Changed lines 19-23 from:
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
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
Changed line 4 from:
'''Course Description:'''
to:
'''Course Description:'''[[<<]]
Changed line 7 from:
to:
'''Course Details'''[[<<]]
Changed line 10 from:
to:
'''Learning Outcomes:'''[[<<]]
Changed line 18 from:
to:
Changed lines 25-33 from:
'''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)
to:
'''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)
Added lines 1-3:
'''Prerequisites:''' SIAT Graduate Student
'''Corequisites:''' None
Changed lines 5-6 from:
to:
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.
Changed lines 8-9 from:
to:
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.
Changed lines 11-12 from:
to:
Students will be able to:
* understand and use key terminology around the creation of knowledge, inquiry, and methodology
* understand and analyze the underlying concepts of research in the human-centred design of interactive technologies and the differences between research methodologies (e.g., experimental research design, ethnographic research study, phenomenological study, art/design based approaches)
* plan a research investigation using one or more of methodologies for conducting research in the areas of human-centred design
* understand and apply principles of research ethics surrounding the design and use of interactive technologies for people and conducting research studies with human participants
* document a research study plan through writing and oral presentation
Changed lines 19-24 from:
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
Changed lines 26-32 from:
to:
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)
Added lines 34-36:
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)
Deleted lines 0-1:
'''IAT 812 :: Cognition, Learning, and Collaboration'''
Changed lines 2-6 from:
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.
to:
Changed lines 6-25 from:
Students will be able to:
* understand the unique challenges that exist for studying and designing collaborative technologies
* identify various research areas within computer-supported cooperative work and understand the future directions in these areas
* apply methodological tools used to study and evaluate collaborative technologies
* analyze and critically reflect on the design and use of collaborative technologies
* conduct informed presentations of collaborative technology design and use
* document studies and designs of collaborative technology for conference or journal publication
'''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.
to:
Changed lines 9-17 from:
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.
to:
'''Required Textbooks:'''
'''Recommended Textbooks:'''
Changed lines 35-37 from:
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.
to:
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.
Changed lines 43-53 from:
*, 95 - 100
* A, 90 - 94.5
* A-, 87 - 89.5
* B+, 82 - 86.5
* B, 78 - 81.5
* B-, 75 - 77.5
* C+, 72 - 74.5
* C, 68 - 71.5
* C-, 65 - 67.5
* D, 55 - 64.5
* F, 0 - 54.5
to:
*95% ≤ A+
*90% ≤ A < 95%
*85% ≤ A- < 90%
*80% ≤ B+ < 85%
*75% ≤ B < 80%
*70% ≤ B- < 75%
*65% ≤ C+ < 70%
*60% ≤ C < 65%
*55% ≤ C- < 60%
*50% ≤ D < 55%
*F < 50%
Changed lines 12-18 from:
* Developing an understanding of the unique challenges that exist for studying and designing in the domestic realm
* Acquiring knowledge on specific methodological tools used to study domestic life and evaluate technology use
* Experience in analyzing, evaluating, and critically reflecting on the design of domestic practice and technology design
* Experience in studying domestic practice and designing technology for domestic life
* Understanding how to conduct informed and engaging presentations of domestic practice and technology design
* Understanding how to document studies of domestic practice and technology design for conference or journal publication
to:
* understand the unique challenges that exist for studying and designing collaborative technologies
* identify various research areas within computer-supported cooperative work and understand the future directions in these areas
* apply methodological tools used to study and evaluate collaborative technologies
* analyze and critically reflecting on the design and use of collaborative technologies
* conduct informed presentations of collaborative technology design and use
* document studies and designs of collaborative technology for conference or journal publication
Changed lines 4-5 from:
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:
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.
Changed lines 7-8 from:
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.
to:
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.
Changed lines 25-27 from:
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.
to:
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.
Changed lines 32-40 from:
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.
to:
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.
Changed line 52 from:
to:
Added lines 1-55:
'''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:
* Developing an understanding of the unique challenges that exist for studying and designing in the domestic realm
* Acquiring knowledge on specific methodological tools used to study domestic life and evaluate technology use
* Experience in analyzing, evaluating, and critically reflecting on the design of domestic practice and technology design
* Experience in studying domestic practice and designing technology for domestic life
* Understanding how to conduct informed and engaging presentations of domestic practice and technology design
* Understanding how to document studies of domestic practice and technology design for conference or journal publication
'''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.
* A+, 95 - 100
* A, 90 - 94.5
* A-, 87 - 89.5
* B+, 82 - 86.5
* B, 78 - 81.5
* B-, 75 - 77.5
* C+, 72 - 74.5
* C, 68 - 71.5
* C-, 65 - 67.5
* D, 55 - 64.5
* F, 0 - 54.5
