On Education Gerrit C. van der Veer ([email protected]) most work done by Anne Bowser Elizabeth...
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Transcript of On Education Gerrit C. van der Veer ([email protected]) most work done by Anne Bowser Elizabeth...
![Page 1: On Education Gerrit C. van der Veer (gerrit@acm.org) most work done by Anne Bowser Elizabeth Churchill Jennifer Preece.](https://reader034.fdocuments.in/reader034/viewer/2022042616/56649ddf5503460f94ad93c0/html5/thumbnails/1.jpg)
on Education
Gerrit C. van der Veer ([email protected])
most work done by
Anne BowserElizabeth Churchill
Jennifer Preece
![Page 2: On Education Gerrit C. van der Veer (gerrit@acm.org) most work done by Anne Bowser Elizabeth Churchill Jennifer Preece.](https://reader034.fdocuments.in/reader034/viewer/2022042616/56649ddf5503460f94ad93c0/html5/thumbnails/2.jpg)
CHI is multidisciplinary:
Social Sciences (Psychology, Ethnography, Ergonomics)
Computer Science / Engineering /Information Sciences
Design (Arts, Architecture, Industrial Design)
HCI
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education one of our focal points:
students’ membership fee and conference fees are below actual costs.
1992 SIGCHI published complete HCI Education curriculum.
![Page 4: On Education Gerrit C. van der Veer (gerrit@acm.org) most work done by Anne Bowser Elizabeth Churchill Jennifer Preece.](https://reader034.fdocuments.in/reader034/viewer/2022042616/56649ddf5503460f94ad93c0/html5/thumbnails/4.jpg)
world of HCI moves and broadens
computer side of HCI develops too quickly to predict educational needs long in advance.
![Page 5: On Education Gerrit C. van der Veer (gerrit@acm.org) most work done by Anne Bowser Elizabeth Churchill Jennifer Preece.](https://reader034.fdocuments.in/reader034/viewer/2022042616/56649ddf5503460f94ad93c0/html5/thumbnails/5.jpg)
world of HCI moves and broadens
computer side of HCI develops too quickly to predict educational needs long in advance.
education differs in different parts of the world, and develops into new directions
e.g., the European national education models changed drastically as a result of the Bologna treaty in 1999.
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SIGCHI installed a project team
Goal: to better understand the current state of academic and practitioner education needs.
Not only: available body of knowledge
But especially: education needs – for practice, research, students
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The project team recently produced their first report:
• pilot survey - 177 respondents →
• 54 follow-up interviews →
• e-questionnaire - 283 respondents worldwide
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Objectives
(1) What HCI skills, knowledge and methods are taught worldwide?
(2) What is actually needed
(3) How might SIGCHI support HCI education?
Limitations• not really worldwide (yet)• only preliminary ideas for (3)
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Possible outcomes
Education community support
Curriculum advice
Courses plan• Discussion of quality control, outcome measures
and mechanisms for sharing content in a “living curriculum”
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Demographics - Age
21-30 31-40 41-50 51-60 61 and over0
5
10
15
20
25
30
35
40
% o
f par
ticip
ants
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Demographics – HCI Experience
0-5 6-10 11-15 16-20 21-25 over 250
5
10
15
20
25
30
35
Years
% o
f Par
ticip
ants
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First results:
48% academic, 38% industry professional, 28% students (some choose multiple labels).
central topics, emerging trends, critical challenges
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For Students• Top concerns are about jobs• Advice/curriculum tends to be academic oriented
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For Students• Top concerns are about jobs• Advice/curriculum tends to be academic oriented
• Emphasis on theory rather than practice• Jobs in industry emphasize practice
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For Students• Top concerns are about jobs• Advice/curriculum tends to be academic oriented
• Emphasis on theory rather than practice• Jobs in industry emphasize practice
• Students tend to use academic jargon• Focus on UPA by professionals whereas
academics focus on CHI etc.
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For Students• Top concerns are about jobs• Advice/curriculum tends to be academic oriented• Emphasis on theory rather than practice• Jobs in industry emphasize practice• Students tend to use academic jargon• Focus on UPA by professionals whereas academics focus on CHI etc.
Finally:
• Students should not be “jack of all trades”• Domain knowledge important e.g. health
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For Academics
• Challenge of fit across departments – who teaches what & interdisciplinary approach
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For Academics
• Challenge of fit across departments – who teaches what & interdisciplinary approach
• Stress collaboration but limits on group projects
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For Academics
• Challenge of fit across departments – who teaches what & interdisciplinary approach
• Stress collaboration but limits on group projects
• Many academics require education in a specific field e.g. health, business, etc.
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For Academics
• Challenge of fit across departments – who teaches what & interdisciplinary approach
• Stress collaboration but limits on group projects
• Many academics require education in a specific field e.g. health, business, etc.
• Desire partnership with industry, particularly for project work so students are prepared for both
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For Professionals
• Believe that university courses are geared to academic
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For Professionals
• Believe that university courses are geared to academic
• Rift between academia and industry – relevance and collaboration?
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For Professionals
• Believe that university courses are geared to academic
• Rift between academia and industry – relevance and collaboration?
• Students would need more partnership, to prepare for academia & industry
• HCI Ed would benefit from having more adjuncts from industry
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Q: Which aspects are foundational?
Answer options:
• No education in CS/SE should be required• Sufficient knowledge to work with computer
scientists/ software engineers• Methods in CS/SE including the software
development lifecycle• The skills to build interactive prototypes• Deep knowledge of CS/SE (which topics?)
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Foundations in HCI
No education required Knowledge to work with Methedologies Practical/ applied knowledge Deep knowledge0
50
100
150
200
250
CS/SE Psych
Design
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Subjects & topics
Design very important
75% participants:• interaction design, • experience design.
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Interfaces, displays & devices
• Mobile
• Tablet
• Desktop
• Shared, large, embodied important to some students
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Input modalities
• Touch
• Gesture
• Voice
• Many believe the focus should be on theory over applications
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Design paradigms & perspectives
• Interaction design
• Agile/interactive
• Experience
• Participatory
• Rapid interaction & testing (RIT)
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Design methodologies• Interviews• Low fidelity prototyping (eg paper)• General prototyping• Observation• Usability testing• Field study/ethnography• Brainstorming• Scenarios & story telling• Interactive/high fidelity prototyping
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Empirical research & data analysis
• General qualitative• General empirical• General quantitative• Analyzing & applying research• Methods• Data analysis• Problem formation & experimental design• Current research topics
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Conferences
• CHI essential for discipline• Others that are important to particular groups:
CSCW, DIS, Mobile HCI, UbiComp, UIST• Location specific (e.g. NordiCHI) & topic-specific
(e.g. ASSETS)• Local SIGS and Chapters also considered
important by some• Somewhat of a divide between academics &
professionals
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Journals
• Interactions seen as very important
• CACM, IJHCI, Interacting with Computers, TOCHI
• Professionals: Also CSCW, JCMC
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Next steps?
• Standardized curriculum? NO
• How to evaluate different curricula? HARD
• CHI courses (modules) OPPORTUNITY
• Input 2012 CHI workshop for CS 2013? DIFFERENCE OF VISION
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Some examples from Europe
visual design patternspatternwizard.nl/pattern/wizard/
human information processingwww.opener2.ou.nl/opener/hip/
task analysiswww.nibuk.nl/taskanalysis/tool/