INTERACTION DESIGN: DESIGN METHODOLOGY SEMINAR

Note that sessions may take place either on-site or online - but hybrid session (both on-site and online) are not possible.

EXPECTATIONS, GRADING

Students provide support and reflection for each other during the semester.
At the end of the course, the student grade themselves with a short written summary and reasoning included. *Teachers may modulate the grade with their own evaluations.

Following criteria for the final grading:

Exposé & Activity 40%

Reading Notes & Reflections 40%

Participation in discussions 20%

Regular attendance is required (80%). Absences have to be excused (medical notes, etc). Arriving late on more than one occasion will also affect the grade.

Any assignment that remains unfulfilled receives a failing grade.

DELIVERABLES

EACH SESSION

ONLINE PUBLIC FORMAT FEATURING:
- BEFORE CLASS: READINGS & RESPONSE NOTES
  For everyone, there are several mandatory readings per session and response notes are expected for each paper and have to be uploaded on the blog (see below) by the prior Sunday evening.
  Students are expected to discuss and comment in class based on the readings they have done prior to the class (they can be randomly called to share their perspectives).
  A reading guideline is provided to support the reading process: identify author(s), research location/institution, country, background, date, writing style, publication, context, sources, possible biases; identify words and concepts that are not familiar to you; identify questions that are emerging. See additional tips for reading academic papers by researcher Mike Ananny.
  Texts vary in length every week, this is considered part of the learning process in this class to go through a reading and gather essential ideas in a limited time.
- AFTER CLASS: REFLECTIVE NOTES on discussions/learnings
  After class, the student shares learnings from the seminar. Formats can include texts, videos, collages, photos, sketches… You share with the public your discoveries, findings, reflections, etc in a compact way.

1-TIME PRESENTATION & ACTIVITY:

Two assigned students each prepares a 8 minute-exposé on the questions of the week, and with arguments from 3-4 new sources that they each research themselves. The additional sources should include academic references, from various genders, and from various countries / cultures. Case studies should be presented as well. Each exposé should provoke questions, inspire ideas.

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2 x 8 minutes exposés

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15-minutes short exercise/activity where a method related to the topic is applied

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1 or 2 questions for the class to discuss

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Larger discussion, feedback and perspectives from the tutor

...

DELIVERABLES

EACH CLASS
ONLINE PUBLIC FORMAT FEATURING:
- BEFORE CLASS: READINGS & RESPONSE NOTES
  For everyone, there are several mandatory readings per session and response notes are expected for each paper and have to be uploaded on their blog by the prior Sunday evening.
  Students are expected to discuss and comment in class based on the readings they have done prior to the class (they can be randomly called to share their perspectives).
  A reading guideline is provided to support the reading process: identify author(s), research location/institution, country, background, date, writing style, publication, context, sources, possible biases; identify words and concepts that are not familiar to you; identify questions that are emerging. See additional tips for reading academic papers by researcher Mike Ananny.
  Texts vary in length every week, this is considered part of the learning process in this class to go through a reading and gather essential ideas in a limited time.
- AFTER CLASS: REFLECTIVE NOTES on discussions/learnings
  After class, the student shares learnings from the seminar. Formats can include texts, videos, collages, photos, sketches… You share with the public your discoveries, findings, reflections, etc in a compact way.
1-TIME PRESENTATION & ACTIVITY:

Two assigned students each prepares a 8 minute-exposé on the questions of the week, and with arguments from (at least) 2-3 new academic papers and (at least) 3-4 related works that they each research themselves. The additional sources should include academic and cultural references, from various genders, and from various countries / cultures. Each exposé should provoke questions, inspire ideas.

Additionally, the students presenting have to engage the class actively with a short exercise/task and propose 1 main original question that kicks-off a class discussion that they mediate.

The structure of the class should include:

2 x 8 minutes exposés
15-minutes short exercise/activity where a method related to the topic is applied
1 or 2 questions for the class to discuss
Larger discussion, feedback and perspectives from the tutor
a 5mn break

EXPECTATIONS, GRADING

Students provide support and reflection for each other during the semester.
At the end of the course, the student grade themselves with a short written summary and reasoning included. *Teachers may modulate the grade with their own evaluations.

Following criteria for the final grading:

Exposé & Activity 40%

Reading Notes & Reflections 40%

Participation in discussions 20%

Regular attendance is required (80%). Absences have to be excused (medical notes, etc). Arriving late on more than one occasion will also affect the grade.

Any assignment that remains unfulfilled receives a failing grade.

COURSE MATERIALS

Readings are made available in the shared IAD server.

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Houde, S., & Hill, C. 1997. "What Do Prototypes Prototype?", in M. Helander, T. Landauer, and P. Prabhu (eds.): Elsevier Science B. V: Amsterdam. Handbook of Human-Computer Interaction.

Schleicher D. & al. 2010. "Bodystorming as Embodied Designing". In Interactions.

Moriwaki, K. & Brucker-Cohen, J. 2006. “Lessons from the scrapyard: creative uses of found materials within a workshop setting”. In AI & Society. 20:4. 506-525.

Week 4 - 07.04.25 - 10.00-11.30 - Cultural Literacy (jb)

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Kirby, D. 2010. "The Future Is Now: Diegetic Prototypes and the Role of Popular Films". In Generating Real-World Technological Development. Social Studies of Science.

Kien M. 2023. "Historically Informed HCI: Reflecting on Contemporary Technology through Anachronistic Fiction". In ACM Transactions on Computer-Human Interactions. 29, 6.

Rosén, A. et al. 2022. "Towards More-Than-Human-Centred Design: Learning from Gardening". In International Journal of Design.

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Questions for students to answer in their exposé:
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Readings

Baumer, E., Blythe M., and Tanenbaum, T. 2020. "Evaluating Design Fiction: The Right Tool for the Job". In Proceedings of the 2020 ACM Designing Interactive Systems Conference.

Bell, Genevieve, Blythe, M. & Sengers, P. 2005. “Making by Making Strange: Defamiliarization and the Design of Domestic Technologies”. In ACM Transactions on Computer-Human Interaction. 12. 149-173.

Preece, J., Rogers, Y., & Sharp, H. 2002. “Introducing Evaluation”. In Interaction Design. Wiley.

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Week 6 - 28.04.2025 13.00–15.00 - Designing for Users: From Interface History to Modern Design Processes (js)

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Portigal, S., 2013. "Interviewing Users – How to Uncover Compelling Insights". Rosenfald

Week 08 - 12.05.2025 13.00–15.00 - The Science of Usability: Essential Laws and Heuristics for Better UX and UI Design (js)

This lecture explores the foundational principles of intuitive and human-centered UX and interface design. We will examine key figures such as Jakob Nielsen, Ben Shneiderman, and Jon Yablonski, along with essential design laws, including Fitts’ Law, Miller’s Law, and Hick’s Law. By understanding these principles, designers can create more effective, user-friendly interfaces that align with human cognition and behavior.