Difference between revisions of "Main Page"

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

Difference between revisions of "Main Page"

Latest revision as of 08:32, 5 October 2006

Contents

Curriculum and Courses: Follow Link for Course Details October

Calendar

Meeting Notes and Minutes

Models for SIAT's Undergrad Curriculum

What is a Curriculum?

Current Thoughts For Years 1 - 4

Specialized UCRACK Meetings

Curriculum Machine

Skills Inventory

Critical and Creative Thinking

First Year Foundations

Knowing how to design

Evaluation

Knowing how to represent designs

Media Skills

Knowing the artifact -- the internal view of the artifact

Knowing how to work with others

Understanding designs in context -- the external view of the artifact

Other Aspects

Stakeholders

Navigation menu

Personal tools

Namespaces

Variants

Views

More

Search

Navigation

Tools

@@ Line 1: / Line 1: @@
+__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).
+== 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]]
-[[What is a curriculum?]]
+=== Current Thoughts For Years 1 - 4 ===
+[[Year One]]
+[[Year Two]]
-'''Future meetings:''' July 19, August 2, August 16, August 30
+[[Year Three]]
-Room 14-400, 1:00-3:00
-Auxilliary culture & cognition meeting July 19, noon, room 14-700
+[[Year Four]]
+== Specialized UCRACK Meetings ==
-Note: "the machine" enables anyone to change the number of classes, in order to see how that change affects the whole plan. It will be here shortly. (Thanks Rob!)
+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'''
-'''Everyone takes 1st year foundations: what are they?
+=== 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
@@ Line 46: / Line 106: @@
-'''Knowing how to design'''
-• formal
+=== Knowing how to design ===
-(composition, color, line, composition, form, proximity, hierarchy, contrast...)
+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
-• Human-centred (perceptual, cognitive and social/communicative abilities, limitations, and preferences)
+•• participatory design: engaging user in context as co-designers
-    • Culture
+•• design ethnography: participant/observation field work; interpretation
-    • Psycholology
+•• contextual design: analysis and design in context
-    • Kinesiology
+•• speculative approaches: cultural probes, design games, seamful design
-• iterative design process: (Analyze context, design, prototype, test)
+•• evaluation: empirical evaluation, criticism, qualitative/quantitative analysis
-      • Evidence-based design: reflection on action
+•• generative: informances, body-storming, future-workshops
-             •  formulate questions from practice
+•• user-centered design
-             •  seek information
+=== Evaluation ===
-             •  ground in practice
+• Formative and Summative evaluation methods
-             •  implement in design
+• Evaluation metrics-- measurement, reliability, validity
-             •  evaluate in context of use
+• Empirical methods-- experiment, quasi-experiment, observation
-•  Design methods
+• Testing for design goals (e.g. games vs workplace)
+=== Knowing how to represent designs ===
-'''Knowing how to represent designs
-'''
 • Sketching
@@ Line 100: / Line 191: @@
-'''Media Skills
+=== Media Skills ===
-'''
 * still and video camera operation
@@ Line 117: / Line 208: @@
 * sequencing still and moving images
+* soundscapes, situated sound
 * processing and editing sound
-* expressive use of sound
+* expressive use of sound, music
 * combining and sequencing sound and image
+=== Knowing the artifact -- the internal view of the artifact ===
-'''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
@@ Line 155: / Line 271: @@
 •            game design
-'''Knowing how to work with others'''
+=== Knowing how to work with others ===
 •            Teamwork
 •            Collaboration
-'''Understanding designs in context -- the external view of the artifact.
+•            Negotiation/communication across disciplines
-'''
+=== Understanding designs in context -- the external view of the artifact ===
 •            design history
@@ Line 181: / Line 296: @@
 •            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)
-• cultural and media studies
-•  Speculative design (combines cultural studies with making)
@@ Line 192: / Line 333: @@
 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.
+== 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