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(:cell:) '''Activity - Workshop for Final Paper''':
to:
(:cell:) '''Activity: Workshop for Final Paper'''
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'''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.
to:
'''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.
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'''Workshop for Assignment 4'''
to:
'''Activity: Workshop for Assignment 4'''
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(:cell:) '''Workshop for Final Paper''':
to:
(:cell:) '''Activity - Workshop for Final Paper''':
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to:
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'''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.
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'''Workshop Final Papers'''
Discuss your research problems and approach.
to:
'''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.
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We will do in-class activities as part of Assignment 4.
to:
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.
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'''Creative Assignment''' We will watch the videos that people have created for the creative assignment.
to:
'''Activity: Creative Assignment''' We will watch the videos that people have created for the creative assignment.
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We will conduct in-class activities to critique and prepare final papers.
You need to comeclass with a full draft of your final paper.
to:
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.
Deleted lines 87-88:
Example papers used for exploring research methodologies and methods: [[Attach:VideoChatTeenagers.pdf | Video Chat by Teenagers]] and [[Attach:MyEyes.pdf | MyEyes]]. [[https://www.youtube.com/watch?v=sxwn1w7MJvk | The Rubber Hand Illusion video is here.]]
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'''Writing a Research Question:'''
to:
'''Activity - Writing a Research Question:'''
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'''Group Activity'''
We will split into small groups to discuss the papers for your [[Site.Short_Paper | Short Paper]] assignment. You need to have read one of these papers BEFORE class.
to:
'''Activity:'''
We will split into small groups to discuss the papers for your [[Site.Short_Paper | 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.
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Added lines 122-125:
'''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.
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'''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.
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'''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.
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'''Activity:''' Discuss research topic areas of interest in small groups and the perspectives/backgrounds people come from. Discuss as a large group.
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Peer review critique is due by 5pm, Monday, Dec 4th.
to:
Peer review critique is due by 11:59pm (midnight), Monday, Dec 4th.
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You must submit a draft of your paper into EasyChair here before class: https://easychair.org/conferences/?conf=siatgrm2017
to:
You must submit a draft of your paper into `EasyChair here before class: https://easychair.org/conferences/?conf=siatgrm2017
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You must submit a draft of your paper into EasyChair here before class: https://easychair.org/conferences/?conf=siatgrm2017
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* Dash, Tyler, Uddipana, Aldo
to:
* Dash, Tyler, Uddipana, Aldo, Cale
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* Sina, Amy, Matin, Narges, Cale
to:
* Sina, Amy, Matin, Narges
Deleted lines 251-252:
'''Creative Assignment''' We will watch the videos that people have created for the creative assignment.
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Large Interactive Wall:
* Dash, Tyler, Uddipana, Aldo
* Ohoud, Tanya, Akanksha, Niloofar
* Sina, Amy, Matin, Narges, Cale
Chronic Pain:
* Tal, Doenja, Mily, Ariane
* Irem, Gary, Ladan
* Ann, Shubra, Nafiz
* Supratim, Ivan, Masoud
Cultural Heritage:
* Brennan, Lillian, Stan, Amal
'''Creative Assignment''' We will watch the videos that people have created for the creative assignment.
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Submit your own presentation as part of the [[Site.Workshop | Workshop Critique]] assignment
to:
Submit your own presentation as part of the [[Site.Workshop | In-Class Presentation]] assignment
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Talk about [[Site.Workshop | Workshop Critique]] assignment.
to:
Talk about [[Site.Workshop | In-Class Presentation]] assignment.
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(:cell:) Submit your group's presentation as part of the [[Site.Workshop | Workshop Critique]] assignment
to:
(:cell:) Submit your group's presentation as part of the [[Site.Workshop | In-Class Presentation]] assignment. Also submit your 1 page critique of your group members' slides.
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(:cell:)'''Presentations for Assignment 4'''
to:
(:cell:)
'''Creative Assignment''' We will watch the videos that people have created for the creative assignment.
'''Presentations for Assignment 4'''
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Peer review critique is due by 12 noon, Monday, Dec 4th.
Final paper is due by 11:59pm, Saturday, Dec 9th.
to:
Peer review critique is due by 5pm, Monday, Dec 4th.
Final paper is due by 11:59pm (midnight), Saturday, Dec 9th.
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Peer review critique is due by 11:59pm, Sunday, Dec 3rd.
Final paper is due by 11:59pm, Sunday, Dec 10th.
to:
Peer review critique is due by 12 noon, Monday, Dec 4th.
Final paper is due by 11:59pm, Saturday, Dec 9th.
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Michael Nixon, Henry Lin, Alex Kitson
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'''Workshop Final Papers"''
to:
'''Workshop Final Papers'''
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(:cell:)'''Workshop for Assignment 4'''
to:
(:cell:)
'''Workshop Final Papers"''
Discuss your research problems and approach.
'''Workshop for Assignment 4'''
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We will do a [[ground theory case studies | research design activity on grounded theory and case studies]].
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'''Assignments'''[[<<]]
Talk about [[Site.MethodologicalTraditions | Methodological Traditions assignment for Creation]].
Talk about [[Site.Workshop | Workshop Critique]] assignment.
Deleted lines 169-170:
'''Schensul''', S., Schensul, J., and `LeCompte, M. [[Attach:Chapter7Interviewing.pdf | Chapter 7: Semistructured Interviewing]], Essential Ethnographic Methods: Observations, Interviews, and Questionnaires, Altamira Press (1999).
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* '''Chapter 4:''' [[Attach:Chapter7Interviewing.pdf | Interviewing]] (58 pages, but they are short pages)
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(:cell:)'''Historical, Biographical and Narrative Approaches'''
to:
(:cell:)
'''Guest Presentations from Grad Students'''
'''Historical, Biographical and Narrative Approaches'''
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'''Schensul''', S., Schensul, J., and `LeCompte, M. [[Attach:Chapter7Interviewing.pdf | Chapter 7: Semistructured Interviewing]], Essential Ethnographic Methods: Observations, Interviews, and Questionnaires, Altamira Press (1999).
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* '''Chapter 2:''' [[Attach:WeissChapter1and2.pdf | Respondents: Choosing Them and Recruiting Them]] (24 pages)
to:
Changed lines 180-181 from:
'''Schensul''', S., Schensul, J., and `LeCompte, M. [[Attach:Chapter7Interviewing.pdf | Chapter 7: Semistructured Interviewing]], Essential Ethnographic Methods: Observations, Interviews, and Questionnaires, Altamira Press (1999).
to:
'''Weiss''', R. Learning From Strangers: The Art and Method of Qualitative Interview Studies, The Free Press (1994).
* '''Chapter 2:''' [[Attach:WeissChapter1and2.pdf | Respondents: Choosing Them and Recruiting Them]] (24 pages)
Deleted lines 169-171:
'''Evans,''' A., & Rooney, B. “Methods in Psychological Research” (Sage Publications, 2013)
* '''Chapter 11''' - [[Attach:Chapter11Evans.pdf | Data Collection Methods]] (read only sections on surveys and questionnaires)
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'''Evans,''' A., & Rooney, B. “Methods in Psychological Research” (Sage Publications, 2013)
* '''Chapter 11''' - [[Attach:Chapter11Evans.pdf | Data Collection Methods]] (read only sections on surveys and questionnaires)
Changed lines 209-211 from:
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.
to:
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.
Changed lines 141-142 from:
* Never Alone: a Video Agents Based Generative Video-Sound Installation (CHI 2017 Art Program): [[https://www.youtube.com/watch?v=HhyqjrU2WEo | (video)]],
[[https://dl-acm-org.proxy.lib.sfu.ca/citation.cfm?id=3054949&CFID=996028823&CFTOKEN=75132955 | (PDF)]]
to:
* Never Alone: a Video Agents Based Generative Video-Sound Installation (CHI 2017 Art Program): [[https://www.youtube.com/watch?v=HhyqjrU2WEo | (video)]], [[https://dl-acm-org.proxy.lib.sfu.ca/citation.cfm?id=3054949&CFID=996028823&CFTOKEN=75132955 | (PDF)]]
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* Vote with Your Feet (CHI 2017 Art Program): [[https://www.youtube.com/watch?v=3EkLIYe81lY | (video), [[https://dl-acm-org.proxy.lib.sfu.ca/citation.cfm?id=3052549&CFID=996028823&CFTOKEN=75132955 | (PDF)]]
to:
* Vote with Your Feet (CHI 2017 Art Program): [[https://www.youtube.com/watch?v=3EkLIYe81lY | (video)]], [[https://dl-acm-org.proxy.lib.sfu.ca/citation.cfm?id=3052549&CFID=996028823&CFTOKEN=75132955 | (PDF)]]
Changed lines 140-142 from:
* [[https://www.youtube.com/watch?v=Dr7hfLdBzYQ | Fukushima Audio Census (CHI 2017 Art Program)]]
* [[https://www.youtube.com/watch?v=HhyqjrU2WEo | Never Alone: a Video Agents Based Generative Video-Sound Installation (CHI 2017 Art Program)]]
* [[https://www.youtube.com/watch?v=3EkLIYe81lY | Vote with Your Feet (CHI 2017 Art Program)]]
to:
* Fukushima Audio Census (CHI 2017 Art Program): [[https://www.youtube.com/watch?v=Dr7hfLdBzYQ | (video)]], [[https://dl-acm-org.proxy.lib.sfu.ca/citation.cfm?id=3052546&CFID=996028823&CFTOKEN=75132955 | (PDF)]]
* Never Alone: a Video Agents Based Generative Video-Sound Installation (CHI 2017 Art Program): [[https://www.youtube.com/watch?v=HhyqjrU2WEo | (video)]],
[[https://dl-acm-org.proxy.lib.sfu.ca/citation.cfm?id=3054949&CFID=996028823&CFTOKEN=75132955 | (PDF)]]
* Vote with Your Feet (CHI 2017 Art Program): [[https://www.youtube.com/watch?v=3EkLIYe81lY | (video), [[https://dl-acm-org.proxy.lib.sfu.ca/citation.cfm?id=3052549&CFID=996028823&CFTOKEN=75132955 | (PDF)]]
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to:
* `MediaScape:
** [[http://www.sfu.ca/mediascape | Artists' Statement]]
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* MediaScape: [[https://www.youtube.com/watch?v=CRuokOsoBH4 | descriptive (audio helps interpret the picture track)]][[https://www.youtube.com/watch?v=wUfsZMeMn2I | Metaphorical (audio complements the picture)]], [[https://www.youtube.com/watch?v=rKDSfF973uo | Contrapuntal (audio runs counter to the aesthetics or pictures)]]
to:
* `MediaScape:
**[[https://www.youtube.com/watch?v=CRuokOsoBH4 | descriptive (audio helps interpret the picture track)]]
**[[https://www.youtube.com/watch?v=wUfsZMeMn2I | Metaphorical (audio complements the picture)]]
**[[https://www.youtube.com/watch?v=rKDSfF973uo | Contrapuntal (audio runs counter to the aesthetics or pictures)]]
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* [[https://www.youtube.com/watch?v=rKDSfF973uo | MediaScape]]
to:
* MediaScape: [[https://www.youtube.com/watch?v=CRuokOsoBH4 | descriptive (audio helps interpret the picture track)]][[https://www.youtube.com/watch?v=wUfsZMeMn2I | Metaphorical (audio complements the picture)]], [[https://www.youtube.com/watch?v=rKDSfF973uo | Contrapuntal (audio runs counter to the aesthetics or pictures)]]
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'''Examples of art-based research from CHI 2017:'''
* [[https://www.youtube.com/watch?v=Dr7hfLdBzYQ | Fukushima Audio Census]]
* [[https://www.youtube.com/watch?v=HhyqjrU2WEo | Never Alone: a Video Agents Based Generative Video-Sound Installation]]
* [[https://www.youtube.com/watch?v=3EkLIYe81lY | Vote with Your Feet]]
to:
'''Examples of art-based research:'''
* [[https://www.youtube.com/watch?v=Dr7hfLdBzYQ | Fukushima Audio Census (CHI 2017 Art Program)]]
* [[https://www.youtube.com/watch?v=HhyqjrU2WEo | Never Alone: a Video Agents Based Generative Video-Sound Installation (CHI 2017 Art Program)]]
* [[https://www.youtube.com/watch?v=3EkLIYe81lY | Vote with Your Feet (CHI 2017 Art Program)]]
* [[https://www.youtube.com/watch?v=rKDSfF973uo | MediaScape]]
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'''Examples of art-based research from CHI 2017:'''
* [[https://www.youtube.com/watch?v=Dr7hfLdBzYQ | Fukushima Audio Census]]
* [[https://www.youtube.com/watch?v=HhyqjrU2WEo | Never Alone: a Video Agents Based Generative Video-Sound Installation]]
* [[https://www.youtube.com/watch?v=3EkLIYe81lY | Vote with Your Feet]]
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'''Final paper'''[[<<]]
We will discuss your final paper assignment and talk about structures and examples.
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'''Biggs, M., & Karlsson, H.''' (Eds.). (2010). The Routledge companion to research in the arts. Routledge.
to:
'''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.
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(:cell:) [[Site.MethodologicalTraditions | Methodological Traditions assignment for Experience]] is due in class.
to:
Changed lines 189-191 from:
(:cell:)[[Site.MethodologicalTraditions | Methodological Traditions assignment for Creation]] is due in class.
to:
(:cell:)[[Site.MethodologicalTraditions | Methodological Traditions assignment for Experience]] is due in class.
Changed lines 214-217 from:
(:cell:) Submit your own presentation as part of the [[Site.Workshop | Workshop Critique]] assignment
to:
(:cell:)
[[Site.MethodologicalTraditions | Methodological Traditions assignment for Creation]] is due in class.
Submit your own presentation as part of the [[Site.Workshop | Workshop Critique]] assignment
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[[https://drive.google.com/drive/folders/0B4fsPE4L0_GldXd3TzFxa1QxTVE?usp=sharing | In-class Demo Resources]]
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to:
(:cell:) [[Site.MethodologicalTraditions | Methodological Traditions assignment for Experience]] is due in class.
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(:cell:) [[Site.MethodologicalTraditions | Methodological Traditions assignment for Experience]] is due in class.
to:
(:cell:)[[Site.MethodologicalTraditions | Methodological Traditions assignment for Creation]] is due in class.
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(:cell:)[[Site.MethodologicalTraditions | Methodological Traditions assignment for Creation]] is due in class.
to:
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(:cell:) [[Site.MethodologicalTraditions | Methodological Traditions assignment for Creation]] is due in class.
to:
Changed lines 188-190 from:
to:
(:cell:) [[Site.MethodologicalTraditions | Methodological Traditions assignment for Experience]] is due in class.
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(:cell:)[[Site.MethodologicalTraditions | Methodological Traditions assignment for Experience]] is due in class.
to:
(:cell:)[[Site.MethodologicalTraditions | Methodological Traditions assignment for Creation]] is due in class.
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(:cell:)'''Workshop for Assignment 3'''
to:
(:cell:)'''Workshop for Assignment 4'''
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(:cellnr:) Nov 16, Week 11: [[<<]]
to:
(:cellnr:) Oct 26, Week 8: [[<<]]
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(:cellnr:) Nov 23, Week 12: [[<<]]
to:
(:cellnr:) Nov 2, Week 9: [[<<]]
Changed line 209 from:
(:cellnr:) Oct 26, Week 8: [[<<]]
to:
(:cellnr:) Nov 16, Week 11: [[<<]]
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We will do in-class activities as part of Assignment 3.
to:
We will do in-class activities as part of Assignment 4.
Changed lines 216-217 from:
(:cellnr:) Nov 2, Week 9: [[<<]]
(:cell:)'''Presentations for Assignment 3'''
to:
(:cellnr:) Nov 23, Week 12: [[<<]]
(:cell:)'''Presentations for Assignment 4'''
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(:cellnr:) Oct 26, Week 8: [[<<]]
(:cell:)'''Workshop for Assignment 3'''
We will do in-class activities as part of Assignment 3.
to:
(: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.
Changed lines 158-162 from:
(:cell:) Submit your own presentation as part of the [[Site.Workshop | Workshop Critique]] assignment
(:cellnr:) Nov 2, Week 9: [[<<]]
(:cell:)'''Presentations for Assignment 3'''
to:
'''Evans,''' A., & Rooney, B. “Methods in Psychological Research” (Sage Publications, 2013)
* '''Chapter 11''' - [[Attach:Chapter11Evans.pdf | Data Collection Methods]] (read only sections on surveys and questionnaires)
'''Weiss''', R. Learning From Strangers: The Art and Method of Qualitative Interview Studies, The Free Press (1994).
* '''Chapter 1:''' [[Attach:WeissChapter1and2.pdf | Introduction]] (15 pages)
* '''Chapter 2:''' [[Attach:WeissChapter1and2.pdf | Respondents: Choosing Them and Recruiting Them]] (24 pages)
'''Olson''', J. and Kellogg, W. Ways of Knowing in HCI, Springer, 2014.
* '''Chapter 10''' - Survey Research in HCI (available online at SFU library) (38 pages)
''Optional:''
'''Schensul''', S., Schensul, J., and `LeCompte, M. [[Attach:Chapter7Interviewing.pdf | Chapter 7: Semistructured Interviewing]], Essential Ethnographic Methods: Observations, Interviews, and Questionnaires, Altamira Press (1999).
(:cell:) [[Site.MethodologicalTraditions | 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.
Deleted lines 180-190:
(:cell:) Submit your group's presentation as part of the [[Site.Workshop | 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:)
Added lines 187-205:
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).
* '''Chapter 4''' - Five Qualitative Approaches to Inquiry
* '''Chapter 5''' - Five Different Qualitative Studies
* '''Chapter 9''' - Writing a Qualitative Study
* '''Chapter 10''' - Standards of Validation and Evaluation
Changed lines 209-212 from:
(: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.
to:
(:cellnr:) Oct 26, Week 8: [[<<]]
(:cell:)'''Workshop for Assignment 3'''
We will do in-class activities as part of Assignment 3.
Changed lines 213-234 from:
'''Evans,''' A., & Rooney, B. “Methods in Psychological Research” (Sage Publications, 2013)
* '''Chapter 11''' - [[Attach:Chapter11Evans.pdf | Data Collection Methods]] (read only sections on surveys and questionnaires)
'''Weiss''', R. Learning From Strangers: The Art and Method of Qualitative Interview Studies, The Free Press (1994).
* '''Chapter 1:''' [[Attach:WeissChapter1and2.pdf | Introduction]] (15 pages)
* '''Chapter 2:''' [[Attach:WeissChapter1and2.pdf | Respondents: Choosing Them and Recruiting Them]] (24 pages)
'''Olson''', J. and Kellogg, W. Ways of Knowing in HCI, Springer, 2014.
* '''Chapter 10''' - Survey Research in HCI (available online at SFU library) (38 pages)
''Optional:''
'''Schensul''', S., Schensul, J., and `LeCompte, M. [[Attach:Chapter7Interviewing.pdf | Chapter 7: Semistructured Interviewing]], Essential Ethnographic Methods: Observations, Interviews, and Questionnaires, Altamira Press (1999).
(:cell:) [[Site.MethodologicalTraditions | 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.
to:
(:cell:) Submit your own presentation as part of the [[Site.Workshop | Workshop Critique]] assignment
(:cellnr:) Nov 2, Week 9: [[<<]]
(:cell:)'''Presentations for Assignment 3'''
Changed lines 219-226 from:
'''Creswell''', “Qualitative Inquiry and Research Design: Choosing Among Five Approaches” (SAGE Publication, 3rd edition, 2013).
* '''Chapter 4''' - Five Qualitative Approaches to Inquiry
* '''Chapter 5''' - Five Different Qualitative Studies
* '''Chapter 9''' - Writing a Qualitative Study
* '''Chapter 10''' - Standards of Validation and Evaluation
In the above chapters, just read the sections on '''Grounded Theory''' and '''Case Studies'''
(:cell:)
to:
(:cell:) Submit your group's presentation as part of the [[Site.Workshop | Workshop Critique]] assignment
Changed line 86 from:
Example papers used for exploring research methodologies and methods: [[Attach:VideoChatTeenagers.pdf | Video Chat by Teenagers]] and [[Attach:MyEyes.pdf | MyEyes]].
to:
Example papers used for exploring research methodologies and methods: [[Attach:VideoChatTeenagers.pdf | Video Chat by Teenagers]] and [[Attach:MyEyes.pdf | MyEyes]]. [[https://www.youtube.com/watch?v=sxwn1w7MJvk | The Rubber Hand Illusion video is here.]]
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Added lines 85-86:
Example papers used for exploring research methodologies and methods: [[Attach:VideoChatTeenagers.pdf | Video Chat by Teenagers]] and [[Attach:MyEyes.pdf | MyEyes]].
Deleted lines 78-80:
'''Reliability and Validity'''[[<<]]
We will talk about reliability and validity and why it matters in research.
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to:
(:cell:)[[Site.MethodologicalTraditions | Methodological Traditions assignment for Experience]] is due in class.
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(:cell:) [[Site.MethodologicalTraditions | Methodological Traditions assignment for Experience]] is due in class.
to:
(:cell:) [[Site.MethodologicalTraditions | Methodological Traditions assignment for Creation]] is due in class.
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(:cell:) [[Site.MethodologicalTraditions | Methodological Traditions assignment for Creation]] is due in class.
to:
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to:
(:cell:) [[Site.MethodologicalTraditions | Methodological Traditions assignment for Effective]] is due in class.
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(:cell:) [[Site.MethodologicalTraditions | Methodological Traditions assignment for Effective]] is due in class.
to:
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'''Guest Lecture from Bernhard Riecke at noon.'''
to:
We will demo how to run statistical testing in SPSS or JMP.
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* '''Chapter 2''' - How to Do Experiments (17 pages)
to:
* '''Chapter 2''' - How to Do Experiments (17 pages) (this chapter is similar to Creswell's chapters on quantitative methods)
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We will go over the course outline, web syllabus, texts/readings, expectations about preparation and workload, assessment, academic honesty policy.
to:
We will go over the course outline, web syllabus, texts/readings, expectations about preparation and workload, assessment, academic honesty policy. [[Attach:Introduction.pdf | (Slides PDF)]]
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[[http://www.transart.org/writing/files/2015/02/routledge-companion-to-research-in-the-arts.pdf | (.pdf)]]
to:
[[Attach:RoutledgeCompanion.pdf | (.pdf)]]
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(for the above chapters, just read sections about Ethnographic studies)
to:
(for the above chapters, just read sections about '''Ethnographic studies''')
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'''Teaching Assistant''': Alexandra Kitson
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'''Howell''', Signe, [[Attach:HowellEthnography.pdf | Two or Three Things I Love About Ethnography]], Journal of Ethnographic Theory, 7(1), 15-20. (6 pages)
to:
'''Howell''', Signe, Two or Three Things I Love About Ethnography, Journal of Ethnographic Theory, 7(1), 15-20. (6 pages) [[Attach:HowellEthnography.pdf | (.pdf)]]
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'''Howell''', Signe, [[Attach:HowellEthnography.pdf | Two or Three Things I Love About Ethnography]], Journal of Ethnographic Theory, 7(1), 15-20. (6 pages)
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'''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 [[http://artes.ucp.pt/citarj/article/download/129/77 | (.pdf)]]
to:
'''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 [[http://artes.ucp.pt/citarj/article/download/129/77 | (.pdf)]]
Added lines 142-145:
''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 [[http://artes.ucp.pt/citarj/article/download/129/77 | (.pdf)]]
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'''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''
to:
'''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''
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(: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.
to:
(: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.
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to:
'''Frayling, C.''' (1993). Research in art and design. Royal Coll. of Art, London (United Kingdom). [[Attach:Frayling.pdf | (.pdf)]]
'''Biggs, M., & Karlsson, H.''' (Eds.). (2010). The Routledge companion to research in the arts. Routledge.
[[http://www.transart.org/writing/files/2015/02/routledge-companion-to-research-in-the-arts.pdf | (.pdf)]]
Changed lines 138-140 from:
'''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.
to:
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* '''Chapter 3''' - [[Attach:Chapter3WhenToTest.pdf | When Should You Test?]]
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(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)
to:
(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)
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'''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
to:
'''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''
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* '''creation''' - art/design-based approaches[[<<]]
to:
* '''creation''' - artifact/design-based approaches[[<<]]
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(:cell:)'''Creation: Artifact/Design/Art-Based Approaches'''
to:
(:cell:)'''Creation: Artifact/Design-Based Approaches'''
Changed line 133 from:
We will cover research practices that occur through the making of an artifact, design, or work of art.
to:
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.
Changed lines 134-142 from:
(: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
to:
(: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.
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(:cell:) GETTING READINGS STILL
to:
(: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
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(:cell:)'''Class Activities'''
Deleted lines 43-47:
(:cell:)'''Writing a Research Question:'''
* individually, identify a structure/phenomena, people, activity, technology, context, factor (IV), construct (DV)
* write a research question on the board
* have partner critique it
* decide how would you answer the research question, what data would you collect, method, etc.
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(:cell:)'''Writing a Research Question:'''
to:
'''Writing a Research Question:'''
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(:cell:) We will split into small groups to discuss the papers for your [[Site.Short_Paper | Short Paper]] assignment. You need to have read one of these papers BEFORE class.
Introduce students to the [[Site.Short_Paper | Short Paper]] assignment.
to:
We will split into small groups to discuss the papers for your [[Site.Short_Paper | Short Paper]] assignment. You need to have read one of these papers BEFORE class.
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(:cell:) You need to come to class with a full draft of your final paper.
to:
You need to come to class with a full draft of your final paper.
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(:cell:)'''Lecture / Seminar'''
to:
(:cell:)'''Lecture / Seminar / Activities'''
Changed lines 23-24 from:
(:cell:) Over the course of the term, you should learn what all of the words in this [[Attach:804_Terminology.docx | Terminology Document]] mean. You should add definitions/descriptions to each term as the course progresses.
to:
Over the course of the term, you should learn what all of the words in this [[Attach:804_Terminology.docx | Terminology Document]] mean. You should add definitions/descriptions to each term as the course progresses.
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to:
'''Phenomenology'''[[<<]]
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to:
Changed lines 179-180 from:
We will explore query methods such as surveys, interviews, and questionnaires, using both qualitative and quantitative data collection.
to:
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.
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We will cover an overview of Grounded Theory.
to:
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.
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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.
Changed lines 35-42 from:
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
to:
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.
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How to write a research question
Qualitative, mixed-methods and associated methodologies
Types of data: qualitative, subjective, objective
to:
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.
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to:
Changed lines 104-105 from:
We will cover the scientific method, hypothesis generation, controls, independent variables, dependent variables, etc.
to:
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.
Changed lines 160-161 from:
Guest lecture from Gabriela Aceves-Sepulveda.
to:
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.
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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.
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We will explore observational techniques and ethnography.
to:
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.
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(:cell:) [[Site.MethodologicalTraditions | Methodological Traditions assignment for Creation]] is due in class.
to:
(:cell:) [[Site.MethodologicalTraditions | Methodological Traditions assignment for Effective]] is due in class.
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(:cell:) [[Site.MethodologicalTraditions | Methodological Traditions assignment for Effective]] is due in class.
to:
(:cell:) [[Site.MethodologicalTraditions | Methodological Traditions assignment for Experience]] is due in class.
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(:cell:) [[Site.MethodologicalTraditions | Methodological Traditions assignment for Experience]] is due in class.
to:
(:cell:) [[Site.MethodologicalTraditions | Methodological Traditions assignment for Creation]] is due in class.
Changed lines 164-166 from:
(:cell:)'''Query Methods: Interviews and Surveys'''
We will explore query methods such as surveys, interviews, and questionnaires, using both qualitative and quantitative data collection.
to:
(:cell:)'''Historical, Biographical and Narrative Approaches'''
Guest lecture from Gabriela Aceves-Sepulveda.
'''Phenomenology'''
Added lines 170-184:
'''Creswell''', “Qualitative Inquiry and Research Design: Choosing Among Five Approaches” (SAGE Publication, 3rd edition, 2013).
* '''Chapter 4''' - Five Qualitative Approaches to Inquiry
* '''Chapter 5''' - Five Different Qualitative Studies
* '''Chapter 9''' - Writing a Qualitative Study
* '''Chapter 10''' - Standards of Validation and Evaluation
In the above chapters, just read the sections on '''Narrative Research''' and '''Phenomenology'''
(:cell:) [[Site.MethodologicalTraditions | 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:)
Deleted lines 199-214:
(: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).
* '''Chapter 4''' - Five Qualitative Approaches to Inquiry
* '''Chapter 5''' - Five Different Qualitative Studies
* '''Chapter 9''' - Writing a Qualitative Study
* '''Chapter 10''' - Standards of Validation and Evaluation
In the above chapters, just read the sections on '''Narrative Research''' and '''Phenomenology'''
(:cell:) [[Site.MethodologicalTraditions | Methodological Traditions assignment for Creation]] is due in class.
Changed line 75 from:
(:cellnr:) Sept 21, Week 3: [[<<]]
to:
(:cellnr:) Sept 28, Week 4: [[<<]]
Changed line 109 from:
(:cellnr:) Sept 28, Week 4: [[<<]]
to:
(:cellnr:) Oct 5, Week 5: [[<<]]
Changed line 122 from:
(:cellnr:) Oct 5, Week 5: [[<<]]
to:
(:cellnr:) Oct 12, Week 6: [[<<]]
Changed line 142 from:
(:cellnr:) Oct 12, Week 6: [[<<]]
to:
(:cellnr:) Oct 19, Week 7: [[<<]]
Changed line 149 from:
(:cellnr:) Oct 19, Week 7: [[<<]]
to:
(:cellnr:) Oct 26, Week 8: [[<<]]
Changed line 157 from:
(:cellnr:) Oct 26, Week 8: [[<<]]
to:
(:cellnr:) Nov 2, Week 9: [[<<]]
Changed line 163 from:
(:cellnr:) Nov 2, Week 9: [[<<]]
to:
(:cellnr:) Nov 9, Week 10: [[<<]]
Changed lines 47-51 from:
to:
(:cell:)'''Writing a Research Question:'''
* individually, identify a structure/phenomena, people, activity, technology, context, factor (IV), construct (DV)
* write a research question on the board
* have partner critique it
* decide how would you answer the research question, what data would you collect, method, etc.
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(:cell:) '''Strategies of Inquiry'''
to:
(:cell:) '''Strategies of Inquiry I'''
Changed lines 37-38 from:
Quantitative, qualitative, mixed-methods and associated methodologies
to:
Quantitative methods, scientific method
Changed lines 41-42 from:
Types of data: quantitative, qualitative, subjective, objective
to:
Types of data: quantitative, objective
Changed lines 47-51 from:
(:cell:)'''Writing a Research Question:'''
* individually, identify a structure/phenomena, people, activity, technology, context, factor (IV), construct (DV)
* write a research question on the board
* have partner critique it
* decide how would you answer the research question, what data would you collect, method, etc.
to:
Added lines 51-66:
(: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:'''
* individually, identify a structure/phenomena, people, activity, technology, context, factor (IV), construct (DV)
* write a research question on the board
* have partner critique it
* decide how would you answer the research question, what data would you collect, method, etc.
(:cell:)'''Creswell''', J.W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2013, 4th edition) [[<<]]
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(:cell:)'''Summary: Query Methods'''
to:
(:cell:)'''Query Methods: Interviews and Surveys'''
Changed lines 186-187 from:
(:cell:) '''Grounded Theory and Case Studies'''
We will cover an overview of Grounded Theory and Case Studies.
to:
(:cell:) '''Grounded Theory'''
We will cover an overview of Grounded Theory.
'''Case Studies'''
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(:cell:)'''Summary: Historical, Biographical and Narrative Approaches'''
to:
(:cell:)'''Historical, Biographical and Narrative Approaches'''
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Changed line 186 from:
(:cell:) '''Summary: Grounded Theory and Case Studies'''
to:
(:cell:) '''Grounded Theory and Case Studies'''
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* '''Chapter 1''' - The Selection of a Research Design
to:
* '''Chapter 1''' - The Selection of a Research Design (20 pages)
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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)
to:
How to write a research question
Quantitative, qualitative, mixed-methods and associated methodologies
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* '''Chapter 7''' - Research Questions and Hypotheses
* '''Chapter 8''' - Quantitative Methods
* '''Chapter 9''' - Qualitative Methods
* '''Chapter 10''' - Mixed Methods
to:
* '''Chapter 7''' - Research Questions and Hypotheses (24 pages)
* '''Chapter 8''' - Quantitative Methods (26 pages)
* '''Chapter 9''' - Qualitative Methods (30 pages)
* '''Chapter 10''' - Mixed Methods (23 pages)
Changed lines 83-84 from:
* '''Chapter 9''' - [[Attach:Dix_HumanComputerInteraction.pdf | Design Evaluation]]
to:
* '''Chapter 9''' - [[Attach:Dix_HumanComputerInteraction.pdf | Design Evaluation]] (44 pages)
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* '''Chapter 3''' - The Use of Theory
to:
* '''Chapter 3''' - The Use of Theory (25 pages)
Changed lines 101-103 from:
* '''Chapter 2''' - How to Do Experiments
* '''Chapter 7''' - How to Decide Which Variables to Manipulate and Measure
* '''Chapter 8''' - How to Decide on a Between-Subjects versus Within Subject Design
to:
* '''Chapter 2''' - How to Do Experiments (17 pages)
* '''Chapter 7''' - How to Decide Which Variables to Manipulate and Measure (17 pages)
* '''Chapter 8''' - How to Decide on a Between-Subjects versus Within Subject Design (22 pages)
Deleted line 111:
* '''Chapter 3'''- Designing a Qualitative Study
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(For Chapers 4, 5, 9 just read sections about Ethnographic studies)
to:
(for the above chapters, just read sections about Ethnographic studies)
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(:cell:) GETTING READINGS FROM THECLA STILL
to:
(:cell:) GETTING READINGS STILL
Changed lines 157-160 from:
* '''Chapter 1:''' [[Attach:WeissChapter1and2.pdf | Introduction]]
* '''Chapter 2:''' [[Attach:WeissChapter1and2.pdf | Respondents: Choosing Them and Recruiting Them]]
* '''Chapter 4:''' [[Attach:Chapter4SemiStructuredInterviewing.pdf | Interviewing]]
to:
* '''Chapter 1:''' [[Attach:WeissChapter1and2.pdf | Introduction]] (15 pages)
* '''Chapter 2:''' [[Attach:WeissChapter1and2.pdf | Respondents: Choosing Them and Recruiting Them]] (24 pages)
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* '''Chapter 10''' - Survey Research in HCI (available online at SFU library)
to:
* '''Chapter 10''' - Survey Research in HCI (available online at SFU library) (38 pages)
Changed lines 180-195 from:
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).
* '''Chapter 4''' - Five Qualitative Approaches to Inquiry
* '''Chapter 5''' - Five Different Qualitative Studies
* '''Chapter 9''' - Writing a Qualitative Study
* '''Chapter 10''' - Standards of Validation and Evaluation
In the above chapters, just read the sections on '''Phenomenology'''
(:cell:) [[Site.MethodologicalTraditions | Methodological Traditions assignment for Creation]] is due in class.
to:
In the above chapters, just read the sections on '''Narrative Research''' and '''Phenomenology'''
(:cell:) [[Site.MethodologicalTraditions | Methodological Traditions assignment for Creation]] is due in class.
Deleted line 196:
Neustaedter, C. & Sengers, P. (2012) [[http://clab.iat.sfu.ca/pubs/AutobiographicalDesign.pdf | 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.
Changed lines 113-115 from:
* '''Chapter 4''' - Five Qualitative Approaches to Inquiry ''(just read section on "Ethnographic Research")''
* '''Chapter 5''' - Five Different Qualitative Studies ''(just read section on "Ethnographic Study")''
* '''Chapter 9''' - Writing a Qualitative Study ''(read sections, "Several Writing Strategies" and "Ethnographic Writing Structure")''
to:
* '''Chapter 4''' - Five Qualitative Approaches to Inquiry
* '''Chapter 5''' - Five Different Qualitative Studies
* '''Chapter 9''' - Writing a Qualitative Study
(For Chapers 4, 5, 9 just read sections about Ethnographic studies)
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'''Olson,''', J. and Kellogg, W. Ways of Knowing in HCI, Springer, 2014.
to:
'''Olson''', J. and Kellogg, W. Ways of Knowing in HCI, Springer, 2014.
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* '''Chapter 7''' - Data Collection
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In the above chapters, just read the sections on '''Grounded Theory''' and '"Case Studies'''
to:
In the above chapters, just read the sections on '''Grounded Theory''' and '''Case Studies'''
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In the above chapters, just read the sections on '''Grounded Theory''' and ''"Case Studies'''
to:
In the above chapters, just read the sections on '''Grounded Theory''' and '"Case Studies'''
Added lines 162-165:
'''Olson,''', J. and Kellogg, W. Ways of Knowing in HCI, Springer, 2014.
* '''Chapter 10''' - Survey Research in HCI (available online at SFU library)
''Optional:''
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(:cell:) '''Summary: Grounded Theory and Case Studies'''
We will cover an overview of Grounded Theory and Case Studies.
to:
(:cell:)'''Summary: Historical, Biographical and Narrative Approaches'''
Guest lecture from Gabriela Aceves-Sepulveda.
Changed lines 178-180 from:
In the above chapters, just read the sections on '''Grounded Theory''' and ''"Case Studies'''
(:cell:) [[Site.MethodologicalTraditions | Methodological Traditions assignment for Experience]] is due in class.
to:
In the above chapters, just read the sections on '''Narrative Research'''
(:cell:)
Changed lines 197-198 from:
(:cell:)'''Summary: Historical, Biographical and Narrative Approaches'''
to:
(:cell:) '''Summary: Grounded Theory and Case Studies'''
We will cover an overview of Grounded Theory and Case Studies.
Changed lines 207-208 from:
In the above chapters, just read the sections on '''Narrative Research'''
(:cell:)
to:
In the above chapters, just read the sections on '''Grounded Theory''' and ''"Case Studies'''
(:cell:) [[Site.MethodologicalTraditions | Methodological Traditions assignment for Experience]] is due in class.
Changed line 44 from:
Special guest presentation from SFU's Research Ethics Board.
to:
Special guest presentation from SFU's Research Ethics Board, Dr. Dina Shafey (10:30am for 60-90 minutes).
Changed lines 82-84 from:
(:cell:)
'''Dix, A.,''' Finlay, J., Abowd, G., Beale, R. Human-Computer Interaction, Third Edition. Prentice Hall, 2004.[[<<]]
to:
(:cell:)'''Dix, A.,''' Finlay, J., Abowd, G., Beale, R. Human-Computer Interaction, Third Edition. Prentice Hall, 2004.[[<<]]
Changed line 162 from:
* [[Attach:Chapter4SemiStructuredInterviewing.pdf | Chapter 4: Interviewing]]
to:
* '''Chapter 4:''' [[Attach:Chapter4SemiStructuredInterviewing.pdf | Interviewing]]
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(:cell:) Introduce students to the [[Site.Short_Paper | Short Paper]] assignment
to:
Introduce students to the [[Site.Short_Paper | Short Paper]] assignment.
(:cell:)
Added lines 95-96:
'''Guest Lecture from Bernhard Riecke at noon.'''
Changed lines 136-137 from:
to:
(:cell:) Submit your own presentation as part of the [[Site.Workshop | Workshop Critique]] assignment
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to:
(:cell:) Submit your group's presentation as part of the [[Site.Workshop | Workshop Critique]] assignment
Changed lines 160-162 from:
(:cell:) [[MethodologicalTraditions | Methodological Traditions assignment for Effective]] is due in class.
to:
(:cell:) [[Site.MethodologicalTraditions | Methodological Traditions assignment for Effective]] is due in class.
Changed lines 175-176 from:
(:cell:) [[MethodologicalTraditions | Methodological Traditions assignment for Experience]] is due in class.
to:
(:cell:) [[Site.MethodologicalTraditions | Methodological Traditions assignment for Experience]] is due in class.
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(:cell:) [[MethodologicalTraditions | Methodological Traditions assignment for Creation]] is due in class.
to:
(:cell:) [[Site.MethodologicalTraditions | Methodological Traditions assignment for Creation]] is due in class.
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to:
(:cell:) [[MethodologicalTraditions | Methodological Traditions assignment for Effective]] is due in class.
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to:
(:cell:) [[MethodologicalTraditions | Methodological Traditions assignment for Experience]] is due in class.
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to:
(:cell:) [[MethodologicalTraditions | Methodological Traditions assignment for Creation]] is due in class.
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(:cell:) Submit your [[Site.Short_Paper | Short Paper]] assignment.
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(:cell:) We will split into small groups to discuss the papers for your [[Site.Short_Paper | Short Paper]] assignment. You need to have read one of these papers BEFORE class.
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(:cell:) Introduce students to the [[Short_Paper | Short Paper]] assignment
to:
(:cell:) Introduce students to the [[Site.Short_Paper | Short Paper]] assignment
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(:cell:) Introduce students to the [[Short Paper | Short Paper]] assignment
to:
(:cell:) Introduce students to the [[Short_Paper | Short Paper]] assignment
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Read one of the papers for your [[Short Paper | Short Paper]] assignment. You should choose the tradition that you know the least about.
to:
Read one of the papers for your [[Site.Short_Paper | Short Paper]] assignment. You should choose the tradition that you know the least about.
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Submit the [[Ethics | Ethics assignment]] in class.
to:
Submit the [[Site.Ethics | Ethics assignment]] in class.
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'''Reliability and Validity'''
to:
'''Reliability and Validity'''[[<<]]
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to:
(:cell:) Introduce students to the [[Short Paper | Short Paper]] assignment
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Read one of the papers for your [[Short Paper | Short Paper]] assignment. You should choose the tradition that you know the least about.
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Submit a one page document addressing research ethics for your research area. TBD.
to:
Submit the [[Ethics | Ethics assignment]] in class.
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(:cell:) You need to come to class with a full draft of your final paper.
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Peer review critique is due by 11:59pm, Sunday, Dec 3rd.
Final paper is due by 11:59pm, Sunday, Dec 10th.
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'''Dix, A.,''' Finlay, J., Abowd, G., Beale, R. [[Attach:Dix_HumanComputerInteraction.pdf | Human-Computer Interaction]], Third Edition. Prentice Hall, 2004.[[<<]]
* '''Chapter 9''' - Design Evaluation
to:
'''Dix, A.,''' Finlay, J., Abowd, G., Beale, R. Human-Computer Interaction, Third Edition. Prentice Hall, 2004.[[<<]]
* '''Chapter 9''' - [[Attach:Dix_HumanComputerInteraction.pdf | Design Evaluation]]
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* '''Chapter 11''' - [[Attach:Chapter11Evans.pdf | Data Collection Methods]] (read only sections on observations]]
to:
* '''Chapter 11''' - [[Attach:Chapter11Evans.pdf | Data Collection Methods]] (read only sections on observations)
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* '''Chapter 11''' - [[Attach:Chapter11Evans.pdf | Data Collection Methods]] (read only sections on surveys and questionnaires]]
to:
* '''Chapter 11''' - [[Attach:Chapter11Evans.pdf | Data Collection Methods]] (read only sections on surveys and questionnaires)
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'''Evans,''' A., & Rooney, B. “Methods in Psychological Research” (Sage Publications, 2013)
* '''Chapter 11''' - [[Attach:Chapter11Evans.pdf | Data Collection Methods]] (read only sections on observations]]
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'''Chapter 3''' - [[Attach:Chapter3WhenToTest.pdf | When Should You Test?]]
'''Chapter 9''' - [[Attach:Chapter9HandbookOfUsabilityTesting.pdf | Conduct the Test Sessions]] [[<<]]
to:
* '''Chapter 3''' - [[Attach:Chapter3WhenToTest.pdf | When Should You Test?]]
* '''Chapter 9''' - [[Attach:Chapter9HandbookOfUsabilityTesting.pdf | Conduct the Test Sessions]] [[<<]]
Changed lines 149-150 from:
'''Schensul''', S., Schensul, J., and `LeCompte, M. [[Attach:Chapter7Interviewing.pdf | Chapter 7: Semistructured Interviewing]], Essential Ethnographic Methods: Observations, Interviews, and Questionnaires, Altamira Press (1999).
to:
'''Evans,''' A., & Rooney, B. “Methods in Psychological Research” (Sage Publications, 2013)
* '''Chapter 11''' - [[Attach:Chapter11Evans.pdf | Data Collection Methods]] (read only sections on surveys and questionnaires]]
Added lines 156-158:
'''Schensul''', S., Schensul, J., and `LeCompte, M. [[Attach:Chapter7Interviewing.pdf | Chapter 7: Semistructured Interviewing]], Essential Ethnographic Methods: Observations, Interviews, and Questionnaires, Altamira Press (1999).
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Rubin, J., and Chisnell, D. Handbook of Usability Testing, Wiley Publishing, 2008
to:
'''Rubin''', J., and Chisnell, D. Handbook of Usability Testing, Wiley Publishing, 2008
Changed line 154 from:
Schensul, S., Schensul, J., and `LeCompte, M. [[Attach:Chapter7Interviewing.pdf | Chapter 7: Semistructured Interviewing]], Essential Ethnographic Methods: Observations, Interviews, and Questionnaires, Altamira Press (1999).
to:
'''Schensul''', S., Schensul, J., and `LeCompte, M. [[Attach:Chapter7Interviewing.pdf | Chapter 7: Semistructured Interviewing]], Essential Ethnographic Methods: Observations, Interviews, and Questionnaires, Altamira Press (1999).
Changed lines 156-159 from:
Weiss, R. Learning From Strangers: The Art and Method of Qualitative Interview Studies, The Free Press (1994).
* [[Attach:WeissChapter1and2.pdf | Chapter 1: Introduction]]
* [[Attach:WeissChapter1and2.pdf | Chapter 2: Respondents: Choosing Them and Recruiting Them]]
to:
'''Weiss''', R. Learning From Strangers: The Art and Method of Qualitative Interview Studies, The Free Press (1994).
* '''Chapter 1:''' [[Attach:WeissChapter1and2.pdf | Introduction]]
* '''Chapter 2:''' [[Attach:WeissChapter1and2.pdf | Respondents: Choosing Them and Recruiting Them]]
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ANOTHER MORE GENERAL READING?
THESE ONES ON INTERVIEWING MIGHT BE TOO DETAILED (MORE FOR 801)[[<<]]
to:
Changed lines 156-160 from:
Weiss, R. [[Attach:Chapter4SemiStructuredInterviewing.pdf | Chapter 4: Interviewing]], Learning From Strangers: The Art and Method of Qualitative Interview Studies, The Free Press (1994).
to:
Weiss, R. Learning From Strangers: The Art and Method of Qualitative Interview Studies, The Free Press (1994).
* [[Attach:WeissChapter1and2.pdf | Chapter 1: Introduction]]
* [[Attach:WeissChapter1and2.pdf | Chapter 2: Respondents: Choosing Them and Recruiting Them]]
* [[Attach:Chapter4SemiStructuredInterviewing.pdf | Chapter 4: Interviewing]]
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'''Chapter 9''' - [[Attach:Chapter9HandbookOfUsabilityTesting | Conduct the Test Sessions]] (covers observations in a lab setting, e.g., usability study)
to:
'''Chapter 3''' - [[Attach:Chapter3WhenToTest.pdf | When Should You Test?]]
'''Chapter 9''' - [[Attach:Chapter9HandbookOfUsabilityTesting.pdf | 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)
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'''Chapter 9''' - [[[[Attach:Chapter9HandbookOfUsabilityTesting | Conduct the Test Sessions]] (covers observations in a lab setting, e.g., usability study)
to:
'''Chapter 9''' - [[Attach:Chapter9HandbookOfUsabilityTesting | Conduct the Test Sessions]] (covers observations in a lab setting, e.g., usability study)
Added lines 118-121:
Rubin, J., and Chisnell, D. Handbook of Usability Testing, Wiley Publishing, 2008
'''Chapter 9''' - [[[[Attach:Chapter9HandbookOfUsabilityTesting | Conduct the Test Sessions]] (covers observations in a lab setting, e.g., usability study)
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We will explore observational techniques and design ethnography.
to:
We will explore observational techniques and ethnography.
Added lines 181-182:
Neustaedter, C. & Sengers, P. (2012) [[http://clab.iat.sfu.ca/pubs/AutobiographicalDesign.pdf | 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.
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In the above chapters, just read the sections on '''Grounded Theory'''
to:
In the above chapters, just read the sections on '''Grounded Theory''' and ''"Case Studies'''
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'''Creswell''', “Qualitative Inquiry and Research Design: Choosing Among Five Approaches” (SAGE Publication, 3rd edition, 2013).
* '''Chapter 4''' - Five Qualitative Approaches to Inquiry
* '''Chapter 5''' - Five Different Qualitative Studies
* '''Chapter 9''' - Writing a Qualitative Study
* '''Chapter 10''' - Standards of Validation and Evaluation
In the above chapters, just read the sections on '''Phenomenology'''
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'''Creswell''', “Qualitative Inquiry and Research Design: Choosing Among Five Approaches” (SAGE Publication, 3rd edition, 2013).
* '''Chapter 4''' - Five Qualitative Approaches to Inquiry
* '''Chapter 5''' - Five Different Qualitative Studies
* '''Chapter 9''' - Writing a Qualitative Study
* '''Chapter 10''' - Standards of Validation and Evaluation
In the above chapters, just read the sections on '''Narrative Research'''
Changed lines 111-112 from:
Creswell, “Qualitative Inquiry and Research Design: Choosing Among Five Approaches” (SAGE Publication, 3rd edition, 2013).
to:
'''Creswell''', “Qualitative Inquiry and Research Design: Choosing Among Five Approaches” (SAGE Publication, 3rd edition, 2013).
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'''Creswell''', “Qualitative Inquiry and Research Design: Choosing Among Five Approaches” (SAGE Publication, 3rd edition, 2013).
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ANOTHER MORE GENERAL READING?
THESE ONES ON INTERVIEWING MIGHT BE TOO DETAILED (MORE FOR 801)[[<<]]
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to:
* '''Chapter 4''' - Five Qualitative Approaches to Inquiry
* '''Chapter 5''' - Five Different Qualitative Studies
* '''Chapter 9''' - Writing a Qualitative Study
* '''Chapter 10''' - Standards of Validation and Evaluation
In the above chapters, just read the sections on '''Grounded Theory'''
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Martin, “Doing Psychology Experiments” (Wadsworth, 2004)
to:
'''Martin''', “Doing Psychology Experiments” (Wadsworth, 2004)
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* '''Chapter 4''' - Five Qualitative Approaches to Inquiry '''(just read section on "Ethnographic Research")'''
* '''Chapter 5''' - Five Different Qualitative Studies '''(just read section on "Ethnographic Study")'''
to:
* '''Chapter 4''' - Five Qualitative Approaches to Inquiry ''(just read section on "Ethnographic Research")''
* '''Chapter 5''' - Five Different Qualitative Studies ''(just read section on "Ethnographic Study")''
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* '''Chapter 9''' - Writing a Qualitative Study '''(read sections, "Several Writing Strategies" and "Ethnographic Writing Structure")'''
to:
* '''Chapter 9''' - Writing a Qualitative Study ''(read sections, "Several Writing Strategies" and "Ethnographic Writing Structure")''
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(:cell:) Creswell, J.W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2013, 4th edition)
to:
(:cell:) '''Creswell''', J.W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2013, 4th edition)
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(:cell:)Creswell, J.W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2013, 4th edition) [[<<]]
to:
(:cell:)'''Creswell''', J.W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2013, 4th edition) [[<<]]
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Dix, A., Finlay, J., Abowd, G., Beale, R. [[Attach:Dix_HumanComputerInteraction.pdf | Human-Computer Interaction]], Third Edition. Prentice Hall, 2004.[[<<]]
to:
'''Dix, A.,''' Finlay, J., Abowd, G., Beale, R. [[Attach:Dix_HumanComputerInteraction.pdf | Human-Computer Interaction]], Third Edition. Prentice Hall, 2004.[[<<]]
Changed lines 85-86 from:
Creswell, J.W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2013, 4th edition)[[<<]]
* Chapter 3 - The Use of Theory
to:
'''Creswell''', J.W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2013, 4th edition)[[<<]]
* '''Chapter 3''' - The Use of Theory
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* Chapter 1 - The Selection of a Research Design
to:
* '''Chapter 1''' - The Selection of a Research Design
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* Chapter 7 - Research Questions and Hypotheses
* Chapter 8 - Quantitative Methods
* Chapter 9 - Qualitative Methods
* Chapter 10 - Mixed Methods
to:
* '''Chapter 7''' - Research Questions and Hypotheses
* '''Chapter 8''' - Quantitative Methods
* '''Chapter 9''' - Qualitative Methods
* '''Chapter 10''' - Mixed Methods
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* Chapter 9 - Design Evaluation
to:
* '''Chapter 9''' - Design Evaluation
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* Chapter 2 - How to Do Experiments
* Chapter 7 - How to Decide Which Variables to Manipulate and Measure
* Chapter 8 - How to Decide on a Between-Subjects versus Within Subject Design
to:
* '''Chapter 2''' - How to Do Experiments
* '''Chapter 7''' - How to Decide Which Variables to Manipulate and Measure
* '''Chapter 8''' - How to Decide on a Between-Subjects versus Within Subject Design
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* Chapter 3 - Designing a Qualitative Study
* Chapter 4 - Five Qualitative Approaches to Inquiry (just read section on "Ethnographic Research")
* Chapter 9 - Writing a Qualitative Study (read sections, "Several Writing Strategies" and "Ethnographic Writing Structure")
to:
* '''Chapter 3'''- Designing a Qualitative Study
* '''Chapter 4''' - Five Qualitative Approaches to Inquiry '''(just read section on "Ethnographic Research")'''
* '''Chapter 5''' - Five Different Qualitative Studies '''(just read section on "Ethnographic Study")'''
* '''Chapter 7''' - Data Collection
* '''Chapter 9''' - Writing a Qualitative Study '''(read sections, "Several Writing Strategies" and "Ethnographic Writing Structure")'''
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to:
(:cell:) GETTING READINGS FROM THECLA STILL
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We will explore observational techniques, design ethnography, and Grounded Theory.
to:
We will explore observational techniques and design ethnography.
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to:
Creswell, “Qualitative Inquiry and Research Design: Choosing Among Five Approaches” (SAGE Publication, 3rd edition, 2013).
* Chapter 3 - Designing a Qualitative Study
* Chapter 4 - Five Qualitative Approaches to Inquiry (just read section on "Ethnographic Research")
* Chapter 5 - Five Different Qualitative Studies (just read section on "Ethnographic Study")
* Chapter 7 - Data Collection
* Chapter 9 - Writing a Qualitative Study (read sections, "Several Writing Strategies" and "Ethnographic Writing Structure")
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(:cell:) '''Summary: Case Studies'''
We will talk about case studies.
to:
(:cell:) '''Summary: Grounded Theory and Case Studies'''
We will cover an overview of Grounded Theory and Case Studies.
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We will explore observational techniques and design ethnography.
to:
We will explore observational techniques, design ethnography, and Grounded Theory.
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(:cell:) '''Summary: Grounded Theory'''
We will explore Grounded Theory, its methodological commitments, data collection, and data analysis.
to:
(:cell:) '''Summary: Case Studies'''
We will talk about case studies.
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Strauss, A., and Corbin, J. Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory.
* Chapter 8: Open Coding
* Chapter 9: Axial Coding
* Chapter 10: Selective Coding
to:
Changed line 137 from:
Weiss, R. [[Attach:Chapter4LearningFromStrangers.pdf | Chapter 4: Interviewing]], Learning From Strangers: The Art and Method of Qualitative Interview Studies, The Free Press (1994).
to:
Weiss, R. [[Attach:Chapter4SemiStructuredInterviewing.pdf | Chapter 4: Interviewing]], Learning From Strangers: The Art and Method of Qualitative Interview Studies, The Free Press (1994).
Changed lines 135-137 from:
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).
to:
Schensul, S., Schensul, J., and `LeCompte, M. [[Attach:Chapter7Interviewing.pdf | Chapter 7: Semistructured Interviewing]], Essential Ethnographic Methods: Observations, Interviews, and Questionnaires, Altamira Press (1999).
Weiss, R. [[Attach:Chapter4LearningFromStrangers.pdf | Chapter 4: Interviewing]], Learning From Strangers: The Art and Method of Qualitative Interview Studies, The Free Press (1994).
Added lines 145-148:
Strauss, A., and Corbin, J. Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory.
* Chapter 8: Open Coding
* Chapter 9: Axial Coding
* Chapter 10: Selective Coding
Added lines 135-137:
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).
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(:cell:)'''Experience: Observation'''
We will explore observational techniques and design ethnography.
(:cell:)
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to:
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to:
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(: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:)
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to:
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(:cell:)'''Workshop for Assignment 3'''
We will do in-class activities as part of Assignment 3.
(:cell:)
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to:
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(:cell:)'''Presentations for Assignment 3'''
(:cell:)
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to:
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(:cell:)'''Summary: Query Methods'''
We will explore query methods such as surveys, interviews, and questionnaires, using both qualitative and quantitative data collection.
(:cell:)
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to:
Added lines 138-140:
(:cell:) '''Summary: Grounded Theory'''
We will explore Grounded Theory, its methodological commitments, data collection, and data analysis.
(:cell:)
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to:
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(:cell:)'''Summary: Phenomenological Approaches and Reflective Practice'''
(:cell:)
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to:
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(:cell:)'''Summary: Historical, Biographical and Narrative Approaches'''
(:cell:)
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to:
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to:
(:cell:) '''Workshop for Final Paper''':
We will conduct in-class activities to critique and prepare final papers.
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Martin, “Doing Psychology Experiments” (Wadsworth, 2004)
* Chapter 2 - How to Do Experiments
* Chapter 7 - How to Decide Which Variables to Manipulate and Measure
* Chapter 8 - How to Decide on a Between-Subjects versus Within Subject Design
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Chapter 3 - The Use of Theory
to:
* Chapter 3 - The Use of Theory
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(:cell:)Chapter 1 - Creswell, J.W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2013, 4th edition)
to:
(:cell:) Creswell, J.W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2013, 4th edition)
* Chapter 1 - The Selection of a Research Design
Changed lines 53-56 from:
Chapter 7 - Research Questions and Hypotheses[[<<]]
Chapter 8 - Quantitative Methods[[<<]]
Chapter 9 - Qualitative Methods[[<<]]
Chapter 10 - Mixed Methods[[<<]]
to:
* Chapter 7 - Research Questions and Hypotheses
* Chapter 8 - Quantitative Methods
* Chapter 9 - Qualitative Methods
* Chapter 10 - Mixed Methods
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Chapter 9 - Design Evaluation
to:
* Chapter 9 - Design Evaluation
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(:cell:) Chapter 7, 8, 9, 10 - Creswell, J.W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2013, 4th edition)
to:
(: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[[<<]]
Changed lines 80-82 from:
Chapter 9 - Dix, A., Finlay, J., Abowd, G., Beale, R. [[Attach:Dix_HumanComputerInteraction.pdf | Human-Computer Interaction]], Third Edition. Prentice Hall, 2004.
Chapter 3 - Creswell, J.W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2013, 4th edition)
to:
Dix, A., Finlay, J., Abowd, G., Beale, R. [[Attach:Dix_HumanComputerInteraction.pdf | 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
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Chapter 3 - Creswell, J.W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2013, 4th edition)
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to:
(:cell:) '''Effective: Experiments'''
We will cover the scientific method, hypothesis generation, controls, independent variables, dependent variables, etc.
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Chapter 9 - Dix, A., Finlay, J., Abowd, G., Beale, R. [[Dix_HumanComputerInteraction.pdf | Human-Computer Interaction]], Third Edition. Prentice Hall, 2004.
to:
Chapter 9 - Dix, A., Finlay, J., Abowd, G., Beale, R. [[Attach:Dix_HumanComputerInteraction.pdf | Human-Computer Interaction]], Third Edition. Prentice Hall, 2004.
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* '''creation''' - art/design-based approaches
to:
* '''creation''' - art/design-based approaches[[<<]]
(Dix Ch 9)
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We will explore the ways that theory can be used as a part of research.
to:
We will explore the ways that theory can be used as a part of research. (Creswell Research Design - Ch 3)
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Chapter 9 - Dix, A., Finlay, Abowd, G., Beale
to:
Chapter 9 - Dix, A., Finlay, J., Abowd, G., Beale, R. [[Dix_HumanComputerInteraction.pdf | Human-Computer Interaction]], Third Edition. Prentice Hall, 2004.
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'''Uses of Theory'''
We will explore the ways that theory can be used as a part of research.
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We will explore the three main ways that research occurs at SIAT, including:
* '''effective''' (experimental)
* '''experience''' (observational)
* '''creation''' (art/design-based approaches.
For each, we will articulate and analyze the general practices, the epistemological commitments, areas of use, the strengths, and the weaknesses.
to:
We will explore an overview of three main ways that research occurs at SIAT, including:
* '''effective''' - experimental
* '''experience''' - observational
* '''creation''' - art/design-based approaches
For each approach, we will articulate and analyze:
* general practices
* the epistemological commitments
* areas of use
* strengths of the approach
* weaknesses of the approach
'''Reliability and Validity'''
We will talk about reliability and validity and why it matters in research.
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Chapter 9 - Dix, A., Finlay, Abowd, G., Beale
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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.
to:
We will explore the three main ways that research occurs at SIAT, including:
* '''effective''' (experimental)
* '''experience''' (observational)
* '''creation''' (art/design-based approaches.
For each, we will articulate and analyze the general practices, the epistemological commitments, areas of use, the strengths, and the weaknesses.
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Special guest presentation from SFU's Research Ethics Boards.
to:
Special guest presentation from SFU's Research Ethics Board.
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to:
(: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.
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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.
to:
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.
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Research approaches as combination of worldview, research designs and methodologies.
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to:
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How to write a research question (Creswell Ch 7)
Quantitative, qualitative, mixed-methods and associated methodologies (Creswell Ch 8, 9, 10)
to:
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)
Changed line 25 from:
(:cell:) Over the course of the term, you should learn what all of the words in this [[Attach:804_Terminology.docx | Terminology Document]] mean. You should add definitions/descriptions to each one as the term progresses.
to:
(:cell:) Over the course of the term, you should learn what all of the words in this [[Attach:804_Terminology.docx | Terminology Document]] mean. You should add definitions/descriptions to each term as the course progresses.
Changed lines 22-23 from:
Key terms: paradigm (worldview), epistemology, ontology, axiology, rhetoric, methodology, research design, and measuring humans, concepts, constructs and variables. [[Attach:804_Terminology.docx | Terminology Document]]
to:
Key terms: paradigm (worldview), epistemology, ontology, axiology, rhetoric, methodology, research design, and measuring humans, concepts, constructs and variables.
Changed line 25 from:
to:
(:cell:) Over the course of the term, you should learn what all of the words in this [[Attach:804_Terminology.docx | Terminology Document]] mean. You should add definitions/descriptions to each one as the term progresses.
Deleted lines 52-53:
(:cell:) Chapter 7, 8, 9, 10 - Creswell, J.W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2013, 4th edition)
Changed lines 54-55 from:
cellnr:) Sept 21, Week 3: [[<<]]
to:
(:cell:) Chapter 7, 8, 9, 10 - Creswell, J.W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2013, 4th edition)
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(:cellnr:) Sept 21, Week 3: [[<<]]
(:cell:)
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Deleted lines 68-69:
(:cellnr:) Oct 5, Week 5: [[<<]]
Added lines 70-72:
(:cellnr:) Oct 5, Week 5: [[<<]]
(:cell:)
Deleted lines 74-75:
(:cellnr:) Oct 12, Week 6: [[<<]]
Added lines 76-78:
(:cellnr:) Oct 12, Week 6: [[<<]]
(:cell:)
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(:cellnr:) Oct 19, Week 7: [[<<]]
Added lines 82-84:
(:cellnr:) Oct 19, Week 7: [[<<]]
(:cell:)
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[[https://tcps2core.ca/welcome | The Govrnment of Canada TCPS 2 online tutorial]] on research ethics is to be done outside of class time.
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[[https://tcps2core.ca/welcome | The Government of Canada TCPS 2 online tutorial]] on research ethics is to be done outside of class time.
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'''Fall 2017 :: Course Instructor''': [[http://carmster.com | Dr. Carman Neustaedter]][[<<]]
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'''Fall 2017'''
'''Course Instructor''': [[http://carmster.com | Dr. Carman Neustaedter]][[<<]]
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'''Course Instructor''': [[http://carmster.com | Dr. Carman Neustaedter]][[<<]]
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'''Fall 2017 :: Course Instructor''': [[http://carmster.com | Dr. Carman Neustaedter]][[<<]]
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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. [[Attach:804_Terminology.docx | 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. [[Attach:HarrisonThirdParadigm.pdf | 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.
[[https://tcps2core.ca/welcome | The Govrnment of Canada TCPS 2 online tutorial]] on research ethics is to be done outside of class time.
(:cell:)'''Writing a Research Question:'''
* individually, identify a structure/phenomena, people, activity, technology, context, factor (IV), construct (DV)
* write a research question on the board
* have partner critique it
* decide how would you answer the research question, what data would you collect, method, etc.
(: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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(:tableend:)
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'''IAT 812, Cognition, Learning, & Collaboration''', is a graduate course taught in the [[http://siat.sfu.ca | School of Interactive Art and Technology]] at [[http://www.sfu.ca | 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.
to:
'''IAT 804, Foundations of Research Design for Human-Centred Design of Interactive Technologies''', is a graduate course taught in the [[http://siat.sfu.ca | School of Interactive Art and Technology]] at [[http://www.sfu.ca | 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.
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'''[[Site.EthicsApplications | Important - Ethics Applications]]''': Please read prior to taking the course.
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'''[[EthicsApplications | Important - Ethics Applications]]''': Please read prior to taking the course.
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'''[[Site.EthicsApplications | Important - Ethics Applications]]''': Please read prior to taking the course.
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'''Date & Time''': Spring 2013, Thursday, 9:30 - 12:20
'''Location''': 3260
to:
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'''Date & Time''': Spring 2013, TBD
'''Location''': TBD
to:
'''Date & Time''': Spring 2013, Thursday, 9:30 - 12:20
'''Location''': 3260
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'''IAT 812, Cognition, Learning, & Collaboration''', is a graduate course taught in the [[http://siat.sfu.ca | School of Interactive Art and Technology]] at [[http://www.sfu.ca | 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.
to:
'''IAT 812, Cognition, Learning, & Collaboration''', is a graduate course taught in the [[http://siat.sfu.ca | School of Interactive Art and Technology]] at [[http://www.sfu.ca | 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.
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'''IAT 812, Cognition, Learning, & Collaboration''', is a graduate course taught in the [[http://siat.sfu.ca | School of Interactive Art and Technology]] at [[http://www.sfu.ca | 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.
to:
'''IAT 812, Cognition, Learning, & Collaboration''', is a graduate course taught in the [[http://siat.sfu.ca | School of Interactive Art and Technology]] at [[http://www.sfu.ca | 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.
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'''Date & Time''': Spring 2013, TBD
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'''IAT 812, Cognition, Learning, & Collaboration''', is a graduate course taught in the [[http://siat.sfu.ca | School of Interactive Art and Technology]] at [[http://www.sfu.ca | Simon Fraser University]] in Surrey, BC, Canada.
Thewill 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.'''
* media space, virtual worlds, facebook, sdg, LBGs (community in geocaching)
* talk about the system, then the following week use 3 hours to explore it
to:
'''IAT 812, Cognition, Learning, & Collaboration''', is a graduate course taught in the [[http://siat.sfu.ca | School of Interactive Art and Technology]] at [[http://www.sfu.ca | 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.
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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.
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- media space, virtual worlds, facebook, sdg, LBGs (community in geocaching)
- talk about the system, then the following week use 3 hours to explore it
to:
* media space, virtual worlds, facebook, sdg, LBGs (community in geocaching)
* talk about the system, then the following week use 3 hours to explore it
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'''IAT 887, Domestic & Social Computing''', is a graduate course taught in the [[http://siat.sfu.ca | School of Interactive Art and Technology]] at [[http://www.sfu.ca | 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.
to:
'''IAT 812, Cognition, Learning, & Collaboration''', is a graduate course taught in the [[http://siat.sfu.ca | School of Interactive Art and Technology]] at [[http://www.sfu.ca | 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
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'''Date & Time''': Spring 2012 (Jan 5-April 11), Tuesdays 9:30 am-12:20 pm
'''Location''': 3040
to:
'''Date & Time''': TBD
'''Location''': TBD
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'''Important - Ethics Applications''': Please read prior to taking the course.
to:
'''[[EthicsApplications | Important - Ethics Applications]]''': Please read prior to taking the course.
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'''Important - Ethics Applications''': Please read prior to taking the course.
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'''Date & Time''': Spring 2012, specifics are to be determined
'''Location''': to be determined
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'''Date & Time''': Spring 2012 (Jan 5-April 11), Tuesdays 9:30 am-12:20 pm
'''Location''': 3040
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'''IAT 888, Domestic & Social Computing''', is a graduate course taught in the [[http://siat.sfu.ca | School of Interactive Art and Technology]] at [[http://www.sfu.ca | 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.
to:
'''IAT 887, Domestic & Social Computing''', is a graduate course taught in the [[http://siat.sfu.ca | School of Interactive Art and Technology]] at [[http://www.sfu.ca | 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.
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'''Date & Time''': to be determined
to:
'''Date & Time''': Spring 2012, specifics are to be determined
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IAT 888, Domestic & Social Computing, is a course taught in the [[http://siat.sfu.ca | School of Interactive Art and Technology]] at [[http://www.sfu.ca | 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.
to:
'''IAT 888, Domestic & Social Computing''', is a graduate course taught in the [[http://siat.sfu.ca | School of Interactive Art and Technology]] at [[http://www.sfu.ca | 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.
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IAT 888, Domestic & Social Computing, is a course taught in the [[http://siat.sfu.ca | School of Interactive Art and Technology]] at [[http://www.sfu.ca | Simon Fraser University]] in Surrey, BC, Canada.
to:
IAT 888, Domestic & Social Computing, is a course taught in the [[http://siat.sfu.ca | School of Interactive Art and Technology]] at [[http://www.sfu.ca | 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.
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"'Location''
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.
to:
'''Location''': to be determined
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THIS COURSE IS BEING CONSTRUCTED STILL AND SO IS THIS WEB PAGE
[[<<]]
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'''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.
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DOMESTIC & SOCIAL COMPUTING CLASS
DEFINITE TOPICS
* design within the home (contextual locations, artful displays, everyday design)
* family communication over distance (video communications, media space)
* social pervasive games
POSSIBLE TOPICS
* the collection, preservation, and sharing of family memories (digital photos)
* social media
* the impact of mobile devices on family routines
* methods to collect data on family routines and practices
* social isolation
* designing for wearability alongside mobile communication and connection
to:
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COURSE PARTICIPATION GAME
* students score points for doing activities (e.g., coming to lecture, lab, doing readings)
* feedback: scoreboard with just scores (and yours highlighted) is shown online
* feedback: you can look and see what you scored points for
* the game is worth 20% of the grade
* the highest scoring person gets the full 20%
* points for others are based on the percent of the top scorers point that they have
* list each "challenge" (like WoW) as a description with a goal, the benefit from achieving the goal, and the points
* wisdom points: jitt questions, gold points: attendance, etc
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THIS COURSE IS BEING CONSTRUCTED STILL AND SO IS THIS WEB PAGE
[[<<]]
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DOMESTIC & '''SOCIAL''' COMPUTING CLASS
* family coordination and communication
* the collection, preservation, and sharing of family memories
to:
DOMESTIC & SOCIAL COMPUTING CLASS
DEFINITE TOPICS
* design within the home (contextual locations, artful displays, everyday design)
* family communication over distance (video communications, media space)
* social pervasive games
POSSIBLE TOPICS
* the collection, preservation, and sharing of family memories (digital photos)
* social media
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IAT 888, Domestic & Ubiquitous Computing, is a course taught in the [[http://siat.sfu.ca | School of Interactive Art and Technology]] at [[http://www.sfu.ca | Simon Fraser University]] in Surrey, BC, Canada.
to:
IAT 888, Domestic & Social Computing, is a course taught in the [[http://siat.sfu.ca | School of Interactive Art and Technology]] at [[http://www.sfu.ca | Simon Fraser University]] in Surrey, BC, Canada.
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DOMESTIC & UBIQUITOUS COMPUTING CLASS
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DOMESTIC & '''SOCIAL''' COMPUTING CLASS
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COURSE PARTICIPATION GAME
* students score points for doing activities (e.g., coming to lecture, lab, doing readings)
* feedback: scoreboard with just scores (and yours highlighted) is shown online
* feedback: you can look and see what you scored points for
* the game is worth 20% of the grade
* the highest scoring person gets the full 20%
* points for others are based on the percent of the top scorers point that they have
* list each "challenge" (like WoW) as a description with a goal, the benefit from achieving the goal, and the points
* wisdom points: jitt questions, gold points: attendance, etc
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!!!What is Speculative Design?
to:
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IAT 431, Speculative Design, is a course taught in the [[http://siat.sfu.ca | School of Interactive Art and Technology]] at [[http://www.sfu.ca | Simon Fraser University]] in Surrey, BC, Canada.
to:
IAT 888, Domestic & Ubiquitous Computing, is a course taught in the [[http://siat.sfu.ca | School of Interactive Art and Technology]] at [[http://www.sfu.ca | Simon Fraser University]] in Surrey, BC, Canada.
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'''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:
* Smart homes
* Social media and social networking
* Sensual design
* Sustainability
* Design for fantasy and gaming
* Mobile device ubiquity
* Crazy blue fur web pages
to:
DOMESTIC & UBIQUITOUS COMPUTING CLASS
* family coordination and communication
* the collection, preservation, and sharing of family memories
* the impact of mobile devices on family routines
* methods to collect data on family routines and practices
* social isolation
* social media
* designing for wearability alongside mobile communication and connection
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IAT 431, Speculative Design, is a course taught in the [[http://siat.sfu.ca | School of Interactive Art and Technology]] at [[http://www.sfu.ca | Simon Fraser University]] in Surrey, BC, Canada.
'''Course Instructor''': [[http://carmster.com | Dr. Carman Neustaedter]][[<<]]
'''Lecture:''' Wed, 8:30-9:20am
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IAT 431, Speculative Design, is a course taught in the [[http://siat.sfu.ca | School of Interactive Art and Technology]] at [[http://www.sfu.ca | Simon Fraser University]] in Surrey, BC, Canada.
'''Course Instructor''': [[http://carmster.com | Dr. Carman Neustaedter]][[<<]]
'''Lecture:''' Wed, 8:30-9:20am
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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?
to:
What might the future hold for technology design?
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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.
to:
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:
* Smart homes
* Social media and social networking
* Sensual design
* Sustainability
* Design for fantasy and gaming
* Mobile device ubiquity
* Crazy blue fur web pages
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What would the world be like if all technology was designed like this site? A bit odd, a bit different, a bit surreal?
to:
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?
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'''Course Instructor''': [[http://carmster.com | Dr. Carman Neustaedter]]
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'''Course Instructor''': [[http://carmster.com | Dr. Carman Neustaedter]][[<<]]
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'''Course Instructor''': [[http://carmster.com | Dr. Carman Neustaedter]]
'''Lecture:''' Wed, 8:30-9:20am
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IAT 431, Speculative Design, is a course taught in www.sfu.ca | Simon Fraser University's]] [[http://siat.sfu.ca | School of Interactive Art and Technology]] in Surrey, BC, Canada.
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IAT 431, Speculative Design, is a course taught in the [[http://siat.sfu.ca | School of Interactive Art and Technology]] at [[http://www.sfu.ca | Simon Fraser University]] in Surrey, BC, Canada.
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!!!What is Speculative Design?
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IAT 431, Speculative Design is a course taught in Simon Fraser University's School of Interactive Art and Technology in Surrey, BC, Canada.
to:
IAT 431, Speculative Design, is a course taught in [[http://www.sfu.ca | Simon Fraser University's]] [[http://siat.sfu.ca | School of Interactive Art and Technology]] in Surrey, BC, Canada.
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What happens when fields like '''human-computer interaction''' and '''computer science''' meet with traditionally non-technical disciplines such as art, design, and cultural studies?
to:
What happens when fields like '''human-computer interaction''' and '''computer science''' meet with traditionally non-technical disciplines such as '''art''', '''design''', and '''cultural studies'''?
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IAT 431, Speculative Design is a course taught in Simon Fraser University's School of Interactive Art and Technology in Surrey, BC, Canada.
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!!!'''Call for Participation'''
This workshop will be held at [[http://www.acm.org/conferences/group/conferences/group10/ | 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
[[<<]]
[[<<]]
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.
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This workshop will be held at [[http://www.acm.org/conferences/group/conferences/group10/ | Group 2010]] in Sanibel Island, Florida on Sunday, November 7, 2010.
to:
This workshop will be held at [[http://www.acm.org/conferences/group/conferences/group10/ | Group 2010]] in Sanibel Island, Florida on Sunday, November 7, 2010.
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[[<<]]
!!!'''Submission Requirements'''
Potential workshop participants should submit '''2-4 page position papers''' (SIGCHI format) by '''September 10, 2010''' that describe:
* their area of research as it relates to domestic computer-mediated communication
* 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'''
[[<<]]
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Potential workshop participants should submit '''2-4 page position papers''' (SIGCHI format) that describe:
to:
Potential workshop participants should submit '''2-4 page position papers''' (SIGCHI format) by '''September 10, 2010''' that describe:
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!!!Call for Participation
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!!!'''Call for Participation'''
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!!! Submission Requirements
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!!!'''Submission Requirements'''
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!!!Call for Participation
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'''Submission Requirements:'''
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!!! Submission Requirements
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- 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
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* 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
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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
to:
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
* 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'''
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!!!Workshop Overview
This workshop will be held at [[http://www.chi2010.org/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.'''
to:
This workshop will be held at [[http://www.acm.org/conferences/group/conferences/group10/ | 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
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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
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.
to:
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.'''
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This workshop will be held at [[http://www.chi2010.org/ | 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.
to:
This workshop will be held at [[http://www.chi2010.org/ | 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.
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This workshop will be held at [[http://www.cscw2008.org | 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.
to:
This workshop will be held at [[http://www.chi2010.org/ | 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:
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This workshop will be held at [[http://www.cscw2008.org | CSCW 2008]] in Boston, MA.
to:
This workshop will be held at [[http://www.cscw2008.org | CSCW 2008]] in San Diego, CA.
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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.
to:
'''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.
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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.
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This workshop will be held at [[http://www.cscw2008.org | 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.
to:
This workshop will be held at [[http://www.cscw2008.org | 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.
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!!!Paper Submission Requirements
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).
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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.
to:
This workshop will be held at [[http://www.cscw2008.org | 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.
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!!!Paper Submission Requirements
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*Paper Submission Requirements
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'''Paper Submission Requirements'''
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(:cell valign=top:)
[+'''CS 290B and CS 576'''+]
[[<<]]
[[<<]]
[[<<]]
[[<<]]
[[<<]]
(:cell align=center:)
Attach:door.jpg
'_Do I push or pull?\\
_'
:tableend:)
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*Workshop Overview
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
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).
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This is an introductory course in the field of human-computer interaction held at the [[http://www.rochester.edu/ | University of Rochester]] in the [[http://www.cs.rochester.edu/ | 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:''' [[http://carmster.com | Dr. Carman Neustaedter]][[<<]]
'''Contact:''' carmster@gmail.com
[-Credits: This course is based on courses created by [[http://pages.cpsc.ucalgary.ca/~saul/481/ | Saul Greenberg]], [[http://www.reganmandryk.com/ | Regan Mandryk]], and [[http://www.ucalgary.ca/evds/wardell | Ron Wardell]].-]
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What does this have to do with HCI?\\
A lot.
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And what does this have to do with HCI...?\\
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What does this have to do with HCI?\\
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And what does this have to do with HCI...?\\
A lot.
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[[<<]]
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[+'''CS 290B and CS 576'''+]
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Attach:carman_doctor2.jpg
'+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\\
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'_Do I push or pull?\\
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Attach:carman_doctor2.jpg
'+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:)
