SIGCHI Workshop - Moscow State University

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SIGCHI Workshop - Moscow State University

• The Design Enterprise
• Revising the HCI Education Paradigm
• December 2004
• Anthony Faiola
• Associate Professor, Informatics
• Associate Director, Human-Computer
• Interaction Graduate Program
• Indiana University - School of Informatics (IUPUI)

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HCIs Evolutionary Path

• Every discipline has its own evolutionary path
  from which its practitioners should reflect upon
  its past to better assess the future,
• e.g., the development of HCI educational programs
  and the preparation of future HCI practitioners.
• This inquiry is important because these questions
  address the role that HCI professionals play in
  the development and deployment of technologies
  that will increasingly transform our daily
  personal and work lives.

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Relationship between HCI and other fields

• Academic disciplines contributing to HCI
• Psychology
• Social Sciences
• Computing Sciences
• Engineering
• Ergonomics
• Informatics
• Human Factors
• Cognitive Engineering
• Cognitive Ergonomics
• Computer Supported Co-operative Work
• Information Systems
• Design practices contributing to HCI
• Graphic design
• Artist-design
• Industrial design

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Advancing HCI in the New Millennium

• Hollan, Hutchins, and Kirsh (2000) state that for
  HCI to advance in the new millennium
• we need to better understand the emerging
  dynamic of interaction in which the task is no
  longer confined to the desktop but reaches into a
  complex, networked world of information and
  computer-mediated interactions (p. 19).
• They argue that for people to pursue their goals
  in collaboration in future work environment,
  i.e., in a social and material world, will
  require a new theoretical basis and an
  integrated framework for research (p. 19).
• Dillon (2002) also asked how HCI might construct
  itself as an intellectual field in light of the
  current disparity of practice between interface
  designers and academic researchers.
• Distributed Cognition Toward a New Foundation
  for Human-Computer Interaction Research

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Winograds Revelation

• Winograds (1996) text, Bringing Design to
  Software shifted the focus of software
  development away from computing and toward
  design.
• Normans (2002) recent discussion of emotion and
  design suggests that
• effect and emotion are not as well understood as
  cognition, but are both considered information
  processing systems, with different functions and
  operating parameters (p. 38).
• The surprise is that we now have evidence that
  aesthetically pleasing objects enable you to work
  better (p. 10).
• good design should now refer to artifacts that,
  embody both beauty and usability in balance (p.
  40).

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The Boundless Domain

• The Shift Away from Computing-Centricity toward
  Human -Centricity
• Beyond User-CentricityToward the Boundless
  Domain
• By1990s - gradual acceptance of the
  human-centered model
• Shneiderman (2002)- the second transformation of
  computing a shift from machine-centered
  automation to user-centered services and tools,
  i.e., pedagogical shift referred to as the
  Copernican shift
• Barnard, et al (2000) argue that there is a
  dynamic shift away from the theorizing and
  experimentation (pure science of cognitive
  psychology) and toward the boundless domain,
  i.e., that
• everything is in a state of flux the theory
  driving the research is changing, many new
  concepts are emerging, the domains and type of
  users being studied are diversifying, many of the
  ways of doing design are new and much of what is
  being designed is significantly different (p.
  221).

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HCI educational course content design

• HCI has become a multidisciplinary field
• HCI demands a useful pedagogical framework that
  deals with the tensions between these fields by
  placing more emphasis on the strategic planning,
  design, and synthesis of product creation
• (Faiola, 2003, 2002 Fallman, 2003 Löwgren,
  Stolterman, 2004).

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The Significance of Design Knowledge
Convergence, not Form Making

• Design has the ability to be broadly applied
  within many disciplines.
• Jones argues that Design is a hybrid term that
  includes art, science, and mathematics, both
  artists and scientists operate on the physical
  world as it exists in the present (p. 10).
• However, design, more than the arts or science,
  is a deeply embedded process of human ingenuity -
  to make order from chaos.
• Design is the convergence of knowledge,
  innovation, and the hope that a concept could be
  realized.
• Design is a process of
• problem-solving that demands a protocol that is
  systematic and broad in scope
• excavating the mind to discover patterns of
  knowledge that can formulate new solutions.
• rearranging knowledge into restructured patterns
  or frames of information, DeBono (1990)

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Pedagogical strategy needed

• Provide a broader integration of knowledge
  domains that can account for understanding
  design, social context, and business strategies
  in addition to computing.
• Provide design knowledge that is
• a framework that supports and can help to merge
  all other knowledge domains
• is instrumental for enhancing the conceptual
  model of future interactive products
• Human-computer interaction (HCI) programs have
  made great strides over the last ten years,
  placing increasing emphasis on human-centricity
  and the social sciences.
• However, HCI continues to need new knowledge
  domains that directly impact product design.

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The Design Enterprise Model in HCI

• The design enterprise model (DEM) outlines a
  methodology that is central for organizing and
  building design knowledge within a theoretical
  framework.
• A pedagogical model referred to as the design
  enterprise is proposed that focuses on a
  three-fold integrated framework consisting of
  computing, social science, and business.
• The model is proposed as the operation and
  centrality of design management.

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• The human-centered model is not new, but DEM
  pushes the traditional HCI model further by
  placing more emphasis on design as knowledge
  management, while extending its boundaries to
  include
• 1) computing (interface and system design),
• 2) social science (human theory and methods), and
  
• 3) business practice (market strategizing).

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In the DEM paradigm

• designers have a means of administrating the
  enterprise of knowledge acquisition, process
  integration, and product modelling within a given
  social context.
• design becomes a knowledge tool for facilitating
  the coordination and execution of product
  development
• design is not subordinate to knowledge
  management, as is commonly applied by knowledge
  management professionals
• design is not a component of computing or social
  science practice
• design is much more broadly defined as a
  philosophical and methodological framework
• all components, processes, and operations are
  transferred to design as a central repository
  that facilitates product managers with a
  knowledge map.

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In the DEM paradigm

• the framework places humans at the center, but
  design establishes order, organization, and above
  all, direction.
• human-centricity is at the core of principles and
  practices, but design is pivotal to the operating
  domains of computing, social science, and
  business.
• the role of design is far
  more universal to the
  conceptualization,
  administration, and
  evolution of a products
  
  life-cycle.

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Design must be demystified

• HCI students must learn good design
  fundamentals
• Despite a wealth of course content on computing,
  cognitive theory, and interface design, HCI
  students still lack an adequate understanding of
  problem-solving as an enterprise that is
  human-centered and design-managed.
• Design as knowledge management, includes the
  responsibility of domain collaborators to bridge
  cross-disciplinary boundaries within the DEM
  paradigm.
• Two domains that are especially important to note
  besides computing, are the application of the
  social sciences, such as ethnographic theory and
  practice and business strategies.

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Design, Social Science, and Ethnography

• Need for HCI professionals to give a considerable
  degree of commitment to understanding and
  applying social context to system design
• The logical positivist model of science continues
  to dominate in computing research
• There is, however, an increasing shift to
  understanding social contexts for system design
  (Crabtree, et al., 1999 Hughes, et al.
  Weinberg, Stephen, 2002).
• Ethnography and other social design processes are
  also playing an increasing role in providing the
  rationale for human-centered design that supports
  theories in psychology and sociology.

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Ethnography and System Design

• As an approach derived directly from
  anthropology, ethnography can provide information
  about the context of social and organizational
  phenomena, as well as ways that make those
  technologies human-centered.
• Ethnography gives system designers a way to
  understand a social setting as it is perceived by
  those involved in that setting
• This makes the contextual world of the human and
  computer visible through a thick and detailed
  description of activities observed. (Geertz,
  1994)
• Hughes, et al. (1994) describe it as a portrait
  of life.

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Benefits of Ethnography

• Ethnography enables designers to do what
  traditional usability methods, such as
  time-on-task studies, cannot.
• one criticism of time-on-task testing is that it
  falls short of delivering relevant design
  information.
• Observation and interview sessions collect
  information that allows the user to co-direct a
  dialogue of inquiry. In this way
• the designer and user can co-interpret and
  co-design by sharing ideas and solutions and an
  overall understanding of the design problems.
• A co-invested collaboration is done through
  design techniques such as design ethnography,
  participatory design and pluralistic (cognitive)
  walkthroughs.
• HCI students must understand the psychological
  and behavioural effects that transpire within the
  daily activities of social actions.

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• By exploring the differences across various
  quantitative and qualitative techniques for
  measuring human-system interaction,

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Design and Business

• HCI students should learn to leverage new
  knowledge from a social context, while
  integrating existing business conditions that
  give tangible value to product development.
• Traditional design and HCI programs rarely teach
  their students the relationship between design
  value and market value.
• Donoghue (2002) suggests that usability is now
  linked to revenuesand profitsas never before.
• Designers must educate themselves about business
  culture, business language, and business
  strategies, without becoming business
  professionals (Norman, 2003).

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Design Education

• NSF 2-day workshop (1996) Design_at_2006.
• Report produced Design in the Age of
  Information topics and recommendations
• rising technological opportunities,
• new design principles,
• design education, and
• key research issues.
• Printed and distributed by the Design Research
  Laboratory, School of Design, North Carolina
  State University, July 1997 Contact Jay
  Tomlinson, j_tomlinson_at_ncsu.edu

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Expanding Boundaries

• If we teach HCI and interaction design, then we
  may subscribe to Herbert Simon's definition that
  "design is concerned with how things should be"
  (Simon, 1969).
• Everyone designs who devises courses of action
  aimed at changing existing situations into
  preferred ones.
• Design, is the core of all professional
  training it is the principal mark that
  distinguishes the professions from the sciences.
  Schools of engineering, as well as schools of
  architecture, business, education, law, and
  medicine, are all centrally concerned with the
  process of design.
• The boundaries of graphic design and industrial
  design have drastically changed over the last ten
  years.
• Traditional designers are involved in the
  development of new products and their
  interactions, e.g., software and Web sites,
  strategic plans, wearable computers, digital
  libraries, gaming, database architecture, and
  interactive exhibitions.
• The traditional disciplines of design are slowly
  realizing they no longer own the word design.
• As Simon (1969) describes, design is being
  practiced by engineering, computer science,
  information systems, professional writing, and
  business.
• Simon, Herbert A. The Sciences of the
  Artificial. Cambridge, MA MIT Press, 1969.

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Converging Disciplines

• If this is the case,
• who is a designer,
• how should they be educated, and
• what should they learn?
• With a convergence of disciplines, caused
  primarily by technology, there are multiple
  partnership that must emerge between the current
  fields of design, technology, the humanities, and
  business.
• Both design and computer science education should
  consider a further evolution in education.

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Human-Environment Interaction Research
Science
Technology
Conceptions
Use
Design
Criticism
Presentation at the IU Informatics Conference,
Fall 04, Interaction Design Research, by
Professor Erik Stolterman, Department of
Informatics, Umeå University, Sweden
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Some characteristics
Science
Criticism
Design
Explain predict Knowledge The True
Emancipate challenge Meaning The Ideal
Create change Competence The Practical
Presentation at the IU Informatics Conference,
Fall 04, Interaction Design Research, by
Professor Erik Stolterman, Department of
Informatics, Umeå University, Sweden
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Implications for research and teaching

• Areas of design research and teaching
• Interaction design studies, w/ course development
• Interaction critical studies, w/ course
  development
• Interaction science studies, w/ course
  development
• Each group has different purposes, goals,
  intentions, methodology, and outcome

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Future of Interaction Design Research Teaching

• New patterns of interaction will come with new
  inventions, but usually not where we expect them.
• An understanding of the digital transformation,
  based on critical reflections of the primary role
  and meaning of technology
• Focus on how people experience their lifeworlds,
  i.e., their organic and interactive contextual
  environment.
• An intentional blend of science, criticism, and
  design approaches in research and teaching
• Design will have a closer and more intimate
  relation to the technology

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From HCI to Interaction Design

• Human-computer interaction (HCI) is
• concerned with the design, evaluation and
  implementation of interactive computing systems
  for human use and with the study of major
  phenomena surrounding them (ACM SIGCHI, 1992,
  p.6)
• Interaction design (ID) is
• the design of spaces for human communication and
  interaction
• Winograd (1997)
• Increasingly, more application areas, more
  technologies and more issues to consider when
  designing interfaces

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Relationship between ID, HCI and other fields
Academic disciplines (e.g. computer
science, psychology)
Design practices (e.g. graphic design)
Interaction Design
Interdisciplinary fields (e.g HCI, CSCW)
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