Submissions (Summary)

The following papers have been submitted currently (only title, author and abstract are published on the public web site).

Human-Computer Interaction Education and Diversity
Tom Gross

Abstract. In this position paper I discuss the pros and cons of homogenising education in the field of human-computer interaction.

HCI Education Challenges in the Future: from GUI to Tangibles and from Adult Users to Children Users

Saila Ovaska

Abstract. The paper discusses some observations that motivate special attention to HCI education in the future: student and employer needs, MOOCs, technology development, and moving from components in a graphical user interface
(GUI) to active real-world objects that can be touched and manipulated.

Oldies but goodies: the value of basic design principles
Toni Robertson

Abstract. This position paper reflects on many years of teaching HCI within undergraduate and postgraduate coursework and within research training. In that time HCI has developed from relatively straightforward content, with real challenges finding examples and materials to use in the classroom, to the current situation where we are challenged in our subject design by the rapid advancement of technologies and rapidly accumulating knowledges about designing new kinds of interactive technologies for people to use. The paper explains how the ongoing process of updating and reinterpreting the content of various lectures and assessments has changed how they are presented to a more explicit focus on learning some of the basic design principles that have always been defining of HCI. It suggests than an understanding of some basic user-centred design principles can orient us to issues of design and use of new technologies at the same time as providing robust links to the accumulated wisdom of the field.

Using Open-Ended Group Projects in HCI courses
Mats Daniels, Åsa Cajander and Roger McDermott

Abstract. Human computer interaction has become a boundless domain that addresses numerous aspects related to the use of computers and systems development. At the same time knowledge related to human computer interaction is becoming more and more central as computer systems influence all aspects of our daily lives. This situation is indeed challenging for education and educational settings. In this paper we argue that HCI education needs to move away from traditional teaching approaches and we present the concept of Open Ended Group Projects (OEGP) as one possible avenue forward. We will present one course unit where the concept is used, and some of the theoretical foundations in order to provide a base for discussing how the OEGP concept can be used to meet some of the demands on today’s HCI education.

Studio-Based Learning: A Methodology of Teaching HCI
Paula Alexandra Silva, Martha E. Crosby, Blanca J. Polo

Abstract. The creative element of HCI tends to be neglected due to the rapid advancement of hardware platforms as well as software development. HCI books cannot keep up with this rapid growth, nor can they provide students with the necessary tools to succeed. Considering these facts, HCI instructors need to implement techniques that not just complement but also enhance learning while preparing students for the real world. Studio-based learning, being a constructivist pedagogy that includes critiques and reflection can greatly enhance HCI education.

Suggesting a method to increase student activity and cultural awareness by inclusion of ethnographical elements in HCI education.
Anette Löfström

Abstract. This paper presents ideas that evolved during a project development course for teachers at Uppsala University. The aim of the study was to investigate eventual interest among teachers at the IT-department to include ethnography in their teaching. Throughout the study a creative discussion took off. Due to these discussions the purpose of the initial study shifted and resulted in a concrete suggestion of a teaching method that uses ethnographical elements as tools to increase student activity and achievements of goals in HCI education. The method has potential to increase students’ and teachers’ awareness and knowledge of each student as a cultural being, through directed discussions that are linked to both course goals and cultural features. Thereby they can get insights of where the student as an individual is best suited within HCI as a diverse field. However; there are also pitfalls that need to be identified and discussed.

From theory to practice, a student’s perspective
Simon Harhues, Niknam Moslehi & Jens Meder

To offer the best possible learning experience, theory needs to be connected to its practice in a meaningful way. Because of the diverse field Human-Computer Interaction (HCI) is addressing and the fast evolving technology it incorporates, we see the need for HCI education to cover a varied set of current tools and different scientific backgrounds. Nevertheless due to the inflexible curriculum in university, current HCI education often focuses too much on its theoretical basis. As a possible solution to this problem, we discuss in this paper a learning ecosystem. In its centre a laboratory facility acts as a hub, offering practical project possibilities, connecting both students and researchers within – and also outside – the HCI community and facilitating events of different formats. This allows students to put their theoretical knowledge into a situated context as well as to improve information exchange.


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