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Please see [http://meta.wikipedia.org/wiki/MediaWiki_i18n documentation on customizing the interface]
+
__TOC__
−
and the [http://meta.wikipedia.org/wiki/MediaWiki_User%27s_Guide User's Guide] for usage and configuration help.
+
 
 +
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 are: 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
−
'''Committee's Responsibilities:'''
+
 
 +
== 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
  
−
(From email sent by: John Bowes, May 21, 2006 12:58:26 PM PDT (CA); Subject: SIAT Curriculum Revision Committee)
+
•• contextual design: analysis and design in context
  
−
SIAT Curriculum Revision Committee
+
•• speculative approaches: cultural probes, design games, seamful design
  
−
, this committee would have the following scope:
+
•• evaluation: empirical evaluation, criticism, qualitative/quantitative analysis
  
 +
•• generative: informances, body-storming, future-workshops
  
−
1. To come forward with concrete plans to perform necessary adjustments to SIAT undergraduate curricula in years 2-4 by 1 October 2006. This effort has as a design goal for years 2-4 a core of Fall-Winter courses numbering no more than 32-35 class offerings.
+
•• user-centered design
  
−
2. To coordinate as needed with the Undergraduate Curriculum Committee who has responsibility for the day-to-day operation of that programme.
+
=== Evaluation ===
  
−
3. To better apportion faculty time between service, research and teaching by adjusting SIAT’s undergrad course offerings to realistic load levels.
+
• Formative and Summative evaluation methods
  
−
4. To help apportion faculty load time so that all research faculty have adequate involvement in the graduate programme.
+
• Evaluation metrics-- measurement, reliability, validity
  
−
5. To articulate effectively with TechOne in both its interim form and eventual restructured form.
+
• Empirical methods-- experiment, quasi-experiment, observation
  
−
6. To better consolidate courses as distinctly SIAT across streams where possible. In this, to reconsider stream structure for better efficacy.
+
• Testing for design goals (e.g. games vs workplace)
  
−
7. To improve the permeability of SIAT courses at years 2 and 3 for non-majors from outside of SIAT and as transfers.
+
=== Knowing how to represent designs ===
  
−
8. To better anticipate the exigencies of University reorganisation likely in the next 18 mos.
+
• Sketching
  
 +
• Writing
  
−
In short, we want to redevelop our undergrad curriculum so that it is efficient and allows faculty time to do other things essential to their careers and the intellectual health of the School. There are to be no sacred cows. As soon as I have your agreement to serve (and any comments you wish to the foregoing agenda), I will put this committee forward for ratification by the full (permanent and LT) faculty. 
+
• Photography [see "Media Skills" below]
  
 +
• Basic videography for documentation/communication (a bit different in focus than storytelling per se) [see "Media Skills" below]
  
−
=John
+
• CAD
  
 +
• Solid modelling
  
−
----------------------------
+
• Parametric modelling
  
−
-------------------------------
+
• Animation
−
'''M E E T I N G  2 1  J U N E    2 0 0 6'''
 
−
-------------------------------
 
  
 +
• Software models,
  
−
'''Composition of the committee was approved''' by 13 affirmative votes. (1 denial, 1 abstention).
+
Toolkit architectures
−
Gromala (chair), Bizzocchi, Bowes (ex officio), Budd, Calvert, Hatala, Jamieson (staff), Rajah, Shaw, Wakkary, Woodbury
+
  
−
-------------------------------
+
=== Media Skills ===
  
 +
* still and video camera operation
  
−
'''Committee responsibilities as outlined by the Chair were discussed''' (see below).
+
* use of microphones and audio field recording
  
−
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.
+
* introduction to post-production photo, sound, and video software
  
−
Jim Budd outlined the process for garnering approval (and avoiding potential obstacles) at various levels at SFU in some detail. Thanks JIm!
+
* production planning and storyboarding
−
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.
 
  
−
-------------------------------
+
* 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 [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.
  
−
'''Terms of engagement:'''
+
== Stakeholders ==
−
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.
 
  
 +
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)
  
−
'''Constraints & Opportunities:'''
+
Media Arts Channel (NME/PMA): Jim Bizzocchi, John Bowes, Tom Calvert, Maia Engeli, Diane Gromala, Susan Kozel, Niranjan Rajah, Thecla Schiphorst, Chris Shaw
−
Bowes noted our roughly 40% dip in enrollment, the result of the "perfect storm."
 
−
In addition, these were discussed:
 
−
• articulation (students from 2 year community colleges)
 
−
  esp. Kwantlen, Capilano, Douglas
 
−
• cross-listing courses
 
−
• increasing our visibility and presence on campus
 
−
• building opportunities with other units at SFU
 

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"