Transcript Document

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)
HCI’s 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.
Relationship between HCI and other fields
• Academic disciplines contributing to HCI:
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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
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 computermediated 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 HumanComputer Interaction Research
Winograd’s Revelation
• Winograd’s (1996) text, Bringing Design to Software
shifted the focus of software development away from
computing and toward design.
• Norman’s (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).
The Boundless Domain
• The Shift Away from Computing-Centricity toward Human Centricity
• Beyond User-Centricity—Toward 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).
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).
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)
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.
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.
• 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).
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.
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 product’s
life-cycle.
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 problemsolving 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.
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.
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 humancentered.
• 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.”
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.
• By exploring the differences across various
quantitative and qualitative techniques for measuring
human-system interaction,
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 revenues—and profits—as never before.
• Designers must educate themselves about business
culture, business language, and business strategies,
without becoming business professionals (Norman,
2003).
Design Education
• NSF 2-day workshop (1996): Design@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, [email protected]
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.
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.
Human-Environment Interaction Research
Science
Technology
Conceptions
Use
Criticism
Design
Presentation at the IU Informatics Conference, Fall 04, Interaction Design Research, by
Professor Erik Stolterman, Department of Informatics, Umeå University, Sweden
Some characteristics
Science
Criticism
Design
Explain &
predict
Emancipate &
challenge
Create &
change
Knowledge
Meaning
Competence
The True
The Ideal
The Practical
Presentation at the IU Informatics Conference, Fall 04, Interaction Design Research, by
Professor Erik Stolterman, Department of Informatics, Umeå University, Sweden
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
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
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’
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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