HCI – the domain and the Education –coming of age, expanding territory, and marrying new domains

Podeu consultar el llibre complet a: http://hdl.handle.net/10459.1/64797Having developed academic HCI teaching in many countries, and being involved in professional societies from the start, we will show how the domain of HCI, and the related education, developed in different parts of the world, specifically in North America, Europe, and China. We observed local flavors and differences that in the last decades gradually related, merged, and moved the original domain to broader areas of application and to a larger population of users. Usability was exchanged for experience, programming languages were replaced by service opportunities, interactive art, and cultural participation

Mirrors of the World - Supporting Situational Awareness with Computer Screens

In this paper we develop a notion of support for social and situational awareness. Our initial ideas are based on the metaphor of using a mirror to see what you are not looking at. We provide two studies that, for different contexts, apply the metaphor to develop design ideas that fit the context of use

GTA: Groupware task analysis Modeling complexity

The task analysis methods discussed in this presentation stem from Human-Computer Interaction (HCI) and Ethnography (as applied for the design of Computer Supported Cooperative Work CSCW), different disciplines that often are considered conflicting approaches when applied to the same design problems. Both approaches have their strength and weakness, and an integration of them does add value to the early stages of design of cooperation technology. In order to develop an integrated method for groupware task analysis (GTA) a conceptual framework is presented that allows a systematic perspective on complex work phenomena. The framework features a triple focus, considering (a) people, (b) work, and (c) the situation. Integrating various task-modeling approaches requires vehicles for making design information explicit, for which an object oriented formalism will be suggested. GTA consists of a method and framework that have been developed during practical design exercises. Examples from some of these cases will illustrate our approach

Teaching design of complex interactive systems:Learning by Interacting

In this paper we document our experiences in developing and teaching design classes. The courses we teach, and that we still try to improve and try to keep up with state of the art design approaches, originaly developed in close cooperation with colleagues like Michael Tauber and Steve Guest. Only in a way of cooperation we will be able to improve and to produce state of the art education. Teaching interactive systems design in our situation means teaching various groups of university students, as well as groups of experienced practitioners, in most cases stemming from a variety of disciplines like software engineering, electrical engineering, cognitive psychology, and AI. Our current design classes are organised in such a way that students are forming a design team with subteams for different specialist design methods like task analysis, formal modeling, prototyping, usability evaluation, and requirements analysis. The team collaborates in an iterative manner, starting from an initial statement from a real client and ending with the presentation of a complete design (including design rationales, working prototype that is evaluated, but also including organisational re-design and possible video scenarios