*Deliverables Due by Dates
Introductions & Course Overview
Slides: Class overview
Design Knowledge & Process
Slides: Design Knowledge and Process
1. Buchanan, R. (1992). Wicked problems in design thinking. Design Issues, 5-21
2. Hoadley, C., & Cox, C. D. (2009). What is design knowledge and how do we teach it?
Optional Topic Readings:
Post a reading reflection on either of the two papers. In your reflection, please address what you think constitutes design knowledge?
What aspects of design thinking do you want to learn or deepen in this class?
1. Bring a memory of a design process you engaged in to discuss and sketch to class
2.Bring your CV/resume/bio to class
Portfolios in Higher Ed | Guest Lecture: Daragh Byrne, MakeSchool Alliance
Slides: Portfolios & Higher Ed
1. Cambridge, Darren (2010) "The Potential of Portfolios for Individual and Social Transformation" Chap. 1 in E-Portfolios for Lifelong Learning and Assessment.
2. Scan MakeSchools Higher Education Alliance STATE OF MAKING REPORT in prep for our class visitor next session. The lead author, Daragh Byrne, School of Architecture faculty will talk about portfolios in higher ed .
Post a reading reflection on #1 the E-portfolios for lifelong learning reading.
1. (A2 Model) From the DDO’s Compendium of Models select a design process model that best represents the design approach and emphasis you believe would best support the development of an innovative and effective technology-enhanced learning experience with educational stakeholders and learners.
2. (A2 Sketch) Screenshot the model you choose. Create a slide with a short rationale explaining your choice. Upload the annotated slide using the assignment submit box on the upper right of this page. Also please submit the sketch of your design process you started in class as a separate post, I'll load these as a collection on the blog.
Open Portfolios Design Challenge | Stephanie Cheng, MakerEd
Slides: Open portfolio design challenge
1. MakerEd Open Portfolio Research Briefs (Briefs 1&2).In The Maker Ed Open Portfolio Project: A Networked Vision for Sharing and Documenting (2015) by Christian McKay, Anna Keune, & Kylie Peppler, Indiana University Stephanie Chang & Lisa Regalla, Maker Education Initiative.
2. Review MakerEd Open Portfolio Practices (OPP) website. http://makered.org/opp/
3. Review Open Portfolio Design Challenge posted on Course Website under Syllabus > Design Challenge
For this reflection, prepare a set of questions you would like to ask the Open Portfolio project leaders based on the research briefs, and your questions about the design challenge.
Understanding Users: Professional Portfolio Practices | Contextual Inquiry Methods
1. MakerEd Open Portfolio Research Briefs (Briefs 4, 5, 6)
2. Barron, B., & Darling-Hammond, L. (2008). Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning. Book Excerpt. George Lucas Educational Foundation.
3. Listen and take notes on ONE of these three webinars:
Post a reading reflection OR concept map on reading #3 Teaching for Meaningful Learning by Barron, et al.
Concept map Box folder (A3c)
1. For reading (#1): We’ve created a shared Assignment 3a Google Doc. As you go through the readings, highlight things that you are think are important to note as you consider the design of an open portfolio solution. Then paraphrase or enter direct quotes into the shared google document below using the categories provided, or the ‘Other’ category for important ideas that don’t fit. If a quote or idea has been already entered, use the comment tool to add quick note about why you found this an important point as well.
2. For one webinar (#3) jot down speaker quotes and capture ideas that you think are important for understanding the design space. Share labeled quotes in the Assignment 3b Google Doc per the instructions.
3. Upload your group notes from Stephanie’s Cheng’s Presentation
Portfolios & Learning
Design Brief Planning
Slides: Understanding users
1. Cooper, A., Reimann, R., Cronin, D., Noessel, C. (2014). Understanding Users - Qualitative Research Ch. 2. In About Face: The Essentials of Interaction Design, 4th Edition. Wiley.
Post a reading reflection OR concept map of #1 Understanding Users
Concept map box folder (A4)
Understanding Users: Qualitative Methods
1. (A5) TEAM: Open Portfolios Learning Ecosystem Map version 1
Understanding Users: Informal Educators & Contexts
Guest Speaker: Nina Barbuto, ASSEMBLE
1. (A5) TEAM Open Portfolios Learning Ecosystem Map version 2
2. (A5b) TEAM: Initial design brief statements
User Research Planning
AIU STEAM SHOWCASE Event 11-2
1. Hugh Beyer & Karen Holtzblatt. "Contextual Design." interactions 6, no. 1 (1999): 32-42.
1. Reading reflection on Holtzblatt [ Blog post ]
2. Prepare Design Research Worksheets
IDEO Challenge Review (1-1a)
IDEO Team Building (1-1b)
IDEO Sources of inspiration (1-2a)
IDEO Selecting Users (1-2b)
1. (A6b) TEAM: Develop a draft Contextual Inquiry User Study Protocol for User Study 1 (Study Purpose, Methods, Analysis Plan draft sections).
2. (A6c) TEAM: Complete a User Profile Insight Board for Assemble/Nina using your notes, the post-it clusterings and and information about ASSEMBLE available on the web to source bio, program info and profile images. The purpose is for design team to consolidates in a visual, easy-to-use format findings from a user interview. Typically, User Profile Insights Board include items such as:
User Profile Board Exemplars [ Box link ]
Analysis & Modeling [ slides ]
Reading reflection on the Collective Analysis paper.
1. TEAM: Work on your contextual inquiry participant Interviews (4x) and preliminary analysis for in-class review (Due 10/6)
Understanding Users: Formal Educators & Contexts
Guest Speaker: Megan Cicconi, Fox Chapel School District
NB: teams should be scheduling User Study 3 introductory meetings phone/in-person with providers and also planning site data collection. Let me know ASAP if you are running into trouble.
User Studies 1 Team Presentations
1. (A7a) TEAM: User Profile Insight Boards (User Study 1 CMU students) [ Box link ]
2. (A7b) TEAM: User Profile Insight Boards (Megan Cicconi) [ Box link ]
3. (A7c) TEAM: User Study 1 Work Models [ Box link]
User Study 3 Worksession
-Review Discovery Phase 1 Deliverable
-Team check-in on users studies
1. TEAM: User Study 3 plans/protocol ready to review in-class with instructor/TA in class or by appointment (Marti’s schedule: http://doodle.com/mrlouw)
User Study Protocol Outline (template)
User Study 3 Worksession
Activity System & Ecology of Resource Presentations
A. Activity System Theory
Greeno, J. (2014). Learning in activity. In R.K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences. (pp. 79-96). New York: Cambridge University Press
B. Ecology of Resources (EoR)
Luckin, Rosemary. "The learner centric ecology of resources: A framework for using technology to scaffold learning." Computers & Education 50.2 (2008): 449-462.
See blog post for additional readings and assignment details for grad presenters.
Reading reflection (only for undergrads, non presenters)
1. Teams should be working on User Study 3 data collection and analysis, and start preparing the Design Research Findings & Insights report sections. (Due 10/25)
Team-led discussions (only grads) on Learning in Activity and Ecology of Resources Theory.
Presenters: Plan 15-minute group presentation to the class with your review of either Activity System or Ecology of Resources theory. Include a brief overview of the framework, a description of research methods/techniques used, summarize the findings, and then mostly talk to us about the usefulness (or not) of these approaches in your view for researching and designing technology enhanced learning environments. Feel free to be creative in your presentation or involve the class in an activity, anything that helps us understand the reading and the ideas, especially in relation to our design work. Talk about how you may take ideas about from these readings as you start to plan your User Study 3 questions and protocol.
Activity Systems Review
Ecology of Resources Review
Friday, 14 Oct. Maker Faire Educators Day; 15-16 Oct MAKER FAIRE Northside (User Study 2 - Guerilla Research/optional)
Modeling Users: Profiles to Personas
Design Synthesis worksession
Slides - Modeling Users: Personas
Cooper, A., Reimann, R., & Cronin, D. (2014) Modeling Users: Personas & Goals (Chap 3). In AboutFace 4: The essentials of interaction design. John Wiley & Sons.
Post a reading reflection on the blog for the In About Face reading.
From your interviews create a set of personas.
Design Insights Team Presentations and Review with Maker Ed
*Meet at Hunt Library Studio B.
Open Portfolio Project Reviewers:
Design Research Findings & Insights Presentation
Ideation & Concepts [Slides]
Design Research Findings & Insights Report
Cambridge, Darren (2010) "The Portfolio Process and the Processed Portfolio." Chap. 8 in E-Portfolios for Lifelong Learning and Assessment. San Francisco: Jossey-Bass.
A11 Reflection: Concept Map uploaded to Box
A12 TEAM: Complete experience storyboards (narrative sketches) based on imagined scenarios of use.
Concept Modeling the System & Service [Lecture Slides]
TEAM: Based on game board started in class, create a portfolio Experience Map activity to play with various mediating interactions and exchanges across channels in a project based learning experiences. Select a set of key paths to model.
Design Concepts Critiques
Hunt Library (Studio B)
Eddie Kim, Faculty CMU Architecture, Jolene Zwyica, Learning Experience Director, Opportunity Education Foundation, Rehan Butt, Master’s Candidate, CMU Tangible Computing, Lauren Zito, Research Associate, CMU CREATELab, Lauren Allen, Post Doc CMU Learning Media Design Center, Soniya Gadgil, Post Doc, CMU Learning Media Design Center, Michael Bett, Program Mgr, CMU METALS
Portfolio Experience Concepts Presentations
Prototyping: Making it Real
Houde, S., & Hill, C. (1997). What do prototypes prototype. Handbook of human-computer interaction, 2, 367-381.
Lim, Y. K., Stolterman, E., & Tenenberg, J. (2008). The anatomy of prototypes: Prototypes as filters, prototypes as manifestations of design ideas. ACM Transactions on Computer-Human Interaction (TOCHI), 15(2), 7.
Given the model described in this reading, which prototyping approach (role, look & feel, implementation or integration) seems most applicable to your current design situation, and why?
Portfolio Experience Concepts Revisions
TEAM: Schedule site visit, prototype session (activity TBD) with users at your selected site.
[ Upload to Box ]
Buchenau, M., & Suri, J. F. (2000, August) Experience prototyping. In Proceedings of the 3rd conference on Designing interactive systems: processes, practices, methods, and techniques (pp. 424-433). ACM.
Gaver, B., Dunne, T., & Pacenti, E. (1999). Design: Cultural Probes. interactions, 6(1), 21-29.
TEAM: Create & field test your prototype with users at your selected site; make revisions. Document and report on your prototyping sessions next class (5 -10 minutes).
TEAM: Present Experience Maps and prototypes/design probes to MakerEd Open Portfolio attendees during 11 - 11:30 break (GHC 6115)
Prototype Testing & Refinements
Collins, A. & Kapur, M. (2014). Cognitive Apprenticeship, Chap 6. In Sawyer, R. K. (Ed.).The Cambridge Handbook of the Learning Sciences. Cambridge University Press.
Reading Reflection Prompt:
MakerEd Feedback & Design Implications Reflection
Box> Assignment 16
TEAM: Refine prototypes and maps based on user testing and workshop feedback
Building a Design Case [ Slides ]
Boling, E. (2010). The Need for Design Cases: Disseminating Design Knowledge. International Journal of Designs for Learning, (1) 1. 1-8.
A Practical Guide to Open Portfolios by Maker Ed (Nov 2016)
In the comments below, please describe what you think a design case is based on this reading.
Does this inform how you might think about presenting your final project to stakeholders?
Post Blog Comment.
TEAM: Final rounds of prototype testing with selected users; Present on the prototype session and findings (approx. 10 minutes) on 11/22 or 11/29. Schedule your in-class team presentation date with Marti.
Design Case Worksession
Co-authored summary with examples.
Boling, E., & Smith, K. M. (2012). The design case: rigorous design knowledge for design practice. interactions, 19(5), 48-53.
Smith, K.M. (2010). Producing the Rigorous Design Case. International Journal of Designs for Learning, 1(1), 9-20.
Based on the Design Case readings, how do you plan to establish “trustworthiness” in your design concept, how will you sample and select the elements you plan to present? Please provide a draft outline for your upcoming design presentation to share with your team members.
Post in Box > Deliverable 3
TEAMS: Final rounds of prototype testing with selected users; Present to class on the prototyping sessions and findings (approx. 10 minutes)
Building a Design Case
TEAM: See Deliverable 3 requirements on course site.
Design Case Presentation & Final Review w/MakerEd (Part 1) (HUNT LIBRARY).
Each team has 30 minutes total (plan 20 min presentation + 10 min Q/A)
Design Case Presentations
Design Case Presentation & Final Review w/MakerEd (Part 2) (HUNT LIBRARY)
Each team has 30 minutes total (plan 20 min presentation + 10 min Q/A)
Design Case Presentations
Final Process Documentation Due
Revisions & Final Documentation
Design Case Final Documentation
Deliverables 1, 2, 3 + selected documentation and assignments used as source materials to compose a Design Case narrative for your Open Portfolio concept and prototype.
Upload to Box > Deliverable 3b