Courses are offered in one to four 80-minute sessions.
Courses will run in parallel with the technical program.
1-session(s): May 6, 14:00-17:00 (Room 14)
Course 1A: Human-Computer Interaction: Introduction and Overview -
CourseContribution & Benefit: Gives newcomers background in the field of HCI to make their conference experience more meaningful. Provides a framework to understand how the various topics are related to research and practice.
Abstract » The objective of this course is to provide newcomers to Human-Computer Interaction (HCI) with an introduction and overview of the field. The overview will also make their conference attendance more meaningful. In addition to introducing basic concepts, the course will provide enough structure to help understand how the advanced material in the CHI 2012 technical program fits into the overall field.
The material begins with a brief history and explanation of need. The main discussion considers the field from three perspectives: what it takes to build usable systems; the psychology of the needed technology; and the computer science of the needed technology. Specific topics include psychologically based data, design methods and tools, user interface media and tools, and introduction to user interface architecture. In each, we will cover research, technology under development, and current application. Sources for follow-on information will be given.
The intended audience is made up of professionals in computer-related fields who have not yet had a systematic exposure to the discipline of computer-human interaction, typically first-time attendees of the CHI conference. CHI professionals who wish to examine how their work relates to the field as a whole should also attend.
Instructors' Background: Keith Butler is Principal Research Scientist and Affiliate Professor of Human Centered Design and Engineering at the University of Washington, where he leads research in health care informatics. Robert Jacob is Professor of Computer Science at Tufts University, where his research interests are new interaction media and techniques and user interface software. David Kieras is Professor of Electrical Engineering and Computer Science at the University of Michigan, where he holds a joint appointment in Psychology.
1-session(s): May 6, 17:30-20:30 (Room 14)
Course 1B: Supporting Community with Social Media -
CourseContribution & Benefit: Discusses how to support communities through information and communication technologies. Shows the various technical and social considerations in designing social computing systems to support community-scale interactions.
Abstract » An aspect of social computing is to use information and communication technologies to support the formation and collective work of communities, whether they be enacted mostly offline or online. Supporting communities through computing technologies can help to facilitate a wide range of collective outcomes, ranging from engaged citizenship, knowledge management, health support and more. However, creating social computing platforms that support communities is also difficult, with points of potential collapse at any point in the lifestyle of a project.
In this course, we will mix discussion of the research in this area with exercises designed to help attendees become aware of the opportunities in designing social computing platforms to support communities, as well as the complexities involved when those technologies intersect with multiple levels of human social systems. In the discussions, we’ll discuss conceptions of community from sociology, psychology and other social sciences. We’ll describe how using technology changes the traditional processes by how communities are formed and supported. We’ll describe the lifecycle of the social computing for community process, from goals to outcomes. Finally, we’ll discuss different generations of thought regarding technology-supported communities, and how the next generation of socio-technical design is likely to unfold. Exercises will include reading and discussion questions of several “real-life” examples of community design projects. In addition, attendees will work in groups with instructors to create a design proposal for an online community, using course concepts to define all stages of the creation of the project.
At the end of this course, students should be able to define the goals of using technology to support communities, have an understanding of some best practices in approaching this overall issue, and be able to articulate (and avoid) common stumbling blocks in creating technology-enabled communities.
1-session(s): May 7, 11:30-12:50 (Room 13A)
Course 2: Evaluating Children's Interactive Products -
CourseContribution & Benefit: This course will introduce attendees to methods and tips for carrying out safe, effective and ethical evaluations with children. Practical tips and time saving instructions will be delivered.
Abstract » The evaluation of interactive products with children is complex and prone to errors. Many techniques that work well with adults are poorly suited to work with children as children have different skills, motivations, and ideals. The design of new techniques, and the modification of existing techniques, is an area which has drawn interest in the Child Computer Interaction Community as it is an area where there is still much to be learned but also much to be shared. This course will share the experiences and knowledge of the instructors in a lively and interactive way that will disseminate good practice on the organisation of, management of, and understanding of, evaluation sessions with children. New techniques will be described and ethical practices outlined.
1-session(s): May 7, 11:30-12:50 (Room 14)
Course 3: Global UX Strategies -
CourseContribution & Benefit: This entertaining session will provide attendees with an understanding of issues that negatively impact the usability and market viability of digital products that are intended for international or multilingual audiences.
Abstract » The web has created opportunities for products to quickly reach markets in any part of the globe. How do you ensure that a product created for one market will be usable in others? It requires knowledge of how nationality, language, and cultural biases impact the design and use of technology products. Exposure to the variations in those respective areas is critical as is using a UX process that takes these variations into account from the beginning. This challenging issue will be discussed and illustrated through the use of humorous photographs and videos as well as drawing upon good and bad examples of recent technology products such as web sites, desktop software, mobile apps, and consumer electronics.
1-session(s): May 7, 11:30-12:50 (Room 15)
Course 4: The Role of the UX Professional on an Agile Team -
CourseContribution & Benefit: This course arms UX designers with techniques enabling them to participate in Agile projects, including how principles driving Agile can be used to support UX involvement.
Abstract » Agile methods, Scrum in particular, are now widely used in the development community. UX professionals who work with Agile teams find that Agile approaches create roadblocks to their participation. Minimal up-front planning means there’s no time for user research or UX design; short sprints leave little time for considered interface design; and sprint reviews leave no place for usability testing or other validation of the sprint’s work. UX designers find that their old role relationships and procedures no longer work, their skills and techniques devalued, and there’s no clear guidance on how to contribute.
But, looking at their base principles, Agile methods should be friendly to UX participation. Continuous user feedback is core to Agile—and who better to supply it than UX designers? But many Agile values and attitudes work against the needs of UX design. Agile methods were created by developers, for developers, without much consideration for user interaction.
In this course, we arm UX designers with concepts and techniques enabling them to participate effectively in Agile projects. We show why Agile methods make sense from the developers’ point of view—and how principles driving Agile methods can be used to support UX involvement. We also show where Agile methods work against the UX goal of a coherent, consistent interface and provide strategies to accomplish a coherent design anyway. We describe proven Agile/UX best practices for integrating the two perspectives.
Finally, we step back and look at project scope. Agile methods address small-scale projects—how to scale them up is debated in the Agile community. We show how to plan a user-centered Agile project of any scale, from iterative fixes to whole systems
2-session(s): May 7, 14:30-15:50 (Room 13B) and May 8, 09:30-10:50 (Room 11B)
Course 5: Art and HCI in Collaboration -
CourseContribution & Benefit: This course will enable participants to develop skills in planning and carrying out collaborative projects in the intersection of HCI and the digital arts.
Abstract » In this two-session course, we address how CHI
practitioners and researchers can work collaboratively
with digital artists on interaction projects. We establish
the context of the relationship between digital arts and
HCI through the forty-year history of interactive digital
art. We then address the benefits and challenges of
collaboration across disciplines through presentation,
discussion, and appeal to case studies. We guide
participants to understand potential issues that may
emerge in collaborative projects they would like to
undertake, or are undertaking, and work with them to
establish an agenda to move forward with
collaboration.
The course will proceed through a series of topics:
• An introduction featuring the promises of collaboration between HCI and digital arts
• A presentation of the history of interactive digital art
• Discussions of challenges to collaboration
• Encouragement of participants to submit ideas for collaborative projects they would like to work on, or are currently
working on, with issues they are facing or anticipate facing
• Case studies to ground the discussion of issues
• Reflective discussion of the digital art represented at CHI2012
• Encouragement of participants to write an agenda for their collaborative projects based on results of the course.
2-session(s): May 7, 11:30-12:50 (Room 11A) and May 7, 14:30-15:50 (Room 11A)
Course 6: Introduction to Research and Design for Sustainability -
CourseContribution & Benefit: This course will give an introduction to the domain of Sustainable HCI. We will both discuss existing findings and approaches as well as open questions and future research needs.
Abstract » Research and Design for Sustainability is increasingly recognized as an essential focus for the CHI community, but the topic presents unique challenges in its definition, its concrete impact on User Experience as a discipline and field of research, and its tactical implementation in day-to-day practitioners’ work. In this Introduction, we will give an in-depth introduction to the domain of User Experience/HCI Research and Design for Sustainability. We will both discuss existing findings and approaches, as well as many of the intellectually fascinating open questions of this topic; we will also focus on practical strategies that practitioners can use to address them.
This course targets researchers as well as practitioners alike, who are currently working in, or are interested in the field of Research and Design for Sustainability. Even though the course will touch on industrial/product design for sustainability, its main focus will be on software products and holistic experiences. For this Introduction course, no prior experience in researching or designing for sustainability is necessary. Experienced researchers or professionals are welcome to participate in this course as a refresher to the current state of the art in the topic.
Both instructors have been involved in Sustainable Research and Design for a number of years, one in a research and educational setting (at Indiana University - Bloomington), the other in a corporate R&D environment (most recently at Samsung Research). Eli Blevis leads the Sustainable Interaction Design research group at Indiana. Daniela Busse has been working on various Sustainability projects since 2006 (e.g. on Energy Management, Carbon Labeling, Business Design for Sustainability). Both have co-authored several CHI panels, workshops and a SIG on sustainable HCI, were invited speakers at the National Science Foundation Workshop for an HCI & Sustainability research agenda in 2010, and are recognized as leading figures in Sustainable HCI.
2-session(s): May 7, 14:30-15:50 (Room 13A) and May 7, 16:30-17:50 (Room 13A)
Course 7: Assessing Usability Capability Using ISO Standards -
CourseContribution & Benefit: Learn how to assess usability maturity and identify areas where an organization needs to improve, either by using a workshop for process improvement, or a formal assessment of usability capability.
Abstract » The most commonly reported approach to usability process improvement is for an organization to start with usability testing as this has recognized value, even though the benefits are limited by the difficulty of making significant improvements late in the lifecycle. The perceived benefits of testing are then used to gradually justify activities earlier in the lifecycle.
The difficulty with this approach is that it usually only involves relatively junior management. When personnel change, or economies are being made in the organization the usability work can be vulnerable.
The course will suggest a more structured approach to usability process improvement, by auditing the extent to which the good practice embodied in ISO TR 18529 is implemented in typical projects, and identifying areas for organizational improvement.
The course recommends use of material from ISO standards not just because they are standards, but because they contain the most comprehensive and systematic information available, which represents the consensus of international experts in the field.
Each ISO 18529 activity can be assessed as not done, partially done, largely done or fully done, as part of systems development. This can be carried out relatively informally in a process improvement workshop, or as part of a more formal process assessment of usability maturity (analogous to the software process assessment that can be carried out using the SEI CMM - Capability Maturity Model).
This information enables an organization to decide how much improvement is desirable in particular areas, or on an activity-by-activity basis.
Case studies will be presented of assessments of different degrees of formality that have been carried out in three organizations.
The course is suitable for anyone interested in assessing usability maturity and improving usability capability. Basic familiarity with the area of user-centered design is assumed, but no prior knowledge of ISO standards is needed.
2-session(s): May 7, 14:30-15:50 (Room 15) and May 7, 16:30-17:50 (Room 15)
Course 8: Evidenced-Based Social Design of Online Communities -
CourseContribution & Benefit: To become successful, online communities must meet challenges, including starting up and encouraging contributions. This tutorial reviews social science theory and research on these topics and translates it into design recommendations.
Abstract » Online communities are among the fastest growing sections of the Internet and provide members with information, companionship, social support and entertainment. Although as a class these online communities are very successful, the success of particular ones varies widely and many fail.
To become or remain successful, online communities must meet a number of challenges that are common to offline as well as online groups and organizations. For example, online communities must handle the start-up challenge: early in their lifecycle they have few members to generate content and little content to attract members. Throughout their lifecycle, they must recruit and socialize newcomers, encourage commitment and contribution from members, solve problems of coordination and encourage appropriate behavior among members and interlopers alike. This tutorial is organized around two of these design challenges – starting a community and getting members to contribute to it.
The social sciences can tell us a lot about how to make thriving online communities. Economics and various branches of psychology offer theories of individual motivation and of human behavior in social situations. Properly interpreted, they can inform choices about how to get a community started and motivate contributions.
After taking this tutorial, students will appreciate the value of using social science research as the basis for social design. They will have had an introduction to the social science literature relevant to problems of encouraging contributions in online communities and starting a community from scratch. Through exercises, they will appreciate how to translate theory and evidence into designs. They will have pointers to where to learn more.
The tutorial is based on the presenters’ new book, Kraut & Resnick (2012). Building successful online communities: Evidence-based social design. Cambridge MA: MIT Press. Participants will receive prints of relevant book chapters.
2-session(s): May 7, 14:30-15:50 (Room 14) and May 7, 16:30-17:50 (Room 14)
Course 9: Practical Statistics for User Research Part I -
CourseContribution & Benefit: Learn to generate confidence intervals and compare two designs using rating scale data, binary measures and task times for large and small sample sizes.
Abstract » If you don't measure it you can't manage it. User-research is about more than rules of thumb, good design and intuition: it's about making better decisions with data. Is Product A preferred more than Product B? Will more users complete tasks on the new design? Learn how to conduct and interpret appropriate statistical tests on small and large sample data then communicate your results in easy to understand terms to stakeholders.
Features
-- Get a visual introduction or refresher to the most important statistical concepts for applied use.
-- Know which statistical test to use and when
-- Be able to compare two interfaces or versions (A/B Testing) by showing statistical significance (e.g. Product A takes 20% less time to complete a task than Product B p <.05).
-- Clearly understand both the limits and data available from small sample usability data through use of confidence intervals.
Audience
Open to anyone who's interested in quantitative user research. Participants should be familiar with the process of conducting usability tests or research as well as basic descriptive statistics such as the mean, median and standard deviation and have access to Microsoft Excel. Participants will receive an Excel calculator which will perform the statistical calculations.
The presentation will be a mix of enthusiastic instruction, with movie-clips, pictures, demonstrations and interactive exercises all aimed at helping make the abstract topic of statistics concrete, memorable and actionable.
2-session(s): May 7, 16:30-17:50 (Room 13B) and May 8, 16:30-17:50 (Room 13B)
Course 10: Finding your way in Design Research -
CourseContribution & Benefit: Come and learn about design research by "prototyping" your current research program to see where it fits in the design research continuum. Helpful if you’re new to the field/Students.
Abstract » Have you heard the term design research and you’re not really sure what it means? Perhaps you have some idea and you think you’ want to do research through design, or perhaps you think that research for design is more what you’re about? Based both on the recent work published at CHI and DIS (Zimmerman et al 2007 & Zimmerman et al 2010) as well as the work of Horvath (Horvath 2007, 2008) we’ll define the continuum of design research and how it relates to both classical mono-disciplinary research and design practice, we’ll help you find your way in the wonderful world of design research.
This course is hands-on and while we do spend some time in lecture-mode we will spend a the majority of the time in disucssion and using the concept of prototyping to understand Design Research and where your own research fits into the whole thing.
This course is aimed at early stage reserchers with 0-7 years experience, students (both MS and PhD) and anyone new to HCI, Design, or Design Research.
This course is taught in two parts, and between the two sessions you will spend 10-30 minutes making your prototype. We provide all the materials, you provide your content. Attendance at both sessions is be necessary if you want to be able to follow what we will do in the course.This course has been taught as a required module for PhD students at Delft for several years as well as to a PhD summer school where students found it not only interesting, but very helpful to clarify their research program and where it fits into design research.
2-session(s): May 8, 09:30-10:50 (Room 13A) and May 8, 11:30-12:50 (Room 13A)
Course 11: Agile UX: Bridging the gulf through experience and reflection -
CourseContribution & Benefit: This course will teach participants how user experience can work effectively within agile teams through a team-based design activity, group retrospectives and sharing of real-world experiences.
Abstract » Many in the agile and user experience (UX) communities have identified the need to integrate UX into agile organizations. However, there are challenges to successfully integrating the two. Issues include different mindsets, experiences, practices and goals which create a gulf between UX people and agile developers. Meridium Inc. has partnered with Virginia Tech with the support of an NSF STTR grant to find ways to integrate UX into agile teams. In our approach, extreme scenario-based design (XSBD), we combine elements from several agile and usability processes including XP, Scrum and scenario-based usability engineering. It has been successfully used at Meridium in several projects. In this course, our goal is to present our approach to integrating UX into agile as well as high level practices shared between the different integration approaches. We will encourage critical thinking, reflection and active discussion of the issues surrounding agile UX through a group-based hands-on design activity combined with retrospectives and sharing of real-world experiences.
3-session(s): May 8, 09:30-10:50 (Room 13B) and May 8, 11:30-12:50 (Room 13B) and May 8, 14:30-15:50 (Room 13B)
Course 12: Designing With and For Children in the 21st century: Techniques and Practices -
CourseContribution & Benefit: This course will cover technology co-design methods involving children; covering history, practical techniques, roles of adults and children, and practical issues relating to an intergenerational design team.
Abstract » Children are fast becoming a large user-segment of new technologies in the world. The CHI community has acknowledged children as important users by featuring an "HCI for Kids" community this year. We believe that it is critical that the HCI community continue to lead the way in supporting the best possible design of technology for children. To this end, this course will offer a balance of traditional lecture and hands-on design activities, and will cover techniques which balance the voices and contributions of adults and children. We will also ground these techniques in information on the history of co-design with children, as well as child development as it relates to the design of technology for children. We will additionally focus on the roles of the adult in and intergenerational co-design team, including addressing practical issues of beginning a co-design team.
This course will include a historical overview of co-designing with children. We will also address understanding how child development should be considered in technology design and the technology design process. The course will include hands-on experience using techniques for designing new technologies with and for children. It will also offer participants an understanding of the role of the adult in co-design processes with children, including consideration of practical issues in co-design.
The audience for this course requires no special background. We welcome and encourage attendance by industry professionals, academics, and students from a wide variety of communities (e.g., design, computer science, information studies, and psychology).
2-session(s): May 8, 09:30-10:50 (Room 15) and May 8, 11:30-12:50 (Room 15)
Course 13: Designing with the Mind in Mind: The Psychological Basis for UI Design Rules -
CourseContribution & Benefit: Explains the perceptual and cognitive psychology behind interaction design principles and guidelines. Provides powerful examples of how human perception and cognition work (and don't work).
Abstract » UI design rules, guidelines, and heuristics are not simple recipes to be applied mindlessly. Applying them effectively requires determining their applicability (and precedence) in specific situations. It also requires balancing the trade-offs that inevitably arise in situations when design rules appear to contradict each other. By understanding the underlying psychology for the design rules, designers and evaluators enhance their ability to interpret and apply them. Explaining that psychology is the focus of this two-part course. The first part focuses on perception; the second part focuses on cognition.
2-session(s): May 8, 09:30-10:50 (Room 14) and May 8, 11:30-12:50 (Room 14)
Course 14: Inspiring Mobile Interaction Design -
CourseContribution & Benefit: The course will introduce empowering mobile design philosophies, principles and methods as well as giving specific guidance on key consumer application areas such as pedestrian navigation and social-local aware services.
Abstract » With six billion cellular subscriptions, the mobile phone (or “cellphone”) is an essential part of everyday life. It’s a business tool to clinch important deals; a “remote control” for the real world, helping us cope with daily travel delay frustrations; a “relationship appliance” to say goodnight to loved-ones when away from home; a community device to organize political demonstrations.
This course is about applying interaction design approaches to the mobile arena. It provides an understanding of what makes for successful future mobile user experiences; ones that really connect with what people want, and operate in straightforward, satisfying ways.
As a practice, interaction design owes much to the long-established discipline of Human-Computer Interaction (HCI) and the associated usability industry.
Interaction design, though, extends the mainstream practices. It is more about crafting the “customer experience” rather than a process that focuses on “ease-of-use”. Interaction designers have to have passion and heart: whereas usability is often seen as a privative – something you only notice when it is not there – interaction design is about making a statement.
This course is about shifting the mobile design perspective away from “smart” phones, to people who are smart, creative, busy, or plain bored. Our aim is to help attendees to provide users with future products and services that can change their (or even the whole) world.
The course will both introduce interesting and empowering mobile design philosophies, principles and methods as well as giving specific guidance on key consumer application areas such as pedestrian navigation and location aware services.
Our aim is to inspire attendees to strive for breathtakingly effective services. We want attendees to leave the course with a fresh perspective on their current projects and an eagerness to build a long-term better future for mobile users.
2-session(s): May 8, 09:30-10:50 (Room 11A) and May 8, 11:30-12:50 (Room 11A)
Course 15: User Experience Evaluation in Entertainment and Games -
CourseContribution & Benefit: This course comprehensively covers important user experience (UX) evaluation methods methods, opportunities and challenges of UX evaluation in the area of entertainment and games.
Abstract » Benefits: This course comprehensively covers important user experience (UX) evaluation methods methods, opportunities and challenges of UX evaluation in the area of entertainment and games. It provides an overview on what user experience is about (in contrast to usability), it provides an understanding on enablers for successful future games and entertainment experiences and which user experience evaluation methods are currently available and used for the development of games.
Objectives of this course are:
• to provide an overview on user experience evaluation in the games and entertainment area.
• to provide definitions of user experience, and discuss the factors that contribute to the overall user experience in a game (e.g. flow, immersion, playability)
• to explain how game development is different from software engineering development, especially the evaluation phase.
Based on these foundations the objective is:
• to give an overview on existing methods
• to allow participants in the course a first hands-on experience on how to apply one of the methods to a real game.
Audience:
* Developers and designers: the course will help to establish an understanding how to evaluate user experience in the area of games and entertainment and how outcomes of the evaluation can be integrated in the next iteration of the game and entertainment application development;
* Industrial and academic researchers: the course will provide an overview on current methods in the area, and can help to understand the concept of user experience.
* Students: the course provides a first introduction to user experience in games, but lessons can also be taken for the application in other domains.
1-session(s): May 8, 14:30-15:50 (Room 15)
Course 16: Innovating from Field Data: Driving the Voice of the Customer Into Solutions That Transform Lives -
CourseContribution & Benefit: This course teaches how the best ideas are produced when the inner “design compass” is educated by customer data. Participants interact with customer data and use it to generating ideas.
Abstract » You can’t just ask customers what they want and then try to give that to them. By the time you get it built, they’ll want something new.
This comment by Steve Jobs generated a heated discussion within the high tech community that continues to rage. It’s being held up as evidence that user-centered design is a waste of time, there’s no need to expend the effort needed to get customer input since they can’t tell you anything useful.
Is Steve Jobs right? Only if you take his quote literally. Jobs is correct in saying that asking customers, “What do you want?” and then giving it to them is a prescription for failure. But what do we use instead as our source of innovation? Our own ideas based on our creativity? Or is there a better way?
In this course, we show how the best ideas are produced when a designer’s inner “design compass” is educated by customer data. We discuss how successful innovation—practical innovation—arises from a deep understanding of customer needs. We explain how customer data is used to reveal customer needs, generate insights and produce designs that would not have otherwise happened. We show several real-world examples of how teams discovered new product ideas by using customer data, illustrated with the actual customer data and its connection to the new idea. Participants interact with actual customer data so they can experience its power for generating ideas
2-session(s): May 8, 14:30-15:50 (Room 11A) and May 8, 16:30-17:50 (Room 11A)
Course 17: Practical Statistics for User Research Part II -
CourseContribution & Benefit: Learn how to: compute sample sizes for user research studies (comparing designs, finding usability problems and surveys); determine if a benchmark was exceeded; and practice conducting and interpreting statistical tests.
Abstract » If you don’t measure it you can’t manage it. User-research is about more than rules of thumb, good design and intuition: it’s about making better decisions with data. Did we meet our goal of a 75% completion rate? What sample size should we plan on for a survey, or for comparing products? Will five users really find 85% of all problems?
Learn how to conduct and interpret appropriate statistical tests on usability data, compute sample sizes and communicate your results in easy to understand terms to stakeholders.
Features
-- Determine your sample size for comparing two designs, a benchmarking study, survey analysis or finding problems in an interface.
-- Determine if a usability test has met or exceeded a goal (e.g. users can complete the transaction is less than 2 minutes).
-- Get practice knowing what statistical test to perform and how to interpret the results (p-values and confidence intervals).
Audience
Open to anyone who’s interested in quantitative usability tests. Participants should be familiar with the process of conducting usability tests as well as be familiar with major statistical topics such as normal theory, confidence intervals and t-tests. Participants should also have access to Microsoft Excel to use the provided calculators.
Presentation
The presentation will be a mix of enthusiastic instruction, with movie-clips, pictures, demonstrations and interactive exercises all aimed at helping make the abstract topic of statistics concrete, memorable and actionable.
Learn to compute sample sizes for finding usability problems, comparing two designs and estimating population parameters from continuous and discrete measures.
2-session(s): May 8, 14:30-15:50 (Room 13A) and May 8, 16:30-17:50 (Room 13A)
Course 18: Social Interaction Design for Online Video and Television -
CourseContribution & Benefit: Will teach you how to analyze, design and evaluate social interaction for online video and television, giving practical tools, techniques and guidelines to apply directly in your own work.
Abstract » Web applications with video content as well as television sets including network connections have become increasingly popular. The social nature of watching video and television drives developers of both types of applications to explore the integration of successful social media like Facebook or Twitter with streaming video. Moreover, several apps are being created for smartphones and tablets, which act as a second screen that allows remotely communicating with friends while watching. These types of applications can be called social TV, allowing remote viewers to interact with each other via the television set, smartphones, tablets or the PC. Features include remote talking or chatting while watching television, sending recommendations, leaving comments, showing what you watch or sharing video clips.
This course studies current developments on social television and online video applications, providing participants first hand knowledge on how to analyze, design and evaluate them. The term ‘sociability’ is used to indicate these interface aspects that support and enhance social interaction with and through new technologies and applications, and social interaction design is a way of including these sociability aspects in the design process. The specific nature of social video watching, such as enjoying a television program while communicating or using television content as conversation starter, warrant the use of a specific design process and guidelines, focusing on social interaction and sociability.
During the course, participants will learn in a very practical way how to design and evaluate social features of these emergent applications. Based on their extensive experience in designing and performing user tests of social television, and using real world examples, the instructors will explain the practical issues and will highlight key challenges for the CHI community.
2-session(s): May 8, 14:30-15:50 (Room 14) and May 8, 16:30-17:50 (Room 14)
Course 19: User Experience Evaluation Methods: Which Method to Choose? -
CourseContribution & Benefit: Helps to select the right user experience evaluation methods for different purposes. A collection of methods that investigate how people feel about the system under study is provided at www.allaboutux.org.
Abstract » High quality user experience (UX) has become a central competitive factor of products in mature consumer markets. Improving UX during product development and research requires evaluation, but traditional usability testing methods are not adequate for evaluating UX. The evaluation methods for investigating how users feel about the tested system are still less known in the HCI community.
Since 2008, the instructors have been collecting a comprehensive set of 80 UX evaluation methods both from academia and industry, which is now available at www.allaboutux.org/all-methods.
This course will cover the following topics:
- the general targets of UX evaluation
- the various kinds of UX evaluation methods available for different purposes (an overview)
- how to choose the right method for the purpose
- the basics of a sample of UX methods of different types
- guidance on where to find more information on those methods
By the end of this course, you will be able to choose suitable methods for your specific user experience evaluation cases.
Our target audience consists of researchers and practitioners who want to get acquainted with user experience evaluation methods. The participants should have basic understanding of the user-centered design process, and preferably experience on usability studies.
1-session(s): May 8, 16:30-17:50 (Room 15)
Course 21: User Interface Design and Adaptation for Multi-Device Environments -
CourseContribution & Benefit: This tutorial aims to help user interface designers and developers to understand the issues involved in multi-device interactive applications accessed through mobile and stationary devices even exploiting different interaction modalities
Abstract » This tutorial aims to help user interface designers and developers to understand the issues involved in multi-device interactive applications, which can be accessed through mobile and stationary devices even exploiting different interaction modalities (graphical, vocal, …). It will provide a discussion of the possible solutions in terms of concepts, techniques, languages, and tools, with particular attention to Web environments. The tutorial will deal with the various strategies in order to adapt, distribute, and migrate the user interface according to the context of use. It will consider how to address such issues both when authoring multi-device interfaces and when user interfaces for different devices are dynamically adapted, distributed, or even migrated seamlessly across them to follow the mobile user. Thus, it will discuss task continuity across multiple devices in distributed and migratory interfaces and related usability issues.
In particular, it will consider:
- Issues in multi-device interfaces
- The influence of the interaction platforms on the suitability of the possible tasks and their structure
- Authoring multi-device interfaces
- Types of rules for adapting user interfaces to different devices
- Model-based design of multi-device interfaces
- Approaches to automatic adaptation
- How to address adaptation to various platforms with different modalities (graphical, vocal, …)
- Distributed user interfaces
- User interfaces able to migrate and preserve their state
The tutorial will be interesting for interactive software developers and designers who want to understand the issues involved in multi-device interactive applications and the space of the possible solutions. Likewise, user interface designers would benefit in that they could work more effectively and make their choices more explicit in designing pervasive interactive services. In addition, other researchers who would like to have an update on the state of art and research results in the field will find the tutorial of interest.
2-session(s): May 9, 09:30-10:50 (Room 13B) and May 9, 11:30-12:50 (Room 13B)
Course 22: Advanced Research & Design for Sustainability -
CourseContribution & Benefit: This course will provide an advanced treatment of the domain of Sustainable HCI. Prior knowledge of the field is required, or attendance of the related CHI course ‘Introduction to … Sustainability’.
Abstract » Research and Design for Sustainability is increasingly recognized as an essential focus for the CHI community, but the topic presents unique challenges in its definition, its concrete impact on User Experience as a discipline and field of research, and its tactical implementation in day-to-day practitioners’ work.
In this advanced course, we will briefly recap the key learnings of the related CHI course ‘Introduction to Research and Design for Sustainability’, and will then focus on helping participants internalize and solidify those learnings in studio-style exercises, in which we introduce well- scoped case study problems to the participants to apply specific sustainability research and design frameworks, methods, and approaches.
This course targets researchers as well as practitioners alike, who are currently working in, or are interested in the field of Research and Design for Sustainability. Even though the course will touch on industrial/product design for sustainability, its main focus will be on software products and holistic experiences.
Experienced researchers or professionals are welcome to participate in this course, as are those having attended the related ‘Introduction to Research and Design for Sustainability’.
Both instructors have been involved in Sustainable Research and Design for a number of years, one in a research and educational setting (at Indiana University - Bloomington), the other in a corporate R&D environment (most recently at Samsung Research). Eli Blevis leads the Sustainable Interaction Design research group at Indiana. Daniela Busse has been working on various Sustainability projects since 2006 (e.g. on Energy Management, Carbon Labeling, Business Design for Sustainability). Both have co-authored several CHI panels, workshops and a SIG on sustainable HCI, were invited speakers at the National Science Foundation Workshop for an HCI & Sustainability research agenda in 2010, and are recognized as leading figures in Sustainable HCI.
2-session(s): May 9, 09:30-10:50 (Room 14) and May 9, 11:30-12:50 (Room 14)
Course 23: Agile UX Toolkit -
CourseContribution & Benefit: Skills and tactics for experienced UX practitioners and managers to successfully adapt user-centered design practices to integrate into an agile team.
Abstract » As more organizations adopt agile development practices, UX practitioners want to ensure that the resulting products are still designed with users in mind, using data elicited from observed user behaviour. This course teaches basic, proven methods to adapt and integrate user-centered design practices into agile teams.
The course is for experienced UX practitioners and managers who work on agile teams, or who will be transitioning to agile. Although prior experience with agile methods is not needed, there will be only a brief background description of agile methodology, so prior knowledge of these methods would be an asset. The course does not focus on a particular agile methodology.
We will teach agile adaptations to the timing, granularity, and communication of user centred design methods, with a particular focus on methods to interactively elicit observed user behavior (such as contextual inquiry, and formative usability testing and rapid prototyping).
Participants in this tutorial will learn:
• advantages of a healthy agile UX practice over waterfall UX
• skills and attitudes to hone to do user-centred design on an agile team
• how to collaborate with other agile team members
• parallel-track/”staggered sprint” timing of agile UX activities
• how to break both UX work and design implementation into iteration-sized chunks
• tactics for incorporating user research into agile projects
• how to communicate effectively with agile teams
• some suggestions for improving non-co-located agile teamwork
2-session(s): May 9, 09:30-10:50 (Room 13A) and May 9, 11:30-12:50 (Room 13A)
Course 24: Choice and Decision Making for HCI -
CourseContribution & Benefit: Find out how users of your systems make choices and decisions - and how you can help them make better ones.
Abstract » People are constantly making small choices and larger decisions about their use of computing technology, such as:
- "Shall I use this new application as a replacement for my current one?"
- "Which privacy settings are best for me? Should I even take the trouble to figure them out?"
- "Shall I make a contribution to this on-line community?"
- "If so, which of the two available methods should I use?"
The ways in which users make these "preferential" choices can involve a wide range of processes, such as anticipation of consequences of actions, social influence, affective responses, and intuition based on prior learning. This course offers an up-to-date synthesis of relevant research in psychology, illustrated with HCI examples, that will enable you to analyze systematically the choices made by the users that you are interested in. This type of analysis will be useful in the design and interpretation of studies that involve users' preferential choices and in the generation of strategies for helping users to make better choices.
ORIGINS: This course was successfully introduced at CHI 2011.
FEATURES:
- Discuss, with reference to concrete examples, representative types of choice and decision problem faced by users of computing technology.
- Learn how to go beyond current HCI analyses of these problems by applying concepts and results from several relevant areas of psychological research.
- Take away supplementary materials that expand on the discussion in the course and help you to apply its analytical framework in your own work.
AUDIENCE: HCI researchers, students, and practitioners who want to understand and support the choices and decisions of users of the systems that they design or study.
PRESENTATION: Lecture segments + familiarization with worksheets designed for later independent use.
COURSE WEBSITE: http://dfki.de/~jameson/chi12-course-jameson/
2-session(s): May 9, 09:30-10:50 (Room 15) and May 9, 11:30-12:50 (Room 15)
Course 25: Designing What to Design: a Task-Focused Conceptual Model -
CourseContribution & Benefit: Designing a conceptual model is an important early step in interaction design. Unfortunately, it is often skipped, resulting in incoherent, overly-complex applications. This course explains how to design conceptual models, and why.
Abstract » An important early step in designing a user interface for a software application is to design a coherent, task-focused conceptual model. Unfortunately, this step is often skipped in software development. Many designers jump right into sketching and prototyping the UI before they understand the application at a conceptual level. The result is incoherent, overly-complex applications that expose concepts that are irrelevant to the users’ tasks. This course covers:
- What conceptual models are, and how they can improve the UI design process,
- Perils and pitfalls of not designing a conceptual model,
- Object/actions analysis (part of designing a conceptual model),
- An example conceptual model for a specific application,
- Benefits of Conceptual Analysis: object taxonomy, lexicon, task scenarios, object-model,
- A hands-on exercise in performing Object/Actions analysis for a simple application.
2-session(s): May 9, 09:30-10:50 (Room 11A) and May 9, 11:30-12:50 (Room 11A)
Course 26: Interaction Design for Social Development -
CourseContribution & Benefit: The Interaction Design for Social Development is a course for those conducting, or wishing to conduct, interaction design research in the developing world.
Abstract » This course is aimed at researchers or practitioners who wish to design solutions appropriate to the developing world. To meet this goal we present techniques and methods allowing attendants to design for people from different contexts, cultures and literacies. We also present case studies reporting successes and failures, along with reflections, insights and lessons to be learned. Finally, we discuss open design and ethical questions of doing this type of work in developing contexts.
2-session(s): May 9, 14:30-15:50 (Room 13A) and May 9, 16:30-17:50 (Room 13A)
Course 27: Card Sorting for Navigation Design -
CourseContribution & Benefit: This half-day covers the theory and practice of card sorting. It includes hands-on experience of performing and analysing a paper-based card sort (online methods are also discussed).
Abstract » BENEFITS: This half-day hands-on course covers the theory and practice of card sorting. It includes hands-on experience of performing and analysing a paper-based sort (online methods are also discussed).
ORIGINS: This is a major update of an earlier course (‘Innovations in Card Sorting’) that has been run for several years at HCI and usability conferences (HCI 2006, HCI 2007, CADUI 2008, HCI 2009, CHI 2009 and CHI 2010). A one-day version of this course was presented as part of Nielsen-Norman Group’s Usability Week in 2009. The updated, half-day version appeared at CHI 2011.
FEATURES: On completion of this tutorial you will be able to:
- choose an appropriate card sorting method
- explain cluster analysis and dendrograms to colleagues and clients
- apply appropriate techniques for getting the best information from participants and the resulting data
- perform quick and reliable data capture
AUDIENCE: Web and intranet designers, information architects, usability and HCI professionals interested in the practical application of card sorting. No specialist skills or knowledge are required.
PRESENTATION: The course is approximately 60% tutorials and 40% practical card-sorting activities or group discussions.
INSTRUCTOR BACKGROUND: William Hudson has over 40 years’ experience in the development of interactive systems. He has contributed material on user-centered design and user interface design to the Rational Unified Process and to Addison-Wesley’s Object Modeling and User Interface Design (van Harmelen, 2001). He is the founder of Syntagm, a consultancy specializing in user-centered design and has conducted more than 300 intranet and web site expert evaluations. William has written over 30 articles, papers and studies. He is an Adjunct Professor at Hult International Business School.
WEB SITE: Further information about the instructor and this course can be found at www.syntagm.co.uk/design
2-session(s): May 9, 14:30-15:50 (Room 14) and May 9, 16:30-17:50 (Room 14)
Course 28: Empirical Research Methods for Human-Computer Interaction -
CourseContribution & Benefit: This course delivers an A-to-Z tutorial on conducting an empirical experiment (aka user study) in human-computer interaction.
Abstract » Participants in this course will benefit by learning how to conduct empirical research in human-computer interaction (HCI). As most attendees at CHI conferences will agree, a "user study" is the hallmark of good research in human-computer interaction. But, what constitutes a user study? By and large, a user study is an experiment conforming to the norms for empirical inquiry and the scientific method. It is founded on observation, measurement, and posing and answering testable research questions. This course delivers an A-to-Z tutorial on conducting an empirical experiment (aka user study) in human-computer interaction.
1-session(s): May 9, 14:30-15:50 (Room 15)
Course 29: Hands-Free Interfaces: The Myths, Challenges, and Opportunities of Speech-Based Interaction -
CourseContribution & Benefit: Learn how speech recognition works, what are its limitations and usability challenges, how it could be used to enhance interaction paradigms, and what is the current research and commercial state-of-the-art.
Abstract » Speech remains the "holy grail" of interaction, as this is the most natural form of communication that humans employ. Unfortunately, it is also one of the most difficult modalities to be understood by machines -- despite, and perhaps, because it is the highest-bandwidth communication channel we possess. While significant research efforts, from engineering, to linguistic, and to cognitive sciences, have been spent on improving machines' ability to understand speech, the HCI community has been relatively timid in embracing this modality as a central focus of research. This can be attributed in part to the relatively discouraging levels of accuracy in understanding speech, in contrast with often-unfounded claims of success from industry, but also to the intrinsic difficulty of designing and especially evaluating speech and natural language interfaces. While the accuracies of understanding speech input are still discouraging for many applications under less-than-ideal conditions, several interesting areas are yet to be explored that could make speech-based interaction truly hands-free. The goal of this course is to inform the HCI community of the current state of speech and natural language research, to dispel some of the myths surrounding speech-based interaction, as well as to provide an opportunity for HCI researchers and practitioners to learn more about how speech recognition works, what are its limitations, and how it could be used to enhance current interaction paradigms.
2-session(s): May 9, 14:30-15:50 (Room 13B) and May 9, 16:30-17:50 (Room 13B)
Course 30: Multimodal Detection of Affective States: A Roadmap from Brain-Computer Interfaces, Face-Based Emotion Recognition, Eye Tracking and Other Sensors -
CourseContribution & Benefit: This course presents devices and explores methodologies for multimodal detection of affective states, as well as a discussion about presenter’s experiences using them both in learning and gaming scenarios.
Abstract » One novel part of the design of interactions between people and computers, related with the facet of securing user satisfaction, is the capability of systems to adapt to their individual users showing empathy. Being empathetic implies that the computer is able to recognize user’s affective states and understand the implication of those states. Automatic detection of affective states requires the computer: to sense information; to process and understand information integrating several sources that could range from brain-waves signals and biofeedback readings, passing from gestures recognition, to posture and pressure sensing; and to apply algorithms and data processing tools to understand user’s affective states.
Through this course, attendees will:
a) Learn about sensing approaches used to detect affective states: brain-computer interfaces, face-based emotion recognition systems, eye-tracking system, and physiological sensors –including skin conductivity, posture, and pressure sensors—.
b) Understand the pros and cons of the diverse sensing approaches used to detect affective states.
c) Learn about the data that is gathered from each device and understand its characteristics.
d) Learn about approaches and tools to pre-process, synchronize, and analyze data.
This course is open to researchers, practitioners, and educators interested in incorporating affective computing as part of their adaptive and personalized technology toolbox.
The presentation will be a mix of enthusiastic instruction with demonstrations and exercises, all aimed to help making the topic concrete, memorable, and actionable.
1-session(s): May 9, 16:30-17:50 (Room 15)
Course 31: Designing for 'Cool': Making Compelling Products and Applications -
CourseContribution & Benefit: This course presents a set of core attributes that make products and applications Cool, with illustrations from real products and services. We also at the challenges organizations face in creating Cool.
Abstract » Design practitioners know that part of their job is to create products and applications with usability in mind. Making products and applications learnable, efficient and pleasant to use are certainly goals, but every designer dreams of creating something more �something so great that people crave it, long for it, must have it. Marketers call it �a must have�, �compelling�, or �insanely great�. But most of the rest of us just call it Cool.
Over the past decades, Cool has evolved into a marketing imperative: an overarching requirement for many designs. Companies spend billions organizing to cultivate �innovation� so they can reliably create it. And a new generation, with vastly different expectations on Cool design, is coming of age. But Cool is hard to pin down�there�s no accepted way to define it, measure it, or design for it. Like glamour, it is an ineffable yet powerful quality depending on a host of subtle factors.
This course presents a set of core attributes that make products and applications Cool. These design attributes emerged from an extensive cross-generational contextual research project understanding how people from ages 15 to 60 experience �cool� and its relationship to value and impact on their lives.
We present core Cool concepts based on the research, using real product and service examples to illustrate the material. We include the application of Cool concepts to productivity business applications. Attendees participate in an exercise to evaluate products they use, own and/or are designing to how Cool attributes apply and affect them. We end with an analysis of the development of key cool technologies revealing the real effort required to create cool products. We look at the problems organizations face in creating Cool, and discuss the challenges inherent in large organizations as they attempt to move toward a more innovative culture.
2-session(s): May 10, 09:30-10:50 (Room 15) and May 10, 11:30-12:50 (Room 15)
Course 32: Agile User Experience and UCD -
CourseContribution & Benefit: This course shows how to integrate User-Centred Design with Agile methods to create great user experiences. The course takes an emotionally intelligent approach to engaging team members in UCD.
Abstract » BENEFITS: This half-day course shows how to integrate User-Centred Design with Agile methods such as Scrum to create great user experiences. The course builds on the instructor’s research into empathizing skills and takes an 'emotionally intelligent' approach to engaging all team members in UCD. The course is a balanced combination of tutorials, group exercises and discussions, ensuring that participants can gain a rich understanding of the problems presented by Agile and how they can be addressed to improve usability.
ORIGINS: This is a half-day version of a popular one-day course that has been well-received within a major UK telecoms operator and at a number of public presentations in London, Brussels and Hamburg in 2010 and 2011. It was part of the CHI 2011 course offerings.
FEATURES:
- Up-front versus Agile UCD
- Empathetic design
- User Stories
- Agile usability testing
- Adding value to the Agile team
- Design maps
AUDIENCE: Usability, UX and UCD practitioners trying to integrate UCD activities within Agile teams. (Managers and others are welcome to attend, but some familiarity with UCD techniques is required.)
PRESENTATION: The course is approximately 60% tutorials and 40% activities or group discussions.
INSTRUCTOR BACKGROUND: William Hudson has 40 years’ experience in the development of interactive systems. He has contributed material on user-centered design and user interface design to the Rational Unified Process and to Addison-Wesley’s Object Modeling and User Interface Design (van Harmelen, 2001). He is the founder of Syntagm, a consultancy specializing in user-centered design and has conducted more than 300 intranet and web site expert evaluations. William has written over 30 articles, papers and studies. He is an Adjunct Professor at Hult International Business School.
WEB SITE: Further information about the instructor and this course can be found at www.syntagm.co.uk/design
2-session(s): May 10, 09:30-10:50 (Room 13A) and May 10, 11:30-12:50 (Room 13A)
Course 33: Cognitive Crash Dummies: Predicting Performance from Early Prototypes -
CourseContribution & Benefit: Presents a free tool that integrates rapid UI prototyping with predictive human performance modeling. Participants use their own laptop, learn to mock-up interactive systems, and create models of skilled performance.
Abstract » Prototyping tools are making it easier to explore a design space so many different ideas can be generated and discussed, but evaluating those ideas to understand whether they are better, as opposed to just different, is still an intensely human task. User testing, concept validation, focus groups, design walkthroughs, all are expensive in both people's time and real dollars.
Just as crash dummies in the automotive industry save lives by testing the physical safety of automobiles before they are brought to market, cognitive crash dummies save time, money, and potentially even lives, by allowing designers to automatically test their design ideas before implementing them. Cognitive crash dummies are models of human performance that make quantitative predictions of human behavior on proposed systems without the expense of empirical studies on running prototypes.
When cognitive crash dummies are built into prototyping tools, design ideas can be rapidly expressed and easily evaluated.
This course reviews the state of the art of predictive modeling and presents a tool that integrates rapid prototyping with modeling. Participants will bring their own laptops and learn to mock-up an interactive system and create a model of skilled performance on that mock-up. The course ends with a review of other tools and a look to the future of predictive modeling.
AUDIENCE
Designers, usability professionals and software developers who want to evaluate alternative designs alternatives. No prior knowledge of prototyping, psychology or predictive human performance modeling is required.
INSTRUCTOR
Dr. Bonnie E. John has more than 25 years experience in HCI. A CHI Academy member now at IBM Research, Dr. John was head of CMU's Masters Program in HCI for a dozen years, researches both human performance modeling and software engineering, and has consulted regularly in government and industry. She has taught CHI courses since 1992.
1-session(s): May 10, 09:30-10:50 (Room 13B)
Course 34: Designing for Persuasion -
CourseContribution & Benefit: The course presents four case studies about how to combine persuasion design with information design in mobile applications to change behavior regarding sustainability, health, wealth management, and story sharing.
Abstract » Presenting information is not sufficient to effect behavior change. Products and services seeking to do so must incorporate key elements of persuasion design, also. They must provide suitable dashboards; context modeling; social network connections to friends, family, and interested communities; tips and advice; and games and competitions. By incorporating these key ingredients, more effective mobile (and associated desktop Web portals) can be designed to accomplish persuasion objectives to improve behavior in the short term and long term. User-centered design processes can carry the development process from start to finish.
2-session(s): May 10, 09:30-10:50 (Room 14) and May 10, 11:30-12:50 (Room 14)
Course 35: From Discourse-based Models to UIs Automatically Optimized for Your SmartPhone -
CourseContribution & Benefit: Presents an approach to modeling discourses inspired by human-human communication. Explains how such models can be transformed automatically to user interfaces optimized for relatively small screens like those of current Smartphones.
Abstract » Since manual creation of user interfaces (UIs) is hard and expensive, automated generation may become more and more important in the future. Instead of generating UIs from simple abstractions, transforming them from high-level models should be more attractive.
This course shows how human-computer interaction can be based on discourse modeling, even without employing speech or natural language. This topic is innovative, since it treats HCI interaction design and user-interface generation on the level of human-human communication.
Communicative acts as abstractions from speech acts can model basic building blocks (“atoms”) of communication, like a question or an answer. When, e.g., a question and an answer are glued together as a so-called adjacency pair, a simple “molecule” of a dialogue is modeled. Deliberately complex discourse structures can be modeled using relations from Rhetorical Structure Theory (RST). The content of a communicative act can refer to ontologies of the domain of discourse. Taking all this together, we created a new discourse metamodel that specifies what discourse models may look like. Such discourse models can specify a communicative interaction design.
In this course, this modeling approach is explained in some detail, with a focus on the discourse models. Exercises both of understanding and creating such models are included as well.
This course also demonstrates how such an interaction design can be used for automated user-interface generation. This is based on model-transformation rules according to the model-driven architecture. In addition, the course sketches our specialty, the automated optimization of the generated user interfaces for current Smartphones.
The assumed attendee background is some interest in modeling and automated generation of user interfaces. There are no prerequisites such as knowledge about model-driven approaches or any of the results of Human Communication theories, Cognitive Science, Sociology or HCI in general.
2-session(s): May 10, 11:30-12:50 (Room 13B) and May 10, 14:30-15:50 (Room 13B)
Course 36: Methodology for Evaluating Experience of Mobile Applications Used in Different Contexts of Daily Life -
CourseContribution & Benefit: Learn mixed-methods methodological approach to measurements-based evaluation of experience for mobile applications used “in the wild”. Illustrated by a large-scale Android OS applications user study.
Abstract » Many attendees at CHI conferences deal on a growing scale with development and evaluation of the mobile applications and services, and they will agree that a rigorous methodological approach towards a user experience “in the wild” is missing.
In this course the attendees will learn a design and execution of empirical experiments to evaluate experience of mobile applications used in different contexts of daily life, as opposite to (theoretical) application’s simulation or modeling. The methodology is based on a mixed methods approach: qualitative and quantitative methods.
This course firstly presents a generic methodology for measurements-based performance evaluation of a mobile communication system and its service(s), and for evaluation of user experience, and second, it presents two case studies of application of this methodology. The performance evaluation aims at analysis of, for example, mobile system bottleneck or scalability characteristics, or at analysis of its application response time, as these metrics contribute to the overall experience of the mobile service use. The presented methodology has been derived from previous studies on performance of communication networks and QoE/QoS evaluation in a large-scale user studies using Experience Sampling Method and Day Reconstruction Methods. The methodology includes detailed steps for objectives determination, system instrumentation, and measurements execution and performance evaluation activities. The course illustrates use of the methodology for a performance evaluation of MobiHealth system and its vital sign tele-monitoring service provided to a mobile patient wearing a Wireless Body Area Network, and for entertainment, information and communication applications evaluated in a large-scale Android users study.
1-session(s): May 10, 14:30-15:50 (Room 15)
Course 37: Putting Conceptual Models to Work -
CourseContribution & Benefit: Explores and provides experience in building Conceptual Models by addressing both essential and optional issues in creating conceptual models that support users in getting their work done.
Abstract » This 80-minute course is an �advanced class� on designing Conceptual Models, and is intended as a companion to Jeff Johnson�s introductory course �Designing What to Design: a Task-Focused Conceptual Model�. Both courses are based on the position that a good conceptual model should be a central concern of application developers. A conceptual model can act as a basis for clear thinking while designing, as a basis for the keeping development coherent and �clean�, and - most importantly - providing a user with the resources they need to support their work.
This more advanced course addresses a collection of specific issues in building good conceptual models. It discusses both essential issues - ones that an application design must address (e.g., object/operation modeling, supporting learning, CM vs UI, object identity including synchronizing and saving), and also optional issues - ones that a design can choose to address in order to achieve better usability (e.g., trouble handling, macros, growing the application including both anticipated and unanticipated evolution).
The course suggests a simple six-step practice for developing conceptual models: identify the issue, design user behavior (use case), give examples of usage (scenario), define user needs (resources), define the conceptual model to deliver these resource, retell the examples using the CM (scenario + CM).
Participants will work in small groups to experience building a conceptual model to address an issue of their choice. Difficulties that arise will be shared in a whole-group discussion.
This course is intended for those engaged in designing applications in circumstances of all kinds. Through presentation, small group design, and whole-group discussion, the course provides designers with the chance to explore some of the harder problems of building conceptual models.
1-session(s): May 10, 14:30-15:50 (Room 14)
Course 38: Selecting UCD Methods that Maximize Benefits and Minimize Project Risks -
CourseContribution & Benefit: Participants will learn how, with the support of an online tool, they can select user-centered methods that are most effective in reducing risk and maximizing cost benefits in a particular project.
Abstract » The problem with previous approaches to the selection of UCD methods is that they start with the method, rather than the purpose for which the method is used. The tool uses the detailed set of human centered activities in ISO TS 18152 as a basis for prioritizing human centered design activities and identifying the types of methods to use. It then uses criteria based on ISO TR 16982 to identify which method is most appropriate. Creating a tool has made it practical to apply the comprehensive but complex principles in these standards.
The course will explain the process, supported by the Usability Planner tool:
1. Identify the human centered design activities that are relevant for a particular project.
2. Select from a checklist the objectives and constraints associated with the project, including the importance of usability, the budget, timescales, skills available and the user and task characteristics.
3. Optionally prioritize the human centered design activities, based on an assessment of either the estimated cost benefits, or the importance of reducing project risk.
4. The tool will then recommend the most appropriate methods for each activity, in a prioritized list of activities. Further information is provided about each method, including links to the Usability Body of Knowledge.
Audience
• Usability specialists and project managers who need to justify UCD activities, or who want to broaden the range of methods that they use, or who want advice on which methods to use in a new situation.
• Educators and trainers who help students decide which methods to use.
• Anyone who is interested in a more systematic approach to user-centered design.
Some familiarity with usability and user centered design is assumed, but no specific prior knowledge is needed.
Usability Planner is available at http://www.usabilityplanner.org/
Design
Engineering
Management
User Experience
Digital Arts
Games
HCI for Kids
Health
Sustainability