "Case Studies' (:cell:) Methodological Traditions assignment for Experience is due in class.
Special guest presentation from SFU's Research Ethics Board.
Special guest presentation from SFU's Research Ethics Board, Dr. Dina Shafey (10:30am for 60-90 minutes).
(:cell:)
Dix, A., Finlay, J., Abowd, G., Beale, R. Human-Computer Interaction, Third Edition. Prentice Hall, 2004.
(:cell:)Dix, A., Finlay, J., Abowd, G., Beale, R. Human-Computer Interaction, Third Edition. Prentice Hall, 2004.
(:cell:) Introduce students to the Short Paper assignment
Introduce students to the Short Paper assignment. (:cell:)
(:cell:)
(:cell:) Submit your own presentation as part of the Workshop Critique assignment
(:cell:)
(:cell:) Submit your group's presentation as part of the Workshop Critique assignment
(:cell:) Methodological Traditions assignment for Effective? is due in class.
(:cell:) Methodological Traditions assignment for Effective is due in class.
(:cell:) Methodological Traditions assignment for Experience? is due in class.
(:cell:) Methodological Traditions assignment for Experience is due in class.
(:cell:) Methodological Traditions assignment for Creation? is due in class.
(:cell:) Methodological Traditions assignment for Creation is due in class.
(:cell:)
(:cell:) Methodological Traditions assignment for Effective? is due in class.
(:cell:)
(:cell:) Methodological Traditions assignment for Experience? is due in class.
(:cell:)
(:cell:) Methodological Traditions assignment for Creation? is due in class.
(:cell:)
(:cell:) We will split into small groups to discuss the papers for your Short Paper assignment. You need to have read one of these papers BEFORE class.
(:cell:) Introduce students to the Short Paper? assignment
(:cell:) Introduce students to the Short Paper assignment
(:cell:) Introduce students to the Short Paper? assignment
(:cell:) Introduce students to the Short Paper? assignment
Read one of the papers for your Short Paper? assignment. You should choose the tradition that you know the least about.
Read one of the papers for your Short Paper assignment. You should choose the tradition that you know the least about.
Submit the Ethics assignment? in class.
Submit the Ethics assignment in class.
Reliability and Validity
Reliability and Validity
(:cell:)
(:cell:) Introduce students to the Short Paper? assignment
Read one of the papers for your Short Paper? assignment. You should choose the tradition that you know the least about.
Submit a one page document addressing research ethics for your research area. TBD.
Submit the Ethics assignment? in class.
(:cell:)
(:cell:) You need to come to class with a full draft of your final paper.
Peer review critique is due by 11:59pm, Sunday, Dec 3rd.
Final paper is due by 11:59pm, Sunday, Dec 10th.
Dix, A., Finlay, J., Abowd, G., Beale, R. Human-Computer Interaction, Third Edition. Prentice Hall, 2004.
Dix, A., Finlay, J., Abowd, G., Beale, R. Human-Computer Interaction, Third Edition. Prentice Hall, 2004.
Evans, A., & Rooney, B. “Methods in Psychological Research” (Sage Publications, 2013)
Chapter 3 - When Should You Test?
Chapter 9 - Conduct the Test Sessions
Schensul, S., Schensul, J., and LeCompte, M. Chapter 7: Semistructured Interviewing, Essential Ethnographic Methods: Observations, Interviews, and Questionnaires, Altamira Press (1999).
Evans, A., & Rooney, B. “Methods in Psychological Research” (Sage Publications, 2013)
Schensul, S., Schensul, J., and LeCompte, M. Chapter 7: Semistructured Interviewing, Essential Ethnographic Methods: Observations, Interviews, and Questionnaires, Altamira Press (1999).
Rubin, J., and Chisnell, D. Handbook of Usability Testing, Wiley Publishing, 2008
Rubin, J., and Chisnell, D. Handbook of Usability Testing, Wiley Publishing, 2008
Schensul, S., Schensul, J., and LeCompte, M. Chapter 7: Semistructured Interviewing, Essential Ethnographic Methods: Observations, Interviews, and Questionnaires, Altamira Press (1999).
Schensul, S., Schensul, J., and LeCompte, M. Chapter 7: Semistructured Interviewing, Essential Ethnographic Methods: Observations, Interviews, and Questionnaires, Altamira Press (1999).
Weiss, R. Learning From Strangers: The Art and Method of Qualitative Interview Studies, The Free Press (1994).
Weiss, R. Learning From Strangers: The Art and Method of Qualitative Interview Studies, The Free Press (1994).
ANOTHER MORE GENERAL READING?
THESE ONES ON INTERVIEWING MIGHT BE TOO DETAILED (MORE FOR 801)
Weiss, R. Chapter 4: Interviewing, Learning From Strangers: The Art and Method of Qualitative Interview Studies, The Free Press (1994).
Weiss, R. Learning From Strangers: The Art and Method of Qualitative Interview Studies, The Free Press (1994).
Chapter 9 - Conduct the Test Sessions (covers observations in a lab setting, e.g., usability study)
Chapter 3 - When Should You Test?
Chapter 9 - Conduct the Test Sessions
(these chapters cover observations in a lab setting; they are focused on a usability study, but the process is applicable to testing out observing the use of system designs as part of research)
Chapter 9 - Conduct the Test Sessions? (covers observations in a lab setting, e.g., usability study)
Chapter 9 - Conduct the Test Sessions (covers observations in a lab setting, e.g., usability study)
Rubin, J., and Chisnell, D. Handbook of Usability Testing, Wiley Publishing, 2008
Chapter 9 - Conduct the Test Sessions? (covers observations in a lab setting, e.g., usability study)
We will explore observational techniques and design ethnography.
We will explore observational techniques and ethnography.
Neustaedter, C. & Sengers, P. (2012) Autobiographical Design in HCI Research: Designing and Learning Through Use-it-yourself, Proceedings of the Designing Interactive Systems Conference New York, NY, USA, ACM, 514-523.
In the above chapters, just read the sections on Grounded Theory
In the above chapters, just read the sections on Grounded Theory and "Case Studies'
Creswell, “Qualitative Inquiry and Research Design: Choosing Among Five Approaches” (SAGE Publication, 3rd edition, 2013).
In the above chapters, just read the sections on Phenomenology
Creswell, “Qualitative Inquiry and Research Design: Choosing Among Five Approaches” (SAGE Publication, 3rd edition, 2013).
In the above chapters, just read the sections on Narrative Research
Creswell, “Qualitative Inquiry and Research Design: Choosing Among Five Approaches” (SAGE Publication, 3rd edition, 2013).
Creswell, “Qualitative Inquiry and Research Design: Choosing Among Five Approaches” (SAGE Publication, 3rd edition, 2013).
Creswell, “Qualitative Inquiry and Research Design: Choosing Among Five Approaches” (SAGE Publication, 3rd edition, 2013).
ANOTHER MORE GENERAL READING?
THESE ONES ON INTERVIEWING MIGHT BE TOO DETAILED (MORE FOR 801)
In the above chapters, just read the sections on Grounded Theory
Martin, “Doing Psychology Experiments” (Wadsworth, 2004)
Martin, “Doing Psychology Experiments” (Wadsworth, 2004)
(:cell:) Creswell, J.W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2013, 4th edition)
(:cell:) Creswell, J.W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2013, 4th edition)
(:cell:)Creswell, J.W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2013, 4th edition)
(:cell:)Creswell, J.W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2013, 4th edition)
Dix, A., Finlay, J., Abowd, G., Beale, R. Human-Computer Interaction, Third Edition. Prentice Hall, 2004.
Dix, A., Finlay, J., Abowd, G., Beale, R. Human-Computer Interaction, Third Edition. Prentice Hall, 2004.
Creswell, J.W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2013, 4th edition)
Creswell, J.W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2013, 4th edition)
(:cell:)
(:cell:) GETTING READINGS FROM THECLA STILL
We will explore observational techniques, design ethnography, and Grounded Theory.
We will explore observational techniques and design ethnography.
Creswell, “Qualitative Inquiry and Research Design: Choosing Among Five Approaches” (SAGE Publication, 3rd edition, 2013).
(:cell:) Summary: Case Studies We will talk about case studies.
(:cell:) Summary: Grounded Theory and Case Studies We will cover an overview of Grounded Theory and Case Studies.
We will explore observational techniques and design ethnography.
We will explore observational techniques, design ethnography, and Grounded Theory.
(:cell:) Summary: Grounded Theory We will explore Grounded Theory, its methodological commitments, data collection, and data analysis.
(:cell:) Summary: Case Studies We will talk about case studies.
Strauss, A., and Corbin, J. Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory.
Weiss, R. Chapter 4: Interviewing Δ, Learning From Strangers: The Art and Method of Qualitative Interview Studies, The Free Press (1994).
Weiss, R. Chapter 4: Interviewing, Learning From Strangers: The Art and Method of Qualitative Interview Studies, The Free Press (1994).
Schensul, S., Schensul, J., and LeCompte, M. Chapter 7: Semistructured Interviewing, Essential Ethnographic Methods: Observations, Interviews, and Questionnaires, Altamira Press (1999).
Weiss, R. Chapter 4: Interviewing, Learning From Strangers: The Art and Method of Qualitative Interview Studies, The Free Press (1994).
Schensul, S., Schensul, J., and LeCompte, M. Chapter 7: Semistructured Interviewing, Essential Ethnographic Methods: Observations, Interviews, and Questionnaires, Altamira Press (1999).
Weiss, R. Chapter 4: Interviewing Δ, Learning From Strangers: The Art and Method of Qualitative Interview Studies, The Free Press (1994).
Strauss, A., and Corbin, J. Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory.
Schensul, S., Schensul, J., and LeCompte, M. Chapter 7: Semistructured Interviewing, Essential Ethnographic Methods: Observations, Interviews, and Questionnaires, Altamira Press (1999).
Weiss, R. Chapter 4: Interviewing, Learning From Strangers: The Art and Method of Qualitative Interview Studies, The Free Press (1994).
(:cell:)Experience: Observation We will explore observational techniques and design ethnography. (:cell:)
(:cell:)
(:cell:)
(:cell:)Creation: Artifact/Design/Art-Based Approaches We will cover research practices that occur through the making of an artifact, design, or work of art. (:cell:)
(:cell:)
(:cell:)
(:cell:)Workshop for Assignment 3 We will do in-class activities as part of Assignment 3. (:cell:)
(:cell:)
(:cell:)
(:cell:)Presentations for Assignment 3 (:cell:)
(:cell:)
(:cell:)
(:cell:)Summary: Query Methods We will explore query methods such as surveys, interviews, and questionnaires, using both qualitative and quantitative data collection.
(:cell:)
(:cell:)
(:cell:)
(:cell:) Summary: Grounded Theory We will explore Grounded Theory, its methodological commitments, data collection, and data analysis. (:cell:)
(:cell:)
(:cell:)
(:cell:)Summary: Phenomenological Approaches and Reflective Practice (:cell:)
(:cell:)
(:cell:)
(:cell:)Summary: Historical, Biographical and Narrative Approaches (:cell:)
(:cell:)
(:cell:)
(:cell:)
(:cell:) Workshop for Final Paper: We will conduct in-class activities to critique and prepare final papers.
Martin, “Doing Psychology Experiments” (Wadsworth, 2004)
Chapter 3 - The Use of Theory
(:cell:)Chapter 1 - Creswell, J.W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2013, 4th edition)
(:cell:) Creswell, J.W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2013, 4th edition)
Chapter 7 - Research Questions and Hypotheses
Chapter 8 - Quantitative Methods
Chapter 9 - Qualitative Methods
Chapter 10 - Mixed Methods
Chapter 9 - Design Evaluation
(:cell:) Chapter 7, 8, 9, 10 - Creswell, J.W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2013, 4th edition)
(:cell:)Creswell, J.W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2013, 4th edition)
Chapter 7 - Research Questions and Hypotheses
Chapter 8 - Quantitative Methods
Chapter 9 - Qualitative Methods
Chapter 10 - Mixed Methods
Chapter 9 - Dix, A., Finlay, J., Abowd, G., Beale, R. Human-Computer Interaction, Third Edition. Prentice Hall, 2004.
Chapter 3 - Creswell, J.W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2013, 4th edition)
Dix, A., Finlay, J., Abowd, G., Beale, R. Human-Computer Interaction, Third Edition. Prentice Hall, 2004.
Chapter 9 - Design Evaluation
Creswell, J.W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2013, 4th edition)
Chapter 3 - The Use of Theory
Chapter 3 - Creswell, J.W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2013, 4th edition)
(:cell:)
(:cell:) Effective: Experiments We will cover the scientific method, hypothesis generation, controls, independent variables, dependent variables, etc.
Chapter 9 - Dix, A., Finlay, J., Abowd, G., Beale, R. Human-Computer Interaction?, Third Edition. Prentice Hall, 2004.
Chapter 9 - Dix, A., Finlay, J., Abowd, G., Beale, R. Human-Computer Interaction, Third Edition. Prentice Hall, 2004.
(Dix Ch 9)
We will explore the ways that theory can be used as a part of research.
We will explore the ways that theory can be used as a part of research. (Creswell Research Design - Ch 3)
Chapter 9 - Dix, A., Finlay, Abowd, G., Beale
Chapter 9 - Dix, A., Finlay, J., Abowd, G., Beale, R. Human-Computer Interaction?, Third Edition. Prentice Hall, 2004.
Uses of Theory We will explore the ways that theory can be used as a part of research.
We will explore the three main ways that research occurs at SIAT, including:
For each, we will articulate and analyze the general practices, the epistemological commitments, areas of use, the strengths, and the weaknesses.
We will explore an overview of three main ways that research occurs at SIAT, including:
For each approach, we will articulate and analyze:
Reliability and Validity We will talk about reliability and validity and why it matters in research.
Chapter 9 - Dix, A., Finlay, Abowd, G., Beale
We will explore the three main ways that research occurs at SIAT, including effective (experimental), experience (observational), and creation (art/design-based approaches. For each, we will articulate and analyze what they are good for and what they are not good for.
We will explore the three main ways that research occurs at SIAT, including:
For each, we will articulate and analyze the general practices, the epistemological commitments, areas of use, the strengths, and the weaknesses.
Special guest presentation from SFU's Research Ethics Boards.
Special guest presentation from SFU's Research Ethics Board.
(:cell:)
(:cell:) Three Lenses for Research at SIAT We will explore the three main ways that research occurs at SIAT, including effective (experimental), experience (observational), and creation (art/design-based approaches. For each, we will articulate and analyze what they are good for and what they are not good for.
Overview of course and course work. The course covers topics in epistemology, research design, design based research and mixed method approaches.
Go over course outline, web syllabus, texts/readings, expectations about preparation and workload, assessment, academic honesty policy.
We will go over the course outline, web syllabus, texts/readings, expectations about preparation and workload, assessment, academic honesty policy.
We will talk about research approaches as a combination of worldview, research designs and methodologies.
Research approaches as combination of worldview, research designs and methodologies.
Optional:
Optional:
How to write a research question (Creswell Ch 7)
Quantitative, qualitative, mixed-methods and associated methodologies (Creswell Ch 8, 9, 10)
How to write a research question (Creswell Research Design - Ch 7)
Quantitative, qualitative, mixed-methods and associated methodologies (Creswell Research Design - Ch 8, 9, 10)
(:cell:) Over the course of the term, you should learn what all of the words in this Terminology Document mean. You should add definitions/descriptions to each one as the term progresses.
(:cell:) Over the course of the term, you should learn what all of the words in this Terminology Document mean. You should add definitions/descriptions to each term as the course progresses.
Key terms: paradigm (worldview), epistemology, ontology, axiology, rhetoric, methodology, research design, and measuring humans, concepts, constructs and variables. Terminology Document
Key terms: paradigm (worldview), epistemology, ontology, axiology, rhetoric, methodology, research design, and measuring humans, concepts, constructs and variables.
(:cell:)
(:cell:) Over the course of the term, you should learn what all of the words in this Terminology Document mean. You should add definitions/descriptions to each one as the term progresses.
(:cell:) Chapter 7, 8, 9, 10 - Creswell, J.W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2013, 4th edition)
(:cellnr:) Sept 21, Week 3:
(:cell:) Chapter 7, 8, 9, 10 - Creswell, J.W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2013, 4th edition)
(:cellnr:) Sept 21, Week 3:
(:cell:)
(:cell:)
(:cellnr:) Oct 5, Week 5:
(:cellnr:) Oct 5, Week 5:
(:cell:)
(:cellnr:) Oct 12, Week 6:
(:cellnr:) Oct 12, Week 6:
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(:cellnr:) Oct 19, Week 7:
(:cellnr:) Oct 19, Week 7:
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(:cellnr:) Oct 26, Week 8:
(:cellnr:) Oct 26, Week 8:
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(:cellnr:) Nov 2, Week 9:
(:cellnr:) Nov 2, Week 9:
(:cell:)
(:cellnr:) Nov 9, Week 10:
(:cellnr:) Nov 9, Week 10:
(:cell:)
(:cellnr:) Nov 16, Week 11:
(:cellnr:) Nov 16, Week 11:
(:cell:)
(:cellnr:) Nov 23, Week 12:
(:cellnr:) Nov 23, Week 12:
(:cell:)
(:cellnr:) Nov 30, Week 13:
(:cellnr:) Nov 30, Week 13:
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The Govrnment of Canada TCPS 2 online tutorial on research ethics is to be done outside of class time.
The Government of Canada TCPS 2 online tutorial on research ethics is to be done outside of class time.
Fall 2017 :: Course Instructor: Dr. Carman Neustaedter
Fall 2017
Course Instructor: Dr. Carman Neustaedter
Fall 2017
Course Instructor: Dr. Carman Neustaedter
Fall 2017 :: Course Instructor: Dr. Carman Neustaedter
The following calendar is subject to change.
(:table border=1 cellpadding=0 cellspacing=0 width=100%:) (:cell:)Week (:cell:)Lecture / Seminar (:cell:)Class Activities (:cell:)Readings (:cell:)Projects Due
(:cellnr:) Sept 7, Week 1:
(:cell:)Introduction
Overview of course and course work. The course covers topics in epistemology, research design, design based research and mixed method approaches.
Go over course outline, web syllabus, texts/readings, expectations about preparation and workload, assessment, academic honesty policy.
Key terms: paradigm (worldview), epistemology, ontology, axiology, rhetoric, methodology, research design, and measuring humans, concepts, constructs and variables. Terminology Document
Research approaches as combination of worldview, research designs and methodologies. (:cell:) (:cell:)Chapter 1 - Creswell, J.W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2013, 4th edition)
Optional:
Steve Harrison, Phoebe Sengers, and Deborah Tatar. 2011. Making epistemological trouble: Third-paradigm HCI as successor science. Interact. Comput. 23, 5 (September 2011), 385-392. DOI=10.1016/j.intcom.2011.03.005 (:cell:)
(:cellnr:) Sept 14, Week 2:
(:cell:) Strategies of Inquiry
How to write a research question (Creswell Ch 7)
Quantitative, qualitative, mixed-methods and associated methodologies (Creswell Ch 8, 9, 10)
Logic: inference, deduction, induction, abduction, cycles of research (inductive-deductive)
Types of data: quantitative, qualitative, subjective, objective
Research Ethics
Special guest presentation from SFU's Research Ethics Boards.
The Govrnment of Canada TCPS 2 online tutorial on research ethics is to be done outside of class time. (:cell:)Writing a Research Question:
(:cell:) Chapter 7, 8, 9, 10 - Creswell, J.W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2013, 4th edition) (:cell:)
(:cellnr:) Sept 21, Week 3:
(:cell:)
(:cell:)
(:cell:) TCPS 2 Ethics Tutorial is due. Show your ethics certificate in class.
Submit a one page document addressing research ethics for your research area. TBD.
(:cellnr:) Sept 28, Week 4:
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(:cellnr:) Oct 5, Week 5:
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(:cellnr:) Oct 12, Week 6:
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(:cellnr:) Oct 19, Week 7:
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(:cellnr:) Oct 26, Week 8:
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(:cellnr:) Nov 2, Week 9:
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(:cellnr:) Nov 9, Week 10:
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(:cellnr:) Nov 16, Week 11:
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(:cellnr:) Nov 23, Week 12:
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(:cellnr:) Nov 30, Week 13:
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(:tableend:)
IAT 812, Cognition, Learning, & Collaboration, is a graduate course taught in the School of Interactive Art and Technology at Simon Fraser University in Surrey, BC, Canada. The focus of this course is on exploring the design and study of collaborative systems for supporting group work or group activities. Students will investigate the situations that occur as a part of group activities, the cognitive processes involved in working within groupware environments, and the ways in which learning takes place.
IAT 804, Foundations of Research Design for Human-Centred Design of Interactive Technologies, is a graduate course taught in the School of Interactive Art and Technology at Simon Fraser University in Surrey, BC, Canada. This course provides an introduction to different epistemological worldviews, research approaches and methodological traditions of inquiry that are used to conduct research within SIAT. Students are introduced to a range of ways of knowing and inquiring in human-centred design, development and analysis of interactive technologies including scientific, social science, humanities, design and art-based approaches.
Important - Ethics Applications: Please read prior to taking the course.
Important - Ethics Applications?: Please read prior to taking the course.
Important - Ethics Applications: Please read prior to taking the course.
Date & Time: Spring 2013, Thursday, 9:30 - 12:20
Location: 3260
Date & Time: Spring 2013, TBD
Location: TBD
Date & Time: Spring 2013, Thursday, 9:30 - 12:20
Location: 3260
IAT 812, Cognition, Learning, & Collaboration, is a graduate course taught in the School of Interactive Art and Technology at Simon Fraser University in Surrey, BC, Canada. The focus of this course is on exploring the design and study of collaborative systems for supporting group work or group activities. Students will investigate the activities that occur as a part of group activities, the cognitive processes involved in working within groupware environments, and the ways in which learning takes place.
IAT 812, Cognition, Learning, & Collaboration, is a graduate course taught in the School of Interactive Art and Technology at Simon Fraser University in Surrey, BC, Canada. The focus of this course is on exploring the design and study of collaborative systems for supporting group work or group activities. Students will investigate the situations that occur as a part of group activities, the cognitive processes involved in working within groupware environments, and the ways in which learning takes place.
IAT 812, Cognition, Learning, & Collaboration, is a graduate course taught in the School of Interactive Art and Technology at Simon Fraser University in Surrey, BC, Canada. The focus of this course is on exploring the design and study of collaborative systems for supporting group work or group activities. Students will investigate the cognitive processes in working within groupware environments and the ways in which learning takes place.
IAT 812, Cognition, Learning, & Collaboration, is a graduate course taught in the School of Interactive Art and Technology at Simon Fraser University in Surrey, BC, Canada. The focus of this course is on exploring the design and study of collaborative systems for supporting group work or group activities. Students will investigate the activities that occur as a part of group activities, the cognitive processes involved in working within groupware environments, and the ways in which learning takes place.
Date & Time: TBD
Date & Time: Spring 2013, TBD
IAT 812, Cognition, Learning, & Collaboration, is a graduate course taught in the School of Interactive Art and Technology at Simon Fraser University in Surrey, BC, Canada.
The focus of this course will be on exploring the design and study of collaborative systems for supporting group work or group activities. Students will investigate the cognitive processes in working with groupware environments and the ways in which learning takes place.
In Progress: Contents on this page are in progress.
IAT 812, Cognition, Learning, & Collaboration, is a graduate course taught in the School of Interactive Art and Technology at Simon Fraser University in Surrey, BC, Canada. The focus of this course is on exploring the design and study of collaborative systems for supporting group work or group activities. Students will investigate the cognitive processes in working within groupware environments and the ways in which learning takes place.
The focus of this course will be on exploring the design and study of collaborative systems for supporting group work or group activities. Students will investigate the cognitive processes in working with groupware environments and the ways in which learning takes place.
- media space, virtual worlds, facebook, sdg, LBGs? (community in geocaching) - talk about the system, then the following week use 3 hours to explore it
IAT 887, Domestic & Social Computing, is a graduate course taught in the School of Interactive Art and Technology at Simon Fraser University in Surrey, BC, Canada. The course explores domestic routines and practices and the design and evaluation of technology to support them. This includes domestic practice that occurs both within and outside the context of the home. The course will be taught from a social computing perspective, drawing from sociology, anthropology, ethnography, and design practice, to understand the social context of design for domestic life. This will involve exploring the people who use domestic technologies, their social relationships, and their social and cultural practices.
IAT 812, Cognition, Learning, & Collaboration, is a graduate course taught in the School of Interactive Art and Technology at Simon Fraser University in Surrey, BC, Canada.
In Progress: Contents on this page are in progress.
- media space, virtual worlds, facebook, sdg, LBGs? (community in geocaching) - talk about the system, then the following week use 3 hours to explore it
Date & Time: Spring 2012 (Jan 5-April 11), Tuesdays 9:30 am-12:20 pm
Location: 3040
Date & Time: TBD
Location: TBD
Important - Ethics Applications: Please read prior to taking the course.
Important - Ethics Applications?: Please read prior to taking the course.
Important - Ethics Applications: Please read prior to taking the course.
Date & Time: Spring 2012, specifics are to be determined
Location: to be determined
Date & Time: Spring 2012 (Jan 5-April 11), Tuesdays 9:30 am-12:20 pm
Location: 3040
IAT 888, Domestic & Social Computing, is a graduate course taught in the School of Interactive Art and Technology at Simon Fraser University in Surrey, BC, Canada. The course explores domestic routines and practices and the design and evaluation of technology to support them. This includes domestic practice that occurs both within and outside the context of the home. The course will be taught from a social computing perspective, drawing from sociology, anthropology, ethnography, and design practice, to understand the social context of design for domestic life. This will involve exploring the people who use domestic technologies, their social relationships, and their social and cultural practices.
IAT 887, Domestic & Social Computing, is a graduate course taught in the School of Interactive Art and Technology at Simon Fraser University in Surrey, BC, Canada. The course explores domestic routines and practices and the design and evaluation of technology to support them. This includes domestic practice that occurs both within and outside the context of the home. The course will be taught from a social computing perspective, drawing from sociology, anthropology, ethnography, and design practice, to understand the social context of design for domestic life. This will involve exploring the people who use domestic technologies, their social relationships, and their social and cultural practices.
Date & Time: to be determined
Date & Time: Spring 2012, specifics are to be determined
IAT 888, Domestic & Social Computing, is a course taught in the School of Interactive Art and Technology at Simon Fraser University in Surrey, BC, Canada. The course explores domestic routines and practices and the design and evaluation of technology to support them. This includes domestic practice that occurs both within and outside the context of the home. The course will be taught from a social computing perspective, drawing from sociology, anthropology, ethnography, and design practice, to understand the social context of design for domestic life. This will involve exploring the people who use domestic technologies, their social relationships, and their social and cultural practices.
IAT 888, Domestic & Social Computing, is a graduate course taught in the School of Interactive Art and Technology at Simon Fraser University in Surrey, BC, Canada. The course explores domestic routines and practices and the design and evaluation of technology to support them. This includes domestic practice that occurs both within and outside the context of the home. The course will be taught from a social computing perspective, drawing from sociology, anthropology, ethnography, and design practice, to understand the social context of design for domestic life. This will involve exploring the people who use domestic technologies, their social relationships, and their social and cultural practices.
IAT 888, Domestic & Social Computing, is a course taught in the School of Interactive Art and Technology at Simon Fraser University in Surrey, BC, Canada.
IAT 888, Domestic & Social Computing, is a course taught in the School of Interactive Art and Technology at Simon Fraser University in Surrey, BC, Canada. The course explores domestic routines and practices and the design and evaluation of technology to support them. This includes domestic practice that occurs both within and outside the context of the home. The course will be taught from a social computing perspective, drawing from sociology, anthropology, ethnography, and design practice, to understand the social context of design for domestic life. This will involve exploring the people who use domestic technologies, their social relationships, and their social and cultural practices.
"'Location''': to be determined
This course explores domestic routines and practices and the design and evaluation of technology to support them. This includes domestic practice that occurs both within and outside the context of the home. The course will be taught from a social computing perspective, drawing from sociology, anthropology, ethnography, and design practice, to understand the social context of design for domestic life. This will involve exploring the people who use domestic technologies, their social relationships, and their social and cultural practices.
Location: to be determined
THIS COURSE IS BEING CONSTRUCTED STILL AND SO IS THIS WEB PAGE
Date & Time: to be determined
"'Location''': to be determined
This course explores domestic routines and practices and the design and evaluation of technology to support them. This includes domestic practice that occurs both within and outside the context of the home. The course will be taught from a social computing perspective, drawing from sociology, anthropology, ethnography, and design practice, to understand the social context of design for domestic life. This will involve exploring the people who use domestic technologies, their social relationships, and their social and cultural practices.
DOMESTIC & SOCIAL COMPUTING CLASS
DEFINITE TOPICS
POSSIBLE TOPICS
COURSE PARTICIPATION GAME
THIS COURSE IS BEING CONSTRUCTED STILL AND SO IS THIS WEB PAGE
DOMESTIC & SOCIAL COMPUTING CLASS
DOMESTIC & SOCIAL COMPUTING CLASS
DEFINITE TOPICS
POSSIBLE TOPICS
IAT 888, Domestic & Ubiquitous Computing, is a course taught in the School of Interactive Art and Technology at Simon Fraser University in Surrey, BC, Canada.
IAT 888, Domestic & Social Computing, is a course taught in the School of Interactive Art and Technology at Simon Fraser University in Surrey, BC, Canada.
DOMESTIC & UBIQUITOUS COMPUTING CLASS
DOMESTIC & SOCIAL COMPUTING CLASS
COURSE PARTICIPATION GAME
IAT 431, Speculative Design, is a course taught in the School of Interactive Art and Technology at Simon Fraser University in Surrey, BC, Canada.
IAT 888, Domestic & Ubiquitous Computing, is a course taught in the School of Interactive Art and Technology at Simon Fraser University in Surrey, BC, Canada.
Lecture: Wed, 8:30-9:20am
What might the future hold for technology design?
What happens when fields like human-computer interaction and computer science meet with traditionally non-technical disciplines such as art, design, and cultural studies?
This course explores the way in which we think about technology design in the past, present, and future, and the new opportunities that arise when we think a little differently. It emphasizes the creation of designs that provide alternative possibilities for technology design based in critical theory, cultural studies, and phenomenology. The course typically covers case studies in a variety of topics such as:
DOMESTIC & UBIQUITOUS COMPUTING CLASS
IAT 431, Speculative Design, is a course taught in the School of Interactive Art and Technology at Simon Fraser University in Surrey, BC, Canada.
Course Instructor: Dr. Carman Neustaedter
Lecture: Wed, 8:30-9:20am
IAT 431, Speculative Design, is a course taught in the School of Interactive Art and Technology at Simon Fraser University in Surrey, BC, Canada.
Course Instructor: Dr. Carman Neustaedter
Lecture: Wed, 8:30-9:20am
What might the future hold for technology design? What would the world be like if all technology was designed like this site? A bit odd, a bit different, a bit surreal?
What might the future hold for technology design?
This course explores the way in which we think about technology design in the past, present, and future, and the new opportunities that arise when we think a little differently.
This course explores the way in which we think about technology design in the past, present, and future, and the new opportunities that arise when we think a little differently. It emphasizes the creation of designs that provide alternative possibilities for technology design based in critical theory, cultural studies, and phenomenology. The course typically covers case studies in a variety of topics such as:
What would the world be like if all technology was designed like this site? A bit odd, a bit different, a bit surreal?
What might the future hold for technology design? What would the world be like if all technology was designed like this site? A bit odd, a bit different, a bit surreal?
Course Instructor: Dr. Carman Neustaedter
Course Instructor: Dr. Carman Neustaedter
Course Instructor: Dr. Carman Neustaedter Lecture: Wed, 8:30-9:20am
IAT 431, Speculative Design, is a course taught in Simon Fraser University's School of Interactive Art and Technology in Surrey, BC, Canada.
IAT 431, Speculative Design, is a course taught in the School of Interactive Art and Technology at Simon Fraser University in Surrey, BC, Canada.
IAT 431, Speculative Design is a course taught in Simon Fraser University's School of Interactive Art and Technology in Surrey, BC, Canada.
IAT 431, Speculative Design, is a course taught in Simon Fraser University's School of Interactive Art and Technology in Surrey, BC, Canada.
What happens when fields like human-computer interaction and computer science meet with traditionally non-technical disciplines such as art, design, and cultural studies?
What happens when fields like human-computer interaction and computer science meet with traditionally non-technical disciplines such as art, design, and cultural studies?
IAT 431, Speculative Design is a course taught in Simon Fraser University's School of Interactive Art and Technology in Surrey, BC, Canada.
This workshop will be held at Group 2010 in Sanibel Island, Florida on Sunday, November 7, 2010.
Computer-mediated communication (CMC) has been a longstanding focus of study in the fields of HCI and CSCW dating back to the first incarnations of the media space in the early 1980s. Since then, this research sphere has explored many different forms of technology. The early focus of this work was largely workplace-oriented where researchers focused on improving and understanding workplace communication practices. However, over the last decade, there has been an increasing focus on studying computer-mediated communication in the home.
Computing technologies are rapidly changing the way families can communicate, coordinate, and connect with others through readily-available (and often free) applications, such as Google Talk, Skype, or iChat. The accessibility and proliferation of these applications means that family members are increasingly faced with new mechanisms to reach out and connect with their family and friends. For this reason, technology is now rapidly reconfiguring the way we think about and design for domestic spaces. As it does so, researchers now must directly confront issues of family relations and the subtle negotiations that are part of that realm. “Connection” can be emotionally expressive or merely informational. Analytic frameworks as well as technologies developed to support work may not be appropriate for understanding this setting. The objective of this workshop is to bring together researchers, designers, and practitioners who study family practices or domestic technology design with a particular emphasis on mediating family communication within the home and also between homes. Our focus is on technologies that allow family members to directly connect with one another either synchronously (e.g., video conferencing) or asynchronously (e.g., instant messaging), as opposed to technologies where one broadcasts or shares information with many (e.g., social networking sites). Here research typically aims to support communication between parents, children, grandparents, and close friends. We want to build community around this topical area, explore the themes of this research over the last decade, and discuss the relevant research themes of the next decade.
Possible topics include but are not limited to:
What would the world be like if all technology was designed like this site? A bit odd, a bit different, a bit surreal?
What happens when fields like human-computer interaction and computer science meet with traditionally non-technical disciplines such as art, design, and cultural studies?
This course explores the way in which we think about technology design in the past, present, and future, and the new opportunities that arise when we think a little differently.
This workshop will be held at Group 2010 in Sanibel Island, Florida on Sunday, November 7, 2010.
This workshop will be held at Group 2010 in Sanibel Island, Florida on Sunday, November 7, 2010.
Potential workshop participants should submit 2-4 page position papers (SIGCHI format) by September 10, 2010 that describe:
We also ask that authors include short biographies for each of the position paper’s authors. We expect that only one author for each paper will participate in the workshop, though we may be able to accommodate a small number of special requests.
Email submissions to carman_neustaedter@sfu.ca
Potential workshop participants should submit 2-4 page position papers (SIGCHI format) that describe:
Potential workshop participants should submit 2-4 page position papers (SIGCHI format) by September 10, 2010 that describe:
Submission Requirements:
- family coordination - family communication - video communication - communication across time zones - social relations in families - analytic frameworks for ICT in the domestic realm - domestic awareness appliances - methods for studying domestic settings
Potential workshop participants should submit 2-4 page position papers (SIGCHI format) that describe their area of research as it relates to domestic computer-mediated communication along with the future direction they see research in this space taking. We also ask that authors include short biographies for each of the position paper’s authors. We expect that only one author for each paper will participate in the workshop, though we may be able to accommodate a small number of special requests.
Email submissions to carman_neustaedter@sfu.ca
Potential workshop participants should submit 2-4 page position papers (SIGCHI format) that describe:
We also ask that authors include short biographies for each of the position paper’s authors. We expect that only one author for each paper will participate in the workshop, though we may be able to accommodate a small number of special requests.
Email submissions to carman_neustaedter@sfu.ca
This workshop will be held at CHI 2010 in Atlanta, GA on Saturday, April 10, 2010.
A typical development lifecycle for interactive systems starts with contextual analysis to guide system design. By contextual analysis, we are referring to any number of methods that create an understanding of users, their tasks and practices, and the situational context in which their practices and behaviors lie. Following this requirements elicitation, designers must transition into actual design based on the obtained contextual understanding. The challenge, however, is that this transition is often not simple to accomplish.
In this workshop, we seek to bring together researchers, designers, and practitioners who regularly face the challenge of transitioning from contextual analysis to design implications and/or actual design. Our goal is to foster a community in this space, understand the techniques that are being employed to move from contextual analysis to design, the challenges that still exist, and solutions to overcome them.
Interested parties should submit a 2-4 page position paper (in CHI extended abstract format) to tkjudge@vt.edu by January 6, 2010.
This workshop will be held at Group 2010 in Sanibel Island, Florida on Sunday, November 7, 2010.
Computer-mediated communication (CMC) has been a longstanding focus of study in the fields of HCI and CSCW dating back to the first incarnations of the media space in the early 1980s. Since then, this research sphere has explored many different forms of technology. The early focus of this work was largely workplace-oriented where researchers focused on improving and understanding workplace communication practices. However, over the last decade, there has been an increasing focus on studying computer-mediated communication in the home.
Computing technologies are rapidly changing the way families can communicate, coordinate, and connect with others through readily-available (and often free) applications, such as Google Talk, Skype, or iChat. The accessibility and proliferation of these applications means that family members are increasingly faced with new mechanisms to reach out and connect with their family and friends. For this reason, technology is now rapidly reconfiguring the way we think about and design for domestic spaces. As it does so, researchers now must directly confront issues of family relations and the subtle negotiations that are part of that realm. “Connection” can be emotionally expressive or merely informational. Analytic frameworks as well as technologies developed to support work may not be appropriate for understanding this setting. The objective of this workshop is to bring together researchers, designers, and practitioners who study family practices or domestic technology design with a particular emphasis on mediating family communication within the home and also between homes. Our focus is on technologies that allow family members to directly connect with one another either synchronously (e.g., video conferencing) or asynchronously (e.g., instant messaging), as opposed to technologies where one broadcasts or shares information with many (e.g., social networking sites). Here research typically aims to support communication between parents, children, grandparents, and close friends. We want to build community around this topical area, explore the themes of this research over the last decade, and discuss the relevant research themes of the next decade.
Possible topics include but are not limited to: - family coordination - family communication - video communication - communication across time zones - social relations in families - analytic frameworks for ICT in the domestic realm - domestic awareness appliances - methods for studying domestic settings
Submission Requirements:
Potential workshop participants should submit 2-4 page position papers (SIGCHI format) that describe their area of research as it relates to domestic computer-mediated communication along with the future direction they see research in this space taking. We also ask that authors include short biographies for each of the position paper’s authors. We expect that only one author for each paper will participate in the workshop, though we may be able to accommodate a small number of special requests.
Email submissions to carman_neustaedter@sfu.ca
In this workshop, we seek to bring together researchers, designers, and practitioners who regularly face the challenge of transitioning from contextual analysis to design implications and/or actual design.
Our goal is to foster a community in this space, understand the techniques that are being employed to move from contextual analysis to design, the challenges that still exist, and solutions to overcome them.
Interested parties should submit a 2-4 page position paper (in CHI extended abstract format) to tkjudge@vt.edu by January 6, 2010. Authors should provide details of the methodological tools they use and the challenges they face in bridging the gap, along with biographies for each author.
Submissions will be evaluated based on their relevance to the topic area and the authors’ ability to bring a unique perspective. At least one author of each accepted paper must register for the workshop and at least one day of the conference. The workshop will involve short presentations from select attendees and we will compliment these with group discussions.
In this workshop, we seek to bring together researchers, designers, and practitioners who regularly face the challenge of transitioning from contextual analysis to design implications and/or actual design. Our goal is to foster a community in this space, understand the techniques that are being employed to move from contextual analysis to design, the challenges that still exist, and solutions to overcome them.
Interested parties should submit a 2-4 page position paper (in CHI extended abstract format) to tkjudge@vt.edu by January 6, 2010.
This workshop will be held at CHI 2010 in Atlanta, GA.
Design is a complex and collaborative activity that requires designers to be creative while still being ground in a thorough understanding of the system’s domain and the users’ activities, goals, and concerns.
Typically, system design first involves some form of contextual analysis. Generally speaking, this type of knowledge is obtained through methods such as contextual inquiry, ethnography, surveys, interviews, etc. Following this requirements elicitation, designers must transition into actual design based on the obtained contextual understanding. The challenge, however, is that this transition is often not simple to accomplish.
Even though processes such as Contextual Design and design artifacts such as personas, scenarios, or tasks , attempt to solve this problem, they often do not provide adequate support for designers to make this transition easily. Design literature in HCI tends to gloss over the steps taken to transition from contextual analysis to design. Similarly, researchers may tend to describe their method for contextual analysis and provide design implications, yet not describe how these implications directly affected the design decisions in an eventual system.
The goal of this workshop is to bring together researchers, designers, and practitioners who: perform contextual analysis or requirements analysis, design, or face the challenge of moving between the two. We would like to build a community around these topics to understand the approaches people take to address the gap between contextual analysis and design, the limitations in their methods, and potential solutions to overcome these challenges. Within this scope, we will focus on and discuss the following issues:
Note: If you are submitting to a workshop like ours, we encourage you to register for the conference during the early registration period and then add the workshop after you have been notified.
This workshop will be held at CHI 2010 in Atlanta, GA on Saturday, April 10, 2010.
A typical development lifecycle for interactive systems starts with contextual analysis to guide system design. By contextual analysis, we are referring to any number of methods that create an understanding of users, their tasks and practices, and the situational context in which their practices and behaviors lie. Following this requirements elicitation, designers must transition into actual design based on the obtained contextual understanding. The challenge, however, is that this transition is often not simple to accomplish.
In this workshop, we seek to bring together researchers, designers, and practitioners who regularly face the challenge of transitioning from contextual analysis to design implications and/or actual design.
Our goal is to foster a community in this space, understand the techniques that are being employed to move from contextual analysis to design, the challenges that still exist, and solutions to overcome them.
Interested parties should submit a 2-4 page position paper (in CHI extended abstract format) to tkjudge@vt.edu by January 6, 2010. Authors should provide details of the methodological tools they use and the challenges they face in bridging the gap, along with biographies for each author.
Submissions will be evaluated based on their relevance to the topic area and the authors’ ability to bring a unique perspective. At least one author of each accepted paper must register for the workshop and at least one day of the conference. The workshop will involve short presentations from select attendees and we will compliment these with group discussions.
This workshop will be held at CSCW 2008 in San Diego, CA.
The field of CSCW has gradually evolved and broadened its focus to include a variety of new contexts and groups beyond those in the workplace. One active area of research is the design of technology to support families. Families present designers with collaborative configurations distinctly different from those in the work place. These configurations are widespread and encompass many different contexts, including different application spaces, family arrangements, user goals, etc. The challenge with this is that there tends to be little common ground in which researchers and designers of technologies for families can understand how various studies and applications compare methodologically and in context.
The goal of this one-day workshop will be to bring together people in the CSCW community focusing on designing for families and synthesize the various methodological tools that people have used in their research and identify challenges with these methods and potential solutions.
This workshop will be held at CHI 2010 in Atlanta, GA.
Design is a complex and collaborative activity that requires designers to be creative while still being ground in a thorough understanding of the system’s domain and the users’ activities, goals, and concerns.
Typically, system design first involves some form of contextual analysis. Generally speaking, this type of knowledge is obtained through methods such as contextual inquiry, ethnography, surveys, interviews, etc. Following this requirements elicitation, designers must transition into actual design based on the obtained contextual understanding. The challenge, however, is that this transition is often not simple to accomplish.
Even though processes such as Contextual Design and design artifacts such as personas, scenarios, or tasks , attempt to solve this problem, they often do not provide adequate support for designers to make this transition easily. Design literature in HCI tends to gloss over the steps taken to transition from contextual analysis to design. Similarly, researchers may tend to describe their method for contextual analysis and provide design implications, yet not describe how these implications directly affected the design decisions in an eventual system.
The goal of this workshop is to bring together researchers, designers, and practitioners who: perform contextual analysis or requirements analysis, design, or face the challenge of moving between the two. We would like to build a community around these topics to understand the approaches people take to address the gap between contextual analysis and design, the limitations in their methods, and potential solutions to overcome these challenges. Within this scope, we will focus on and discuss the following issues:
This workshop will be held at CSCW 2008 in Boston, MA.
This workshop will be held at CSCW 2008 in San Diego, CA.
Note: If you are submitting to a workshop like ours, we encourage you to register for the conference during the early registration period and then add the workshop after you have been notified.
Note: If you are submitting to a workshop like ours, we encourage you to register for the conference during the early registration period and then add the workshop after you have been notified.
Note: If you are submitting to a workshop like ours, we encourage you to register for the conference during the early registration period and then add the workshop after you have been notified.
This workshop will be held at CSCW 2008 in Boston, MA. The field of CSCW has gradually evolved and broadened its focus to include a variety of new contexts and groups beyond those in the workplace. One active area of research is the design of technology to support families. Families present designers with collaborative configurations distinctly different from those in the work place. These configurations are widespread and encompass many different contexts, including different application spaces, family arrangements, user goals, etc. The challenge with this is that there tends to be little common ground in which researchers and designers of technologies for families can understand how various studies and applications compare methodologically and in context. The goal of this one-day workshop will be to bring together people in the CSCW community focusing on designing for families and synthesize the various methodological tools that people have used in their research and identify challenges with these methods and potential solutions.
This workshop will be held at CSCW 2008 in Boston, MA.
The field of CSCW has gradually evolved and broadened its focus to include a variety of new contexts and groups beyond those in the workplace. One active area of research is the design of technology to support families. Families present designers with collaborative configurations distinctly different from those in the work place. These configurations are widespread and encompass many different contexts, including different application spaces, family arrangements, user goals, etc. The challenge with this is that there tends to be little common ground in which researchers and designers of technologies for families can understand how various studies and applications compare methodologically and in context.
The goal of this one-day workshop will be to bring together people in the CSCW community focusing on designing for families and synthesize the various methodological tools that people have used in their research and identify challenges with these methods and potential solutions.
Those interested in participating should submit a 2-4 page position paper in CSCW format to the workshop organizers by September 15, 2008. Authors should identify the context of their own research (e.g., application space, family arrangement, etc), the methodological tools they have used, and the challenges and successes with these tools. We also ask that authors include short biographies for each of the position paper’s authors. We expect that typically only one author for each paper will participate in the workshop. Submissions will be evaluated based on their relevance to the topic area of the workshop, originality, and their ability to bring a unique perspective to the discussions in the workshop. We also seek to include participants from a variety of backgrounds (e.g., designers, ethnographers, computer scientists, etc).
The field of CSCW has gradually evolved and broadened its focus to include a variety of new contexts and groups beyond those in the workplace. One active area of research is the design of technology to support families. Families present designers with collaborative configurations distinctly different from those in the work place. These configurations are widespread and encompass many different contexts, including different application spaces, family arrangements, user goals, etc. The challenge with this is that there tends to be little common ground in which researchers and designers of technologies for families can understand how various studies and applications compare methodologically and in context. The goal of this one-day workshop will be to bring together people in the CSCW community focusing on designing for families and synthesize the various methodological tools that people have used in their research and identify challenges with these methods and potential solutions.
This workshop will be held at CSCW 2008 in Boston, MA. The field of CSCW has gradually evolved and broadened its focus to include a variety of new contexts and groups beyond those in the workplace. One active area of research is the design of technology to support families. Families present designers with collaborative configurations distinctly different from those in the work place. These configurations are widespread and encompass many different contexts, including different application spaces, family arrangements, user goals, etc. The challenge with this is that there tends to be little common ground in which researchers and designers of technologies for families can understand how various studies and applications compare methodologically and in context. The goal of this one-day workshop will be to bring together people in the CSCW community focusing on designing for families and synthesize the various methodological tools that people have used in their research and identify challenges with these methods and potential solutions.
Paper Submission Requirements
Workshop Overview
Paper Submission Requirements
(:table border=0 cellpadding=5 cellspacing=0:) (:cell valign=top:) CS 290B and CS 576
(:cell align=center:) Attach:door.jpg Δ
Do I push or pull?
(:tableend:)
The field of CSCW has gradually evolved and broadened its focus to include a variety of new contexts and groups beyond those in the workplace. One active area of research is the design of technology to support families. Families present designers with collaborative configurations distinctly different from those in the work place. These configurations are widespread and encompass many different contexts, including different application spaces, family arrangements, user goals, etc. The challenge with this is that there tends to be little common ground in which researchers and designers of technologies for families can understand how various studies and applications compare methodologically and in context. The goal of this one-day workshop will be to bring together people in the CSCW community focusing on designing for families and synthesize the various methodological tools that people have used in their research and identify challenges with these methods and potential solutions.
Those interested in participating should submit a 2-4 page position paper in CSCW format to the workshop organizers by September 15, 2008. Authors should identify the context of their own research (e.g., application space, family arrangement, etc), the methodological tools they have used, and the challenges and successes with these tools. We also ask that authors include short biographies for each of the position paper’s authors. We expect that typically only one author for each paper will participate in the workshop. Submissions will be evaluated based on their relevance to the topic area of the workshop, originality, and their ability to bring a unique perspective to the discussions in the workshop. We also seek to include participants from a variety of backgrounds (e.g., designers, ethnographers, computer scientists, etc).
This is an introductory course in the field of human-computer interaction held at the University of Rochester in the Dept. of Computer Science in Fall 2008.
It is available for both undergraduate and graduate students, listed as two courses in the calendar. Both classes run concurrently.
Time: Tues and Thurs, 3:25-4:40 pm
Location: CSB 601
Instructor: Dr. Carman Neustaedter
Contact: carmster@gmail.com
Credits: This course is based on courses created by Saul Greenberg, Regan Mandryk, and Ron Wardell.
And what does this have to do with HCI...?\\
What does this have to do with HCI?\\
(:cell align=right:)
(:cell align=center:)
Dr. Carman Neustaedter
'_Kodak Research Labs, Multimedia Systems
1999 Lake Ave, Rochester, NY, 14650-2204
carman.neustaedter@kodak.com
carmster@gmail.com
+1 585.588.4869\\
Attach:doorcarman_doctor2.jpg Δ
'_Do I push or pull?\\
(:table border=0 cellpadding=5 cellspacing=0:) (:cell valign=top:)
(:cell align=right:) Attach:carman_doctor2.jpg Δ
Dr. Carman Neustaedter
Kodak Research Labs, Multimedia Systems
1999 Lake Ave, Rochester, NY, 14650-2204
carman.neustaedter@kodak.com
carmster@gmail.com
+1 585.588.4869
(:tableend:)