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HCI@Large Abstracts

Teaching HCI to Undergraduate Computing Students: the Quest for the Golden Rules

Roberto Polillo

I discuss a methodological framework for implementing effective Human-Computer Interaction courses in undergraduate computing university degrees, and propose some “golden rules” for teaching, derived from my 10 years of experience in such courses at the University of Milano Bicocca.

Developing human technology interaction curriculum

Teija Vainio, Veikko Surakka

Recently, expertise in human-computer interaction has rapidly extended and shifted from humans interacting with desktop computers to individual human beings or groups of human beings interacting with embedded or mobile technology. Thus, humans are not only interacting with computers but with technology. Obviously, this shift should be reflected in how we educate human-technology interaction (HTI) experts in the future. We tackle this educational challenge first by analysing Master’s-level education in collaboration with two universities and second, discussing postgraduate education in the international context. As a result, we identified key skills that should be included in the HTI curriculum. Furthermore, we discuss some practical challenges and new directions for international HTI education.

The balance between generalists and specialists in the Medialogy education

Rolf Nordahl, Stefania Serafin and Lise B. Kofoed

In this paper we discuss the tradeoff between educating specialists and generalists in the Medialogy Master education at Aalborg University in Copenhagen. The Medialogy education was established in 2002 with the goal to combine technology and creativity in designing, implementing and evaluating media technology applications. The curriculum of the education has been through several revisions, the last of which, discussed in this paper, was performed during the Spring 2011.

Designing Interactive Systems for Discovering and Learning

Oscar Tomico, Bart Hengevelt

Advances in technology have opened up new possibilities for intelligent systems that support learning. Most prominently, where in the past ‘interactive learning’ often meant de-contextualization – removing the learner and the task from the learning situation – we can now move towards contextualized learning by embedding intelligence in our everyday artifacts and environments; opportunities for a range of learning activities are waiting to be taken. However, these new opportunities cannot just be ‘old wine in new bottles’; we, designers, are forced to reconsider our design space. In this position paper we present our approach to this reconsideration by presenting example projects developed at the department of Industrial Design of Eindhoven University of Technology. The presented projects vary from professional to leisure applications, are situated in a variety of contexts from the public library to the home environment, are aimed at supporting either individual development or group work, and facilitate a range of learning activities.
In this paper we present and discuss the results of an expert panel review of bachelor, master and Ph.D. projects, set up to: (1) analyze whether current learning strategies still apply to novel technologies; (2) if so, which ones, and (3) whether new learning strategies have emerged.

Service Design – a Structure for Learning before Teaching

Gerrit C. van der Veer, Teresa Consiglio, Laura Benvenuti

Service Design is a new learning domain where su9table teaching material is not (yet) available. Open Learning Resources, however, can readily been found. Triggered by the need for a course we developed a structure where students are guided through discovery learning and mutual teaching. We will show how we started from the students’ authentic goals and how we supported them by a simple structure of pacing the discovery process and merging theoretical understanding with practice in real life. For the second lifecycle of the course we developed and applied an open source interactive learning environment.

User-Centered Design of E-Learning Tools for Users with Special Needs: The VisualPedia Case Study

Stefano Valtolina, Barbara Rita Barricelli, Marco Mesiti, Marina Ribaudo

The design of multimedia systems in the e-learning context poses several challenges in term of developing usable and accessible applications. This paper presents a case study related to VisualPedia, a collaborative multimedia e-learning system, whose software lifecycle has followed a participatory design and the analysis of specific phenomena characterizing the HCI process. The goal of this work is to highlight that the adoption of these approaches from the early design phase will lead to make useful, usable and accessible multimedia interactive systems. Results are validated by showing some usability and accessibility analyses carried out in the context of the VisualPedia development process.

Participatory grading in a blended course on "Multimodal Interface and Systems"

Carlo Giovannella, Andrea Camusi

As part of a project aiming to demonstrate feasibility and meaningfulness of on-line and blended P3BL (Problem, Process & Project Based) educational processes in the domain of design (Interaction Design, Design or the Experience, etc.), in this paper we present and discuss observations on the adoption of the participatory-grading to assess intermediate tests required by a course on "Multimodal Interface and Systems". The results, characterized by lights and shadows, provide useful guidance for the future to achieve a participatory monitoring of the full educational experience.

Language-based Computer Interaction

Carlo Lusuardi

The conference theme suggests that along with the growth in technology enhanced learning there will be a concomitant and necessary enhancement of the learner computer interface. The author proposes that inevitably these systems will have to incorporate increasing levels of natural language-based interaction. However, natural language interfaces (NLI) raise a number of questions about language itself and how it is learnt.
For example, do humans acquire language by concatenating individual elements in a bottom-up process or do they learn using in-built templates to generate output? The answers to these questions will play an important role in determining what an NLI might look like. Moreover, by examining some of these questions, light may be shed not only on natural language processing (NLP) but also on the machine learning process, which has clear implications for the development of technology enhanced learning.