[ Weekly Assignments]
**See grid for assignments.
10/27 Process vs Processed Portfolios
- Cambride Reading reflection, concept map,
- Concept storyboards 2/person
10/3 Experience Mapping Game
User Experience Narrative
Portfolio Experience Mapping
Discovery Phase Design Research Findings & Insights
10/20 Design Research Presentation to Maker Ed
10/25 Design Research Report
10/18 Assignments and Deliverable Preparation
User Study 3
To stay on track, all teams should have their user studies scheduled, and plan to have some, if not all, of your data collected by Tuesday 10/18 end of the day.
- Please share a copy of your user study plan with Irene and I to review beforehand.
- If you are running into scheduling challenges, let me know ASAP to make a backup plan.
- Schedule ahead chunks of time for your team start working through the data together, and don't forget to photo document your process, you'll want images to tell the story in your presentation.
- Start your Design Research Insights & Findings Deliverable 1 planning and report drafting, it will also help prepare your ideas for the presentation.
- Tuesday 10/18 will mostly be an in-class work session, come prepared to work on your data and report
Presentation to Maker Ed
Thursday 10:30 @ Hunt Library Studio B
Presentation Requirements and Rubric
Reading Reflections & Grad Student Presentations | Due 10/13
Non-presenters (undergrads, and grads not in a group), please skim both the starred (*) readings, and chose one of them to do a reflection on, due before class on Thursday, 13 October.
Presenters, please plan a 15-minute group presentation to the class with your review of either Activity System theory or Ecology of Resource theory. Include a brief overview of the theory, a description of research methods/techniques used, summarize the findings, and then mostly talk to us about the usefulness (or not) of these approaches in your view for researching and designing technology enhanced learning environments. Feel free to be creative in your presentation or involve the class in an activity, or report the findings as a skit, anything that helps us understand the reading and the ideas, especially in relation to our design work. Talk about how you may take ideas about from these readings as you start to plan your User Study 3 questions and protocol.
The assigned groups should divvy up the supplementary articles for review, then talk about them as a team for an hour, and create a short informal presentation or talking points letting us know what you collectively thought, for a seminar style discussion.
A. ACTIVITY THEORY
**Greeno, J. (2014). Learning in activity. In R.K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences. (pp. 79-96). New York: Cambridge University Press
Suggested Supplement Reading for Presenters
Learning sciences interpretation
Barab, S. A., Evans, M. A., & Baek, E. O. (2004). Activity theory as a lens for characterizing the participatory unit. Handbook of Research on Educational Communications & Technology, 2, 199-213.
Mwanza-Simwami, D. (2013) Chapter 16: Activity Theory and Educational Technology Design. In Luckin, R., Puntambekar, S., Goodyear, P., Grabowski, B. L., Underwood, J., & Winters, N. Handbook of design in educational technology. Routledge.
Nardi, B. A. (1996). Studying context: A comparison of activity theory, situated action models, and distributed cognition. Context and consciousness: Activity theory and human-computer interaction, 69-102.
Kaptelinin, V., Nardi, B. A., & Macaulay, C. (1999). Methods & tools: The activity checklist: a tool for representing the “space” of context. interactions,6(4), 27-39.
Activity Systems Teams
B. ECOLOGY OF RESOURCES (EoR)
**Luckin, Rosemary. "The learner centric ecology of resources: A framework for using technology to scaffold learning." Computers & Education 50.2 (2008): 449-462.
Supplementary Reading & Resources for (EoR)Presenters
Luckin, Rosemary et al. (2013) The Handbook of Design in Educational Technology Design.
Ecology of Resources Teams
Reading Reflection | Due 9/29
Simonsen, J. & Frieberg, K. (2014) Collective Analysis of Qualitative Data. In Situated Design Methods. Cambridge: MIT Press p. 99-118
-Conduct User Study 1 Contextual Interviews about portfolios with CMU students
Design & Reading Assignments | Due 9/27
a. Reading Reflection w/prompt on blog site. This should be done individually, not as a team.
Hugh Beyer & Karen Holtzblatt. "Contextual Design." interactions 6, no. 1 (1999): 32-42.
b. As a team, develop a draft Contextual Inquiry User Study Protocol for User Study 1 (Study Purpose, Methods, Analysis Plan draft sections). See blog for outline suggestions and method notes you can use to develop this protocol.
Upload your protocol draft to Box > Assignment 6b.
**On Tuesday, Irene and I will review and work with each of the groups to complete this planning document and discuss your design briefs.
c. As a team, complete a User Profile Insight Board for Assemble/Nina (see below for examples) using your notes, the post-it clusterings and and information about ASSEMBLE available on the web. See assemblepgh.org to source Nina's biographic info and profile image. The purpose is for design team to consolidates in a visual, easy-to-use format findings from a user interview. Typically, User Profile Insights Board include items such as:
d. Complete the IDEO Understanding the Challenge, Preparing Research worksheets below. I left hard copies in the classroom on the filing cabinets, and in the box folder associated with the assignment for you to print if needed.
Do 1-1a, 1-2a, b 9 see below individually, do 1-1b as a group).
Upload your worksheet to Box > Assignment 6d.
IDEO Excerpted Design Research Worksheets
User Profile Board Examples
Source: Design Thinking for Educators
USER STUDY SCHEDULE & DELIVERABLES
A6. User Study 1 - CMU Student Portfolio Practices
Method: Contextual Inquiry User Research
Assignment 6 Blog Post
A7. User Study 2 - Maker Youth Portfolio Practices
Method: Contextual Inquiry User Research
A8. User Study 3 - Selected Learning Context
15 Sept | Understanding Users: Qualitative Research
//Reading Reflection Assignment (4) | Due Thursday (9/15)
Cooper, A., Reimann, R., Cronin, D., Noessel, C. (2014). Understanding Users - Qualitative Research Ch. 2. In About Face: The Essentials of Interaction Design, 4th Edition. Wiley.
Submit your reflection as a blog comment below, or a concept map of the reading.
13 Sept | Portfolios and Learning Practices
//Design & Reflection Assignments | Due Tuesday (9/13)
A. Focused Reading Assignment
To collectively capture and document in a structured way design insights from the MakerEd Open Portfolio Research Brief readings, and your notes from Stephanie’s presentation today, we’ve created a shared Assignment 3a Google Doc. As you go through the readings, highlight things that you are think are important to note as you consider the design of an open portfolio solution. Then paraphrase or enter direct quotes into the shared google document below using the categories provided, or the ‘Other’ category for important ideas that don’t fit. If a quote or idea has been already entered, use the comment tool to add quick note about why you found this an important point as well.
B. Focused Listening Activity
Listen to one webinar from the Educator Innovator series below. Jot down speaker quotes and capture ideas that you think are important for understanding the design space. Share labeled quotes in the Assignment 3b Google Doc per the instructions.
C. Reading Reflection (3) | Post to course blog
Barron, B., & Darling-Hammond, L. (2008). Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning. Book Excerpt. George Lucas Educational Foundation.
**This paper lends itself well to concept mapping. If you'd prefer to make a concept map of "meaningful learning" instead of posting a written reflection, please upload your map to the Box Folder 3c_Meaningful Learning Concept Map. Deconstruct the concepts of cooperative and inquiry-based learning into a v
8 Sept | Open Portfolios Design Challenge
// Reading Reflection Post | Due by Next Class (9/8)
*For this reflection, prepare a set of questions you would like to ask our presenters based on the material below and your questions about the design challenge.
6 Sept | Portfolios for Higher Education
// Reading Reflection + submit a slide with your selected design process model | Due 9/6
Reading Reflection 
Design Assignment 
1 Sept | Design Knowledge
// Reading Reflections Post | DUE: 9/1 before class + Assignment #1: CITI Training | DUE: 9/13
Reading Reflection 
Design Research Assignment 
Supplemental Topic Reading
IDEO (2011) Design Thinking for Educators Toolkit
Boris Ewenstein & Jennifer K. Whyte (2007) Visual representations as ‘artefacts of knowing'. Building Research & Information, 35:1, 81-89.
Gray, C. M., & Boling, E. Inscribing ethics and values in designs for learning: a problematic. Educational Technology Research and Development, 1-33.
Post your reading reflections in the comment section of the blog associated with the reading before class.
Design Exercises & Deliverables
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 sub-folder using the file naming conventions displayed in the notes by the due date set.
**If you have any problems with submission, email Irene at firstname.lastname@example.org.