DATE

SESSION TOPICS

READINGS

READING ASSIGNMENTS
*Reflections Due by Dates

DESIGN ASSIGNMENTS

*Deliverables Due by Dates

8/30 (T)

Introductions & Course Overview

Slides: Class overview

9/1 (Th)

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?

Blog post

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

DISCOVERY PHASE

9/6

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.

Blog post

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.​

Box link for submission

9/8

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.

Blog post

9/13

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:

-http://educatorinnovator.org/webinars/learning-from-maker-portfolios-part-1an-educator-innovator-webinar/

-http://educatorinnovator.org/webinars/documentation-and-making-part-2an-educator-innovator-webinar/

-http://educatorinnovator.org/webinars/design-making-and-learning-why-how/

Post a reading reflection OR concept map on reading #3 Teaching for Meaningful Learning by Barron, et al.

Blog post

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

Box link

9/15

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

Blog post

Concept map box folder (A4)

9/20

Understanding Users: Qualitative Methods

Slides: 

1. (A5) TEAM: Open Portfolios Learning Ecosystem Map version 1

Box link

9/22

Understanding Users: Informal Educators & Contexts

Guest Speaker: Nina Barbuto, ASSEMBLE

1. (A5) TEAM Open Portfolios Learning Ecosystem Map version 2

Box link

2. (A5b) TEAM: Initial design brief statements

Box link

9/27

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)

Instructions: http://learnmediadesign.weebly.com/blog/user-study-1-contextual-inquiry-protocol

1. (A6b) TEAM: Develop a draft Contextual Inquiry User Study Protocol for User Study 1 (Study Purpose, Methods, Analysis Plan draft sections).

See blog for outline suggestions and method notes you can use to develop this protocol. [ Box link ]

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:

  • Biographic info & image
  • Expressed needs, goals and motivations
  • Categorized quotes w/callouts, and colorful statements
  • Comparative dimensions of interest
  • Characteristics of sites, interactions or context of use
  • Emerging design insights (inferences, requirements, feature/function ideas)

User Profile Board Exemplars [ Box link ]

3.(A6d) TEAM & INDIVIDUAL: Complete the IDEO Understanding the Challenge, Preparing Research worksheets.  Do 1-1a, 1-2a, individually, do 1-1b as a group). [ Box link ]

9/29

Analysis & Modeling  [ slides ]

Slides: 

1. Simonsen, J. & Frieberg, K. (2014) Collective Analysis of Qualitative Data. In Situated Design Methods. Cambridge: MIT Press p. 99-118

Reading reflection on the Collective Analysis paper.

Blog post

1. TEAM: Work on your contextual inquiry participant Interviews (4x) and preliminary analysis for in-class review  (Due 10/6)

10/4 (T)

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.

10/6 (Th)

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]

10/11 (T)

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)

10/13

User Study 3 Worksession

Activity System & Ecology of Resource Presentations

http://learningmediadesign.weebly.com/blog/federal-childrens-protection-laws

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

   -or-

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)

Blog post 

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

Kevin

Amanda

Pei

Jilin

Jordan

Sarah

Ecology of Resources Review

Miki

Bria

Stephanie

Charleen

Eunsol

Reflection:

Nick (11/17)

Friday, 14 Oct.  Maker Faire Educators Day; 15-16 Oct MAKER FAIRE Northside (User Study 2 - Guerilla Research/optional)

10/18 (T)

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.

10/20 (Th)

Design Insights Team Presentations and Review with Maker Ed

*Meet at Hunt Library Studio B.

Open Portfolio Project Reviewers:
Stephanie Chang,

Kylie Peppler

DISCOVERY PHASE
Deliverable 1a:

Design Research Findings & Insights Presentation

[ Deliverable Elements and Rubric ]

GENERATIVE PHASE

10/25 (T)

​ Ideation & Concepts [Slides]

  • Ideation Overview Slides (15)
  • HMW Brainstorm Activity (35)
  • Stories & Storyboarding (30)

 

DISCOVERY PHASE
Deliverable 1b:

Design Research Findings & Insights Report

[ Deliverable Elements and Rubric ]

10/27 (Th)

Experience Mapping

 [Lecture Slides]

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.

11/1 (T)

Concept Modeling the System & Service [Lecture Slides]

  • Journey > Experience Mapping worksession

Optional Reading:

Polaine, A, Lovelie,L., Reason, B. (2013) Describing the Service Ecology-Chap 5. In Service Design from Insight to Implementation. Rosenfeld.

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.

 [ A14 Upload to Box ]

11/3 (Th)

Design Concepts Critiques

Hunt Library (Studio B)

  • Concept pinups and walkabout with invited reviewers:  

Reviewers:

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

GENERATIVE PHASE

Deliverable 2a:

Portfolio Experience Concepts Presentations

  • Vision Statement
  • Portfolio Experience Map (format open)
  • 30-second pitch prepared

REALIZATION PHASE

11/8 T

Prototyping: Making it Real

  • Prototyping Overview (Irene)

Houde, S., & Hill, C. (1997). What do prototypes prototype. Handbook of human-computer interaction, 2, 367-381.

Optional:

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.

Reflection prompt:

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?

GENERATIVE PHASE

Deliverable 2b:

Portfolio Experience Concepts Revisions

TEAM:  Schedule site visit, prototype session (activity TBD)  with users at your selected site.

[ Upload to Box ]

11/10 Th

Rapid Prototyping

  • Worksession

Suggested
Klemmer Coursera Lecture - Storyboards, Paper Prototypes, and Mockups

Optional Reading:

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).

11/15 T

Fielding Prototypes
@MakerEd Open Portfolio Workshop

TEAM: Present Experience Maps and prototypes/design probes to MakerEd Open Portfolio attendees during 11 - 11:30 break (GHC 6115)

11/15-11/16 Maker Ed Open Portfolio Workshop @ CMU  [Preliminary Agenda] [ Participant List ]

11/17 Th

Prototype Testing & Refinements

  • Grad Presentation/Nick (:15)
  • Worksession

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:  
What aspects of cognitive apprenticeship is your open portofolio design concept addressing? What instructional strategies will be explicitly or implicitly supported?

MakerEd Feedback & Design Implications Reflection  

Box> Assignment 16

TEAM: Refine prototypes and maps based on user testing and workshop feedback

11/22 T

Building a Design Case  [ Slides ]

  • Design enactments (interactive concept mockups, models, video concepts, demonstrations)
  • Team Prototyping Shareouts 1
  • worksession

Boling, E. (2010). The Need for Design Cases: Disseminating Design Knowledge. International Journal of Designs for Learning, (1) 1. 1-8.

Optional:

A Practical Guide to Open Portfolios by Maker Ed (Nov 2016)

Reflection Prompt:

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.

11/24 Th

NO CLASS

11/29 T

Design Case Worksession

  • Team Prototyping Shareouts II

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.

Reflection Prompt:

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)

12/1 Th

Building a Design Case

  • Deliverable 3 Worksession

TEAM:  See Deliverable 3 requirements on course site.

12/6 T

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)

  • Team 1: Lily, Cory, Jordan, Charleen
  • Team 4: Sarah, Bria, Nick, Annie

REALIZATION PHASE

Deliverable 3a:

Design Case Presentations

12/8 Th

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)

  • Team 2: Stephanie, Pei, Aliya
  • Team 5: Amanda, Miki, Nataly, Yilin
  • Team 3: Eunsol, Tom, Kevin

REALIZATION PHASE

Deliverable 3a:

Design Case Presentations

Finals Week

12/13

​Final Process Documentation Due

Revisions & Final Documentation

REALIZATION PHASE

Deliverable 3b:

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

12/15