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Section outline
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UNIVERSITY RWANDA (UR)
SCHOOL OF ICT
DEPARTMENT OF COMPUTER SCIENCES
HUMAN CENTERED DESIGN
WRITTEN BY:
Dr. Dr. Emmy MUGISHA
Contact: e.mugisha3@ur.ac.rw, +250 739728271Christine MUSANASE
VETTED BY: UR Quality Assurance Team Members
Licensed under a Creative Commons Attribution-Non Commercial-Share Alike 4.0 International License
General Introduction
The primary objective of the course is to provide students with formal training in computer science, a solid background in the key design principles leading to user-friendly computer systems that are easy to use or learn without prior strong experience in similar systems. It will teach students approaches to design interactive systems that are both usable and useful by focusing on the users, their needs and requirements, and by applying human factors/ergonomics, and usability knowledge and techniques.
This module covers ways in which humans interact with computers and teaches students how to design a more interactive system that respects principles from computer science, behavioral aspects from psychology.
Learning objectives:
After completing this course, students should be able to:
1. Apply usability principles to analyze a given computer system.
2. Design interactive computer systems that are both human-friendly and memorable.
3. Utilize the best HCI practices to develop systems that reduce human risks and equipment risks.
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This unit aims to introduce students to Human-Centered Design and describe why it is important to place humans and other stakeholders you are designing for at the center of the design. It will give students facts and economic implications of putting or not putting humans at the center of the design, innovation, and implementation process. It will focus on understanding dynamics between stakeholders across the ecosystem. Finally, it will show human-centered design in business context.
Unit learning outcomes:
At the end of this unit, you will be able to:
1. Understand what Human-Centered Design is and its history.
2. Explain the implication of putting or not putting Human/stakeholders at the center of the design.
3. Describe the importance of respecting human-centered design principles in a design.
4. Differentiate good and poor Interaction in System Design.
Learning activities:
You will need to do the following activities:
E-tivity 1.1 Online assessments on Human-Centered Design history.
E-tivity 1.2 On describing the importance of putting human/stakeholders at the center of the design.
E-tivity 1.3 Online/in-class assessment through the files that students will submit.
Learning resources:
[1]. Human-Computer Interaction Free online Book retrieved on 26th Aug. 2010 from http://www.zainbooks.com/books/computer-sciences/human-computer-interaction.html (chap.1)
[2]. Human-Computer Interaction: Overview on State of the Art by Fakhreddine et al.
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In order to design something for someone, we need to understand the capabilities and limitations of that person. This unit covers how humans perceive the world around them, how they store and process info and solve problems, and how they physically manipulate objects. It will highlight how different individuals perceive different objects and how you, the designer can incorporate features in your design that respond to these differences.
Unit learning outcomes:
At the end of this unit, you will be able to:
1. Understand Human behavior on adapting computer systems in their daily lives.
2. Explore how humans manipulate physical objects around them.
3. Understand features of computer systems that respond to human differences.
Learning activities:
You will need to do the following activities:
E-tivity 1.1 Online assessments on understanding human behaviors.
E-tivity 1.2 On describing the Techniques for getting human attention.
E-tivity 1.3 Online/in-class assessment through the files that students will submit.
Learning resources:
[1]. Alan Dix, Janet Finlay, Gregory Abowd & Russell Beale (2004).
[2]. Human-Computer Interaction. Hillsdale, NJ: Prentice Hall, 2004. ISBN 0-13-458266-7 (hardback); 0-13-437211-5 (paperback) only outside USA. 1998 (Second Edition) ISBN 0-13-239864-8. Chap. 1
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Lecture 2 File PPTStudents mustMark as done
Cognitive Aspects Mental Models Problem Solving
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In order to design something for someone, we need to understand the capabilities and limitations of that person. This unit covers how humans perceive the world around them, how they store and process info and solve problems, and how they physically manipulate objects. It will highlight how different individuals perceive different objects and how you, the designer can incorporate features in your design that respond to these differences.
Unit learning outcomes:
At the end of this unit, you will be able to:
1. Understand Human behavior on adapting computer systems in their daily lives.
2. Explore how humans manipulate physical objects around them.
3. Understand features of computer systems that respond to human differences.
Learning activities:
You will need to do the following activities:
E-tivity 1.1 Online assessments on understanding human behaviors.
E-tivity 1.2 On describing the Techniques for getting human attention.
E-tivity 1.3 Online/in-class assessment through the files that students will submit.
Learning resources:
[1]. Alan Dix, Janet Finlay, Gregory Abowd & Russell Beale (2004). Human-Computer Interaction. Hillsdale, NJ: Prentice Hall, 2004. ISBN 0-13-458266-7 (hardback); 0-13-437211-5 (paperback) only outside USA. 1998 (Second Edition) ISBN 0-13-239864-8. Chap. 3
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Lecture 3 File PPTStudents mustMark as done
Computer and its elements that affect human interaction
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This unit focuses on human-computer interaction specifically on the interface between users and computers. It highlights the notion of interaction and interaction frameworks. It also describes the term Ergonomic which is a scientific discipline that deals with understanding the interaction between humans and other elements of the system, and applying theories, principles, data, and methods to optimize people’s well-being and professional system performance.
Unit learning outcomes:
At the end of this unit, you will be able to:
1. Understand interaction frameworks and apply them when designing computer systems.
2. Explain the Ergonomic nation and interaction style.
3. Describe the context of interaction and interaction models.
Learning activities:
You will need to do the following activities:
E-tivity 1.1 Reading and summarizing a section of the book.
E-tivity 1.2 Exercise on Ergonomic theories and interaction frameworks.
E-tivity 1.3 Online/in-class assessment through the files that students will submit.
Learning resources:
[1]. Alan Dix, Janet Finlay, Gregory Abowd & Russell Beale (2004). Human-Computer Interaction. Hillsdale, NJ: Prentice Hall, 2004. ISBN 0-13-458266-7 (hardback); 0-13-437211-5 (paperback) only outside USA. 1998 (Second Edition) ISBN 0-13-239864-8. Chap. 3
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Designing for maximum usability is the goal of design and we all strive to have a usable system that attracts a large number of people with different groups. This unit will focus on identifying usability paradigms and principles that govern human-computer interaction. The usability will be at the center of this unit and we will explore it in detail in order to understand how to make a very useful system.
Unit learning outcomes:
At the end of this unit, you will be able to:
1. Explain the usability principles and how they could increase human-computer interaction.
2. Describe the Principles for usability-theoretically driven from psychological, computational, and sociological knowledge.
3. Understand how an interactive system can be developed to ensure its usability.
4. Understand how the usability of an interactive system is demonstrated or measured.
Learning activities:
You will need to do the following activities:
E-tivity 1.1 Online assessment on usability principles.
E-tivity 1.2 Exercise on how to measure usability of an interactive system.
E-tivity 1.3 Online/in-class assessment through the files that students will submit.
Learning resources:
[1]. Alan Dix, Janet Finlay, Gregory Abowd & Russell Beale (2004). Human-Computer Interaction. Hillsdale, NJ: Prentice Hall, 2004. ISBN 0-13-458266-7 (hardback); 0-13-437211-5 (paperback) only outside USA. 1998 (Second Edition) ISBN 0-13-239864-8. Chap. 4
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People who use a computer system perceive it in a different perspective due to their age group, gender, culture such as language, and many other factors. In this unit, we will be focusing on Understanding the problem space whereby we will be exploring what to create, whom are you creating it for? And whether the design will achieve what we hope it will achieve?
Unit learning outcomes:
At the end of this unit, you will be able to:
1. Understand who the users of the system are and what activities are being carried out.
2. Optimize the interactions that users have with a product being developed.
3. Know what might provide quality user experiences on a computer system.
Learning activities:
You will need to do the following activities:
E-tivity 1.1 Online assessment on quality user experiences on a computer system.
E-tivity 1.2 Exercise on the optimization of the interactions that users have on a computer system.
E-tivity 1.3 Online/in-class assessment through the files that students will submit.
Learning resources:
[1]. Alan Dix, Janet Finlay, Gregory Abowd & Russell Beale (2004). Human-Computer Interaction. Hillsdale, NJ: Prentice Hall, 2004. ISBN 0-13-458266-7 (hardback); 0-13-437211-5 (paperback) only outside USA. 1998 (Second Edition) ISBN 0-13-239864-8. Chap. 4
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This unit aims to introduce students to the Design Process for Interactive Systems by exploring software engineering techniques, design standards, and guidelines as design rules to increase the quality of designing interactive systems that increase user experience. It will also explore software lifecycles such as the waterfall model and interactive model and more.
Unit learning outcomes:
At the end of this unit, you will be able to:
1. Explain software engineering and the design process for interactive systems.
2. Explain Iterative design, prototyping, and design rationale.
3. Understanding the life cycle for interactive systems.
Learning activities:
You will need to do the following activities:
E-tivity 1.1 Online assessment on software engineering and the design process for interactive systems.
E-tivity 1.2 Exercise on the life cycle for interactive systems.
E-tivity 1.3 Online/in-class assessment through the files that students will submit.
Learning resources:
[1]. Alan Dix, Janet Finlay, Gregory Abowd & Russell Beale (2004). Human-Computer Interaction. Hillsdale, NJ: Prentice Hall, 2004. ISBN 0-13-458266-7 (hardback); 0-13-437211-5 (paperback) only outside USA. 1998 (Second Edition) ISBN 0-13-239864-8. Chap. 5
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This unit will focus on understanding the Hypertext, Hypermedia, World Wide Web, and Mobile devices. We will explore these elements because they are widely used by most people in this technological era. We will explore how the increase in computing power led to the rapid growth of the multimedia industry and web pages changed from having static info being displayed to the display of moving images.
Unit learning outcomes:
At the end of this unit, you will be able to:
1. Explain what the Hypertext, hypermedia, and the WWW are and how HCI principles play a crucial role to ensure a quality user experience.
2. Explore how Animation and video could be used to attract user attention on the web.
3. Design web pages that fit nicely on any mobile device.
Learning activities:
You will need to do the following activities:
E-tivity 1.1 Online assessment on Hypertext, hypermedia, and the WWW.
E-tivity 1.2 Exercise on how to attract people's attention.
E-tivity 1.3 Online/in-class assessment through the files that students will submit.
Learning resources:
[1]. Bush, V., "As We May Think." The Atlantic Monthly, 1945. 176(July): pp. 101-108. Reprinted and discussed in interactions, 3(2), Mar 1996, pp. 35-67.[2]. Nielsen, J., Multimedia and Hypertext: The Internet and Beyond. 1995, Boston: Academic Press Professional. -
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This unit will focus on introducing students to how to evaluate Interactive systems. It will highlight evolution methods, techniques, and paradigms that are commonly used in assessing computer systems. It will also indicate what, why, and when to evaluate.
Unit learning outcomes:
At the end of this unit, you will be able to:
1. Understand evaluation methods, techniques, and paradigms that are commonly used to assess computer systems.
2. Understand what, why, and when to evaluate.
3. Explain the goals of the Evaluation.
Learning activities:
You will need to do the following activities:
E-tivity 1.1 Online assessment on evaluation methods, techniques, and paradigms.
E-tivity 1.2 Exercise on the goals of Evaluation.
E-tivity 1.3 Online/in-class assessment through the files that students will submit.
Learning resources:
[1]. Beyond human-computer Interaction Design by Sharp, Rogers & Preece 2nd edition chapters 12-15 -