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__TOC__
  
 +
To edit pages: Please create an account for yourself.
  
 +
SIAT FACULTY, STAFF AND FRIENDS:
 +
for committee responsibilities, please refer to the Community Portal link (see left).
  
−
SIAT FACULTY, STAFF AND FRIENDS: for committee responsibilities, please refer to the Community Portal link (see left).
+
== Curriculum and Courses: Follow Link for Course Details October ==
 +
'''[[Current Versions of Course Proposals]]'''
  
 +
== Calendar ==
 +
[[Proposed Calendar]]
  
−
'''Future meetings:''' July 5, July 19, August 2, August 16, August 30
+
 
 +
'''Future meetings:''' August 2, August 16, August 30
 
Room 14-400, 1:00-3:00
 
Room 14-400, 1:00-3:00
  
 +
Auxilliary visual design meeting July 26, noon, room 14-700
 +
 +
== Meeting Notes and Minutes ==
 +
 +
[[Meeting Notes]]
 +
 +
== Models for SIAT's Undergrad Curriculum ==
 +
 +
[[What is SIAT?]]
 +
 +
 +
=== What is a Curriculum? ===
 +
[[What is a curriculum?]]
 +
 +
[[Models]]
 +
 +
=== Current Thoughts For Years 1 - 4 ===
 +
 +
[[Year One]]
 +
 +
[[Year Two]]
 +
 +
[[Year Three]]
 +
 +
[[Year Four]]
 +
 +
== 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
−
'''M E E T I N G  2 1  J U N E    2 0 0 6'''
 
−
-------------------------------
 
  
 +
* introduction to  post-production photo, sound, and video software
  
−
'''Composition of the committee was approved''' by 13 affirmative votes. (1 denial, 1 abstention).
+
* production planning and storyboarding
−
Gromala (chair), Bizzocchi, Bowes (ex officio), Budd, Calvert, Hatala, Jamieson (staff), Rajah, Shaw, Wakkary, Woodbury
 
  
 +
* composition
  
−
-------------------------------
+
* "seeing" and using light
  
−
'''Committee responsibilities as outlined by the Chair were discussed''' (see below).
+
* basic manipulation of image
  
−
Bowes discussed each item, the status of TechOne, and emphasized taking progressive measures to be ready for the university's anticipated reorganization. This included cross-listing courses, developing and/or teaching (popular/high enrollment classes) on the mountain or harbor centre, and forging closer relationships to other university entities such as Communications.
+
* sequencing still and moving images
  
−
Jim Budd outlined the process for garnering approval (and avoiding potential obstacles) at various levels at SFU in some detail. Thanks JIm!
+
* soundscapes, situated sound
−
Hatala and Gromala will present the revisions throughout the SFU process.
 
−
Woodbury offered to lend his experience with these committees and offered to participate in them.
 
  
 +
* processing and editing sound
  
−
-------------------------------
+
* expressive use of sound, music
  
−
'''Terms of engagement:'''
+
* combining and sequencing sound and image
−
We will need to meet every two weeks, with the understanding that there will be some absences because of summer vacations and conferences. Nonetheless, we will need to meet this frequently in order to make our October 1 deadline. This will be a work-heavy committee for this and other reasons. Because we need to present a united front for passage of our refined curriculum, and because we need to build on the collegiality we already have in this difficult process, I also ask that members articulate their concerns as they arise, and not wait until the last minute.
 
  
 +
=== 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
  
−
'''Constraints & Opportunities:'''
+
•            Text & Image
−
Bowes noted our roughly 40% dip in enrollment, the result of the "perfect storm."
 
  
−
In addition, these were discussed:
+
•            Software tools for Prototyping interfaces
  
−
• articulation (students from 2 year community colleges) esp. Kwantlen, Capilano, Douglas
+
•           Prototyping 3D objects (this is a composite skill that needs to be unpacked)
  
−
• cross-listing courses
+
•           Interactive animation (depending on the domain, may be a representational concern)
  
−
• increasing our visibility and presence on campus
+
•           Interface design
  
−
• building opportunities with other units at SFU
+
•           Electronics
  
 +
•            Mechanics
  
−
-------------------------------
+
•            Statics
−
-------------------------------
 
−
'''Next meeting: July 5'''
 
−
-------------------------------
 
−
Stream representatives:
 
−
Kozel (PMA), Wakkary (ID), Shaw (TAD), Gromala (NME) will bring in a list of their critical classes.
 
  
−
• a list of classes critically necessary for the stream: (5-6)
+
•           Materials
  
−
• year one: ideas for what needs to be covered in our two TechOne courses
+
•           Manufacturing processes
  
−
• year two: stream introduction class
+
•           web design
  
−
• year three: 6 upper division classes
+
•           exhibition design
  
−
• year four: (TBD; capstone class)
+
•           designing for public spaces
  
−
Courses which are best suited for collaboration outside of SIAT should be noted.
+
•            game design
  
 +
=== Knowing how to work with others ===
  
−
This list may include existing classes, changes to existing classes and/or proposed classes.
+
•            Teamwork
−
Since we will also conduct discussions at conceptual levels, it may also be useful to briefly annotate classes with what they are intended to achieve, as well as definitions of each stream. Please use jargon-free language.
 
  
 +
•            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)
  
−
"The Machine" Woodbury will bring in a working version of the design machine he proposed in the retreat. This will provide us with a method to see how changing parameters will affect the overall curriculum plan. Note that this is a way to generate ideas and alternatives. It is NOT set in stone.
 
  
  
−
Gromala will bring a calendar *proposal* which outlines what needs to be achieved by which date.
 
  
  
Line 87: Line 333:
 
Please see [http://meta.wikipedia.org/wiki/MediaWiki_i18n documentation on customizing the interface]
 
Please see [http://meta.wikipedia.org/wiki/MediaWiki_i18n documentation on customizing the interface]
 
and the [http://meta.wikipedia.org/wiki/MediaWiki_User%27s_Guide User's Guide] for usage and configuration help.
 
and the [http://meta.wikipedia.org/wiki/MediaWiki_User%27s_Guide 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

Latest revision as of 08:32, 5 October 2006

To edit pages: Please create an account for yourself.

SIAT FACULTY, STAFF AND FRIENDS: for committee responsibilities, please refer to the Community Portal link (see left).

Curriculum and Courses: Follow Link for Course Details October

Current Versions of Course Proposals

Calendar

Proposed 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

Meeting Notes

Models for SIAT's Undergrad Curriculum

What is SIAT?


What is a Curriculum?

What is a curriculum?

Models

Current Thoughts For Years 1 - 4

Year One

Year Two

Year Three

Year Four

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

Retrieved from "http://ucrack.wiki.iat.sfu.ca/ucrack/index.php?title=Main_Page&oldid=504"