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5% Ethics tutorial and assignment 15% Short paper and in-class group discussion 15% Workshop critique / in-class presentation 15% Assignments on methodological traditions 50% Final paper detailing a research design
Course Description:
Course Description:
Course Details
Course Details
Learning Outcomes:
Learning Outcomes:
Evaluation:
Evaluation:
Required Textbooks: Creswell, “Research Design” (SAGE Publication, 4th edition, 2013) Creswell, “Qualitative Inquiry and Research Design: Choosing Among Five Approaches” (SAGE Publication, 3rd edition, 2013). Martin, “Doing Psychology Experiments” (Wadsworth, 2004)
Recommended Textbooks: Field, A., & Hole, G. J. “How to Design and Report Experiments” (Sage Publications, 2003) Evans, A., & Rooney, B. “Methods in Psychological Research” (Sage Publications, 2013)
Required Textbooks:
Recommended Textbooks:
Prerequisites: SIAT Graduate Student
Prerequisites: SIAT Graduate Student
Prerequisites: SIAT Graduate Student Corequisites: None
This course provides an introduction to different epistemological worldviews, research approaches and methodological traditions of inquiry that are used to conduct research within the School of Interactive Arts and Technology (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.
This course examines epistemological approaches and methodologies for conducting research in the human-centred design of interactive technologies. It will explore terminology and research approaches in both the arts and sciences; the assumptions behind different philosophical worldviews or paradigms (e.g., post-positivism, constructionism, pragmatism); the origins and characteristics of different methodological traditions of inquiry; research designs based on qualitative, quantitative, and mixed-methods approaches; and, research ethics and the ethics of working with human participants. This course will provide students with foundational knowledge needed to conduct research in the interdisciplinary fields found within SIAT.
Students will be able to:
5% Ethics tutorial and assignment 15% Short paper and in-class group discussion 15% Workshop critique / in-class presentation 15% Assignments on methodological traditions 50% Final paper detailing a research design
Creswell, “Research Design” (SAGE Publication, 4th edition, 2013)
Creswell, “Qualitative Inquiry and Research Design: Choosing Among Five Approaches” (SAGE Publication, 3rd edition, 2013).
Martin, “Doing Psychology Experiments” (Wadsworth, 2004)
Field, A., & Hole, G. J. “How to Design and Report Experiments” (Sage Publications, 2003)
Evans, A., & Rooney, B. “Methods in Psychological Research” (Sage Publications, 2013)
IAT 812 :: Cognition, Learning, and Collaboration
The focus of this course is on exploring the design and study of collaborative systems for supporting group work or group activities. This includes studying collaborative tools to support work activities, collaborative systems for domestic life, and collaborative games for play and social engagement. Students will investigate the cognitive processes in working within collaborative environments and the ways in which learning takes place.
Course Objectives: The goal of this course is to develop skills necessary for understanding, interpreting, and thinking about collaborative systems design and study. Students will investigate the theoretical perspectives of computer-supported cooperative work (collaborative computing), methods for studying collaboration and collaborative system design, and techniques for evaluating collaborative technologies. Students will also gain knowledge in specific areas of collaboration, cognition, and learning by studying several case study topics and exploring their own course project in detail.
Course Details
Students will be able to:
Prerequisites: None
Course Time: 3 hours combined lecture/seminar
Delivery Methods: The course will primarily be taught through weekly lectures that will present methods for studying collaboration and case studies of collaborative practice and design. Lectures will be augmented with class discussions and critiques of research. Students will be required to read and critically reflect on a large volume of readings in the area of computer-supported cooperative work, present their thoughts on such readings, and complete an in-depth project in the area.
Portions of the course may involve class activities (e.g., field trips) that occur outside of class time and at locations that are off-campus. Students are responsible for their own safety when engaging in such activities.
Students will perform work on several specific deliverables during the term.
1. Project Proposal (10%): Students will propose two to three potential research topics that they are interested in studying as part of the course and document these in a short project proposal. Project ideas will be evaluated and discussed with the instructor and must be approved.
2. Initial Paper (20%): Students will complete the initial workings of a final paper that documents their project space, related work, and study or design method.
3. Class Participation (20%): Students will actively contribute to classroom and online discussions about course material. They will also participate in weekly activities related to the course material.
5. Course Project (50%): Students will complete a major project that studies a particular instance of cognition, learning, or collaboration, or involves the design and evaluation of a collaborative technology. Students will document this project by writing a conference-style publication and presenting the work through a conference-style presentation in front of the class.
Required Textbooks:
Recommended Textbooks:
2. Initial Paper (30%): Students will complete the initial workings of a final paper that documents their project space, related work, and study or design method.
3. Class Participation (10%): Students will actively contribute to classroom and online discussions about course material. They will also participate in weekly activities related to the course material.
2. Initial Paper (20%): Students will complete the initial workings of a final paper that documents their project space, related work, and study or design method.
3. Class Participation (20%): Students will actively contribute to classroom and online discussions about course material. They will also participate in weekly activities related to the course material.
Portions of the course may involve class activities (e.g., field trips) that occur outside of class time and at locations that are off-campus. Students are responsible for their own safety when engaging in such activities.
IAT 888 :: Domestic and Social Computing
IAT 812 :: Cognition, Learning, and Collaboration
Learning outcomes expected for students include:
Students will be able to:
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.
The focus of this course is on exploring the design and study of collaborative systems for supporting group work or group activities. This includes studying collaborative tools to support work activities, collaborative systems for domestic life, and collaborative games for play and social engagement. Students will investigate the cognitive processes in working within collaborative environments and the ways in which learning takes place.
The goal of this course is to develop skills necessary for understanding, interpreting, and thinking about technology design for domestic life. Students will study the theoretical perspectives of domestic computing, methods for studying domestic practice, and techniques for evaluating domestic technology design. Students will also gain knowledge in specific areas of domestic computing by studying several case study topics and exploring their own domestic computing project in detail.
The goal of this course is to develop skills necessary for understanding, interpreting, and thinking about collaborative systems design and study. Students will investigate the theoretical perspectives of computer-supported cooperative work (collaborative computing), methods for studying collaboration and collaborative system design, and techniques for evaluating collaborative technologies. Students will also gain knowledge in specific areas of collaboration, cognition, and learning by studying several case study topics and exploring their own course project in detail.
The course will primarily be taught through weekly lectures that will present methods for studying domestic life and technology design and case studies of domestic practice and design. Lectures will be augmented with class discussions and critiques of domestic and social computing research. Students will be required to read and critically reflect on a large volume of readings in the area of domestic and social computing, present their thoughts on such readings, and complete an in-depth project in the area.
The course will primarily be taught through weekly lectures that will present methods for studying collaboration and case studies of collaborative practice and design. Lectures will be augmented with class discussions and critiques of research. Students will be required to read and critically reflect on a large volume of readings in the area of computer-supported cooperative work, present their thoughts on such readings, and complete an in-depth project in the area.
2. Literature Review (20%): Students will conduct and prepare a short literature review of work in their selected course project area.
3. Case Study Presentation (10%): Students will present a case study of domestic practice or technology design to the class based on their literature review.
4. Class Participation (10%): Students will actively contribute to classroom and online discussions about course material.
5. Course Project (50%): Students will complete a major project that studies a particular instance of domestic practice or involves the design and evaluation of a domestic technology. Students will document this project by writing a conference-style publication and presenting the work through a conference-style presentation in front of the class.
2. Initial Paper (30%): Students will complete the initial workings of a final paper that documents their project space, related work, and study or design method.
3. Class Participation (10%): Students will actively contribute to classroom and online discussions about course material. They will also participate in weekly activities related to the course material.
5. Course Project (50%): Students will complete a major project that studies a particular instance of cognition, learning, or collaboration, or involves the design and evaluation of a collaborative technology. Students will document this project by writing a conference-style publication and presenting the work through a conference-style presentation in front of the class.
IAT 888 :: Domestic and Social Computing
Course Description: 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.
Course Objectives: The goal of this course is to develop skills necessary for understanding, interpreting, and thinking about technology design for domestic life. Students will study the theoretical perspectives of domestic computing, methods for studying domestic practice, and techniques for evaluating domestic technology design. Students will also gain knowledge in specific areas of domestic computing by studying several case study topics and exploring their own domestic computing project in detail.
Learning Outcomes: Learning outcomes expected for students include:
Prerequisites: None
Course Time: 3 hours combined lecture/seminar
Delivery Methods: The course will primarily be taught through weekly lectures that will present methods for studying domestic life and technology design and case studies of domestic practice and design. Lectures will be augmented with class discussions and critiques of domestic and social computing research. Students will be required to read and critically reflect on a large volume of readings in the area of domestic and social computing, present their thoughts on such readings, and complete an in-depth project in the area.
Evaluation: Students will perform work on several specific deliverables during the term.
1. Project Proposal (10%): Students will propose two to three potential research topics that they are interested in studying as part of the course and document these in a short project proposal. Project ideas will be evaluated and discussed with the instructor and must be approved.
2. Literature Review (20%): Students will conduct and prepare a short literature review of work in their selected course project area.
3. Case Study Presentation (10%): Students will present a case study of domestic practice or technology design to the class based on their literature review.
4. Class Participation (10%): Students will actively contribute to classroom and online discussions about course material.
5. Course Project (50%): Students will complete a major project that studies a particular instance of domestic practice or involves the design and evaluation of a domestic technology. Students will document this project by writing a conference-style publication and presenting the work through a conference-style presentation in front of the class.
Grading Schema: I use the following grade schema by default. This is subject to change though during the semester depending on overall student performance.