CSC3731 : Human Computer Interaction: Interaction Design (Inactive)
- Inactive for Year: 2019/20
- Module Leader(s): Dr Ahmed Kharrufa
- Lecturer: Dr Kyle Montague
- Owning School: Computing
- Teaching Location: Newcastle City Campus
|Semester 1 Credit Value:||20|
To give students an understanding of Interaction Design practice and its application in pervasive and ubiquitous computing technologies and a variety of other application areas.
To give students an understanding of relevant Interaction Design theories.
To expose the students to the issues of privacy and ethics in relation to digital technologies and how they related to specific design decisions.
To give students an advanced skill-set in practices of Interaction Design.
To give students hands-on experience in prototyping interactive technologies and introduce them to relevant development toolkits.
To give students experience of and to develop skills in working in collaborative design teams.
Outline Of Syllabus
Seminal research work
Models and Frameworks of Interaction
Fieldwork for design
Methods for designing with and for users
Interface design for ubiquitous technologies including wearables, tangibles, embedded, interactive surfaces, tabletops, and natural user interfaces
Ethics and privacy
Prototyping techniques and materials
Design-led evaluation of systems
Qualitative data collection and analysis
Specific application areas for Interaction Design
|Scheduled Learning And Teaching Activities||Lecture||20||1:00||20:00||Face-to-face lectures|
|Scheduled Learning And Teaching Activities||Practical||20||2:00||40:00||Practical classes|
|Guided Independent Study||Directed research and reading||10||3:00||30:00||Reading preparation for seminar class and online engagements|
|Guided Independent Study||Skills practice||20||1:00||20:00||Practical follow-up|
|Scheduled Learning And Teaching Activities||Small group teaching||10||1:00||10:00||Seminars around set reading/multi-media material|
|Guided Independent Study||Project work||6||1:00||6:00||Coursework 4 development and practical class preparation|
|Guided Independent Study||Project work||6||1:00||6:00||Coursework 3 development and practical class preparation|
|Guided Independent Study||Project work||24||1:00||24:00||Coursework 2 development and practical class preparation|
|Guided Independent Study||Project work||18||1:00||18:00||Coursework 1 development and practical class preparation|
|Scheduled Learning And Teaching Activities||Drop-in/surgery||10||1:00||10:00||Optional coursework support sessions|
|Guided Independent Study||Independent study||16||1:00||16:00||background reading|
Teaching Rationale And Relationship
Lectures will be used to introduce the learning material and to prepare for the practical and seminar sessions and for demonstrating key concepts by example.
Students will be expected to read suggested material or engage with suggested online media resources in preparation for seminar sessions. Students are expected to widen their knowledge beyond the content of lecture notes and seminar material through wider self-directed background reading.
Seminars will provide an environment to discuss published research and online material providing students opportunities to be exposed to different perspective about the covered topics and to engage in critical discussions around these topics.
Practical classes will develop skills through hands-on experience of interaction design techniques and developing digital technology prototypes. These will also promote group working skills. Students will be expected to spend significant time in completing work between practical classes, which will be used towards their coursework.
The format of resits will be determined by the Board of Examiners
|Portfolio||1||M||30||Group video showcase of their prototype technology based around the practical work undertaken (equivalent 1200 words)|
|Practical/lab report||1||M||40||Individual report covering - Field work - Design process - Design rational (equivalent 1600 words)|
|Research paper||1||M||10||Individual exploration in 1 of the covered design concept resulting in new teaching and learning resources on the topic (400 words)|
|Prof skill assessmnt||1||M||10||Group presentations around digital technology early concepts and design. (equivalent 400 words)|
|Prof skill assessmnt||1||M||10||Attendance|
Assessment Rationale And Relationship
The students will be given a design brief and are expected to do fieldwork and present design sketches, storyboard, media assets and a design rational document at the end.
The early group presentation exam around their field work and early design ideas aims to provide the students with an opportunity to get early feedback on their work.
After doing the field work as a group, students use this data and the feedback to create a video demo of their design as a group submission and receive second phase of feedback.
Following the video submission, students submit and individual design report which, depending on the brief, can include design sketches, storyboards and design rational.
To allow students to go deeper into a specific topic of their own interest, they are required to conduct individual research on the topic and produce tailored teaching and learning material for that topic. This can take the form of blog post, video submission or technology tutorial for example.
The assessments correspond to some of the main phases of a user-centred design process. The first group presentation assesses students’ practical skills in conducting and analyzing field work data to inform the design of a system. The concept video assesses their technical understanding and prototyping skills. The individual report assesses the design process and the students’ skills in design sketches, storyboarding and justifying their design choices.
These assessments will ensure that students have hands-on experience in more advanced user-centred design process that is both field and theory informed. The hands-on practical nature of human computer interaction practice necessitates a coursework based evaluation, rather than a written exam.
N.B. This module has both “Exam Assessment” and “Other Assessment” (e.g. coursework). If the total mark for either
assessment falls below 35%, the maximum mark returned for the module will normally be 35%.