[ SYLLABUS ]
COURSE REQUIREMENTS & STRUCTURE
This is a semester-long studio course with time devoted to discussions, readings, guest lectures, user research, design exercises and in-class work sessions that revolve around our central learning design challenge. In small teams students will work together to synthesize design insights, findings and inspirations that emerge during the discovery phase, create a vision statement, iterate on concepts during the generative phase, and deliver a final working prototype that responds to the Open Portfolio Design Challenge. We will frequently share work-in-progress during supportive, internal critique sessions and in external design review sessions. At the end of the semester, teams will present 'enacted' design solutions to an invited review panel of stakeholders, and provide online documentation making the design case for their project.
This is a semester-long studio course with time devoted to discussions, readings, guest lectures, user research, design exercises and in-class work sessions that revolve around our central learning design challenge. In small teams students will work together to synthesize design insights, findings and inspirations that emerge during the discovery phase, create a vision statement, iterate on concepts during the generative phase, and deliver a final working prototype that responds to the Open Portfolio Design Challenge. We will frequently share work-in-progress during supportive, internal critique sessions and in external design review sessions. At the end of the semester, teams will present 'enacted' design solutions to an invited review panel of stakeholders, and provide online documentation making the design case for their project.
COURSE ASSIGNMENTS
A. Reading Assignments
To deepen our discussion and understanding of how to design effective learning media, the course syllabus includes selected readings, webinar media, and analysis of learning media products that will inform our studio work and design process. When readings are assigned, students will be expected to produce a short reflection statement (approx. 500 words) on the topic, and submit these reflections at least 1-hour before the next class to the associated post on the course blog using the comments link to post. These reflection posts can be conversational in style, but should have good grammar and take a professional attitude. Reflections should first briefly summarize in your own words the main points, arguments or claims the author(s) make; and secondly, thoughtfully relate, extend or counter the ideas covered in the readings to inform our course project work and your evolving design concepts and practice.. You are welcome and even encouraged to submit an annotated graphical treatment of the readings (e.g. argumentation schema, concept maps, visual marks-up) as long as the above requirements are met. Each reflection post is worth 3 points (1 point for timeliness, 1 point for effective written synopsis, and 1 point for thoughtful interpretation).
In addition to reflection posts, over the course of the course of the semester each graduate student will be asked to be a discussion lead on a selected topic.
B. Short Design Exercises & User Study Assignments
Students will be given short design exercises and user study assignments that build up to larger project deliverables at key points in the design process. These assignments will also be graded on a 3-point scale for timeliness, thoroughness, and effort. Assignments will be covered in class with protocols and requirements posted on the website under Coursework and in the blog. Enrolled students received an invitation to a shared CMU Box folder "HCI Learning Media Design Fall 2016" for the course. Submit each assignment to the labeled subfolder using the file naming conventions displayed in the notes by the due dates set.
C. Group Project Deliverables
You will be graded on three major project milestone deliverables that constitute the bulk of your course work.
More information about course deliverables will be provided on the site under Project Deliverables when assigned.
D. FOCUSED LITERATURE REVIEW (Graduate students only)
Students taking the graduate version of the course will also be required to submit an literature review brief and in-class presentation. The topic should be relevant to learning and your design or research practice. You may use the additional readings provide in class as starting point for your review. Please discuss your topic, outline and schedule with the instructor.
A. Reading Assignments
To deepen our discussion and understanding of how to design effective learning media, the course syllabus includes selected readings, webinar media, and analysis of learning media products that will inform our studio work and design process. When readings are assigned, students will be expected to produce a short reflection statement (approx. 500 words) on the topic, and submit these reflections at least 1-hour before the next class to the associated post on the course blog using the comments link to post. These reflection posts can be conversational in style, but should have good grammar and take a professional attitude. Reflections should first briefly summarize in your own words the main points, arguments or claims the author(s) make; and secondly, thoughtfully relate, extend or counter the ideas covered in the readings to inform our course project work and your evolving design concepts and practice.. You are welcome and even encouraged to submit an annotated graphical treatment of the readings (e.g. argumentation schema, concept maps, visual marks-up) as long as the above requirements are met. Each reflection post is worth 3 points (1 point for timeliness, 1 point for effective written synopsis, and 1 point for thoughtful interpretation).
In addition to reflection posts, over the course of the course of the semester each graduate student will be asked to be a discussion lead on a selected topic.
B. Short Design Exercises & User Study Assignments
Students will be given short design exercises and user study assignments that build up to larger project deliverables at key points in the design process. These assignments will also be graded on a 3-point scale for timeliness, thoroughness, and effort. Assignments will be covered in class with protocols and requirements posted on the website under Coursework and in the blog. Enrolled students received an invitation to a shared CMU Box folder "HCI Learning Media Design Fall 2016" for the course. Submit each assignment to the labeled subfolder using the file naming conventions displayed in the notes by the due dates set.
C. Group Project Deliverables
You will be graded on three major project milestone deliverables that constitute the bulk of your course work.
More information about course deliverables will be provided on the site under Project Deliverables when assigned.
- Deliverable 1: Discovery Phase
Design Insights Poster & Presentation: Research Findings Synthesis, Problem Statement, User Requirements
(DUE: 20 October) - Deliverable 2: Generative Phase
Vision/Concepts Brief & Presentation: Concept Models, System Diagrams, Proto Personas with Scenarios of Use
(DUE: 3 November) - Deliverable 3: Realization Phase
a. Design Case Presentation & Demonstration
(DUE: 6 - 8 December)
b. Process Documentation
(DUE: 6 - 8 December 13 December)
Each team will be expected to document their design and prototyping process online. This final deliverable will be assembled from the materials your teams has produced for the Deliverables 1 & 2, and provide narrative and rationale for your design. See Deliverable 3 page for a description of the elements the process documentation package should include.
D. FOCUSED LITERATURE REVIEW (Graduate students only)
Students taking the graduate version of the course will also be required to submit an literature review brief and in-class presentation. The topic should be relevant to learning and your design or research practice. You may use the additional readings provide in class as starting point for your review. Please discuss your topic, outline and schedule with the instructor.
E. GRADING CRITERIA
Reading Assignments: 10%
Design Assignments: 15% Project Deliverable 1: 20% Project Deliverable 2: 20% Project Deliverable 3: 25% **Class Participation: 10% |
**Class Participation: Students are expected to come prepared to each class with readings and assignments completed and ready to discuss or present. It is important that you arrive on time, collaborate effectively with team members, and actively participate in class and scheduled work sessions with your team outside of class. Of equal importance is for students to actively engage and critique classmates’ work in order to help the teams refine their concepts, designs and prototypes. If students need to miss a class, they should email the instructor beforehand, and be sure to notify their teammates they will not be attending. Except in extenuating circumstances or with the advance permission of the instructor, more than two absences will not tolerated and will result in the loss of a full grade. |
COLLABORATION EXPECTATIONS
The teaching team will do our best to ensure equitable participation in class by maintaining the following norms in class discussion and group activities: Attention is a form of respect and participation. During class time, you may not use online devices and social media applications for communication and pursuits not directly related to the course. Unwarranted use and distraction from class activities will affect your participation grade. Listen carefully to everyone’s ideas and build on them. Everyone’s ideas are worthy of your consideration. Making use of others’ ideas when you speak in class conveys your respect for the person and their contribution. Referencing another’s idea or comment doesn’t mean you have to agree with it. When making claims, support them with evidence. When you make a claim in class or in an assignment, support it with evidence. For this class, evidence from well-designed, empirical research studies, and analysis of prior work is valued most highly. Stories, experiences and anecdotes count too, especially where they offers an alternative perspective on findings from empirical research. Take personal responsibility for contributing to the intellectual life of the classroom, and improving your understanding of the material and learning new skills. You are responsible for your own learning. What you get out of the class depends on what you put in. Stretch yourself, try out new premises, ideas, and tools for thinking, revising and expressing your design ideas. You share responsibility for learning that happens in class, during breakout sessions and through the group work. |
ACADEMIC SUPPORT
The easiest and most reliable way to get in touch with the instructor is by email <[email protected]>. Please feel free to contact me if you have questions related to the course. I will respond as soon as I can, but not always instantaneously. After most class sessions I will be available to meet for 30 minutes, either in Studio B or the library lounge area. If you’d like to schedule a meeting time with instructor to discuss the readings, projects, assignments, or other considerations related to the course, please email me to arrange a mutually convenient time during the week. IDeATe FACILITIES & SUPPORT Please read and become familiar with the IDeATe lending and purchasing policies, which can be accessed at resources.ideate.cmu.edu. The IDeATe facilities are shared student resources and spaces. As such, all members of the IDeATe community are expected to be respectful of the equipment, the spaces, and fellow students and their projects. Always clean up after completing your work, put things back in their correct place, and leave the lab in better condition than you found it. Students may be required to purchase materials to complete class projects. For convenience, some materials are available for borrowing and for purchase at IDeATe Lending (Hunt A29). For questions related to IDeATe facilities and equipment use, first please check the web site http://ideate.andrew.cmu.edu/ or ask the IDeATe facilities person on duty. For additional information, contact P. Zach Ali by email [email protected], or phone 412.913.1951. |
POLICIES
Familiarize yourself with CMU’s Academic Standards. Definitions of plagiarism and cheating are available at the Policy on Academic Integrity and include (1) submitting work that is not your own for papers, assignments, or exams; (2) copying ideas, words, or graphics from a published or unpublished source without appropriate citation; (3) submitting or using falsified data; and (4) submitting the same work for credit in two courses without prior consent of instructor. Any student who is found cheating or plagiarizing on any work for this course will receive no credit for that work. Further action will also be taken if necessary.
Program Grievance Procedures:
IDeATe students’ respond to a Faculty Course Evaluation anonymously for all courses they have taken in a given year. In addition, students are welcome to talk over any concerns they might have with the instructor, teaching assistant and the IDeATE Program Manager, Kelly Delaney <[email protected]>.
Familiarize yourself with CMU’s Academic Standards. Definitions of plagiarism and cheating are available at the Policy on Academic Integrity and include (1) submitting work that is not your own for papers, assignments, or exams; (2) copying ideas, words, or graphics from a published or unpublished source without appropriate citation; (3) submitting or using falsified data; and (4) submitting the same work for credit in two courses without prior consent of instructor. Any student who is found cheating or plagiarizing on any work for this course will receive no credit for that work. Further action will also be taken if necessary.
Program Grievance Procedures:
IDeATe students’ respond to a Faculty Course Evaluation anonymously for all courses they have taken in a given year. In addition, students are welcome to talk over any concerns they might have with the instructor, teaching assistant and the IDeATE Program Manager, Kelly Delaney <[email protected]>.
Student Wellbeing
It is vital to maintain a healthy lifestyle by eating well, exercising, avoiding substance abuse, getting enough sleep and taking some time to relax and enjoy your time here. This will help you achieve your goals and cope with stress. All of us benefit from support during times of struggle. You are not alone. There are many helpful resources available on campus and an important part of the college experience is learning how to ask for help.
We as a community have to look out for each other. If you or anyone you know experiences any academic stress, difficult life events, or feelings like anxiety or depression, we strongly encourage you to seek support. Counseling and Psychological Services (CaPS) is here to help: call 412-268-2922 and visit their website at http://www.cmu.edu/counseling/. Consider reaching out to a friend, faculty or family member you trust for help getting connected to the support that can help.
If you or someone you know is feeling suicidal or in danger of self-harm, call someone immediately, day or night:
It is vital to maintain a healthy lifestyle by eating well, exercising, avoiding substance abuse, getting enough sleep and taking some time to relax and enjoy your time here. This will help you achieve your goals and cope with stress. All of us benefit from support during times of struggle. You are not alone. There are many helpful resources available on campus and an important part of the college experience is learning how to ask for help.
We as a community have to look out for each other. If you or anyone you know experiences any academic stress, difficult life events, or feelings like anxiety or depression, we strongly encourage you to seek support. Counseling and Psychological Services (CaPS) is here to help: call 412-268-2922 and visit their website at http://www.cmu.edu/counseling/. Consider reaching out to a friend, faculty or family member you trust for help getting connected to the support that can help.
If you or someone you know is feeling suicidal or in danger of self-harm, call someone immediately, day or night:
- CaPS: 412-268-2922
- Re:solve Crisis Network: 888-796-8226
- If the situation is life threatening, call the police
On campus CMU Police: 412-268-2323
Off campus emergency: 911