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Contents
- 1 Curriculum and Courses: Follow Link for Course Details October
- 2 Calendar
- 3 Meeting Notes and Minutes
- 4 Models for SIAT's Undergrad Curriculum
- 5 Specialized UCRACK Meetings
- 6 Curriculum Machine
- 7 Skills Inventory
- 7.1 Critical and Creative Thinking
- 7.2 First Year Foundations
- 7.3 Knowing how to design
- 7.4 Evaluation
- 7.5 Knowing how to represent designs
- 7.6 Media Skills
- 7.7 Knowing the artifact -- the internal view of the artifact
- 7.8 Knowing how to work with others
- 7.9 Understanding designs in context -- the external view of the artifact
- 7.10 Other Aspects
- 8 Stakeholders
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Curriculum and Courses: Follow Link for Course Details October
Current Versions of Course Proposals
Calendar
Future meetings: August 2, August 16, August 30
Room 14-400, 1:00-3:00
Auxilliary visual design meeting July 26, noon, room 14-700
Meeting Notes and Minutes
Models for SIAT's Undergrad Curriculum
What is a Curriculum?
Current Thoughts For Years 1 - 4
Specialized UCRACK Meetings
Auxiliary ucrack: Visually-oriented classes
Curriculum Machine
Note: "the machine" enables anyone to change the number of classes, in order to see how that change affects the whole plan. (Thanks Rob!)
Diane will put the new and improved version here shortly.
Skills Inventory
INVENTORY OF SKILLS THAT UNDERGRADUATES NEED TO ACQUIRE
Critical and Creative Thinking
Critial & Creative Thinking (W) IAT 209
How do you know a good idea is a good idea?
Course covers methods of generating ideas, testing ideas and communicating them effectively in visual, textual and oral forms to persuade a target audience.
• Writing (several genresof academic/professional writing) relation between form & context
• Reflective practice: examine their credibility, signs of limited thinking
• Critical reading: relation between active reading and their critical writing
• Analysis: test ideas, evaluate arguments, id faulty reasoning
• Rhetorical practice: use of tone and voice in scientific/technical writing, art criticism, oral discourse
• Critique: measure objectivity/subjectivity of their critical voice
• Case study: compare & contrast usccessful & failed technologies (What is innovation?), id roles of opinion leaders & change agents
• Scenario/role-play: teams research a failed technology, assume role of prof. communicators through research, composition & design aimed at persuading
• Teamwork: midterm & final projects are collaborative, req. peer evaluation & ind. reflection
First Year Foundations
Everyone takes 1st year foundations: what are they? (see example, above)
• Critical thinking
• Team work
• Understanding both form and content of genres and styles
• Composition of one's own ideas in specific styles and genres
• Writing
• Speaking
others????
Knowing how to design
formal (composition, color, line, composition, form, proximity, hierarchy, contrast...)
Human-centred (perceptual, cognitive and social/communicative abilities, limitations, and preferences)
•• Culture
•• Psycholology
•• Perceptual science
•• Cognitive science (builds on IAT 209)
•• Kinesiology
•• Enaction (perception/cognition/action loops, e.g. human-information dialog, gameplay "cognitive ludology")
•• Cognitive systems (human/machine)
Iterative design process: (Analyze context, design, prototype, test)
•• Evidence-based design: reflection on action
•• formulate questions from practice
•• seek information
•• ground in practice
•• implement in design
•• evaluate in context of use
Design methods
•• participatory design: engaging user in context as co-designers
•• design ethnography: participant/observation field work; interpretation
•• contextual design: analysis and design in context
•• speculative approaches: cultural probes, design games, seamful design
•• evaluation: empirical evaluation, criticism, qualitative/quantitative analysis
•• generative: informances, body-storming, future-workshops
•• user-centered design
Evaluation
• Formative and Summative evaluation methods
• Evaluation metrics-- measurement, reliability, validity
• Empirical methods-- experiment, quasi-experiment, observation
• Testing for design goals (e.g. games vs workplace)
Knowing how to represent designs
• Sketching
• Writing
• Photography [see "Media Skills" below]
• Basic videography for documentation/communication (a bit different in focus than storytelling per se) [see "Media Skills" below]
• CAD
• Solid modelling
• Parametric modelling
• Animation
• Software models,
Toolkit architectures
Media Skills
- still and video camera operation
- use of microphones and audio field recording
- introduction to post-production photo, sound, and video software
- production planning and storyboarding
- composition
- "seeing" and using light
- basic manipulation of image
- sequencing still and moving images
- soundscapes, situated sound
- processing and editing sound
- expressive use of sound, music
- combining and sequencing sound and image
Knowing the artifact -- the internal view of the artifact
- Software: Anchored in Problems and Applications germane to SIAT
- Java, C++. Python, Flash, Max, other programming languages
- Data structures: Arrays, Records, Objects,
- Linked Lists, Queues, Stacks, Binary trees, B-Trees, red-black trees, Quadtrees, k-D trees
- Heaps, Hash tables
- Algorithms
- Searching: Sequential Search, Binary Search, Radix Search
- Sorting: Quicksort, Bubblesort, Heapsort
- Strings: Recursion, Parsing, recursive descent
- Object-Oriented Programming
- Inheritance, encapsulation, interfaces and signatures, polymorphism
- Templates, Standard Template Library,
- Object-Oriented Design: Design Patterns
- Singleton, Composite, Decorator, Iterator, Chain of Responsibility, Factory Method, Abstract Factory, etc
- Computer Graphics
- Frame buffer, pixels, RGBa, compositing,
- Hidden-surface removal, z-buffer, depth sort
- Polygon rendering, lighting, shading, texturing
- Modeling: Polygons, curves, smooth surfaces
- Database and Information Retrieval
- Tables, Keys, Joins, SQL
- Ontologies, metadata
- Search, cosine similarity, n-Grams, indexing
- Web Back-end techniques
• Text & Image
• Software tools for Prototyping interfaces
• Prototyping 3D objects (this is a composite skill that needs to be unpacked)
• Interactive animation (depending on the domain, may be a representational concern)
• Interface design
• Electronics
• Mechanics
• Statics
• Materials
• Manufacturing processes
• web design
• exhibition design
• designing for public spaces
• game design
Knowing how to work with others
• Teamwork
• Collaboration
• Negotiation/communication across disciplines
Understanding designs in context -- the external view of the artifact
• design history
• Ethnography: the user in context of culture, practice, organization
• task analysis
• user testing
• Usability
• semiotics
• user
Other Aspects
• Media and Cultural Studies Contextualization of 'new media - history theory ethics critical approaches post-modernism post-colonial theory, new media historiography cyberfeminism access and democracy globalization
Examination of particular including - mainstream media art apanese new media Indian interface design community computing Southeast Asian media art Islamic networking
Students enabled to develop - personal reflections arguments perspectives ability to interpret
• Speculative design (combines cultural studies/critical theory with making; non-normative)
Please see documentation on customizing the interface and the User's Guide for usage and configuration help.
Stakeholders
Design Channel (ID): Alissa Antle, Lyn Bartram, Maia Engeli, Halil Erhan, Diane Gromala, Thecla Schiphorst, Chris Shaw, Russell Turner, Ron Wakkary, Rob Woodbury
Information Channel (TAD): Alissa Antle, Lyn Bartram, Tom Calvert, John Dill, Halil Erhan, Brian Fisher, (Diane Gromala), Marek Hatala, Chris Shaw, Rob Woodbury, B. Ben Youssef, (Jim Bizzocchi - especially for Games discussions)
Media Arts Channel (NME/PMA): Jim Bizzocchi, John Bowes, Tom Calvert, Maia Engeli, Diane Gromala, Susan Kozel, Niranjan Rajah, Thecla Schiphorst, Chris Shaw