Practical Interaction Design

79 summer 2009 The Education Issue Playing the game Tom McEwan Lifelong learning David Travis Heterogeneous classes Sus Lundgren Practical Interaction Design Phil Turner and Susan Turner Sus Lundgren was about to make David Travis is managing director of Tom McEwan is a Senior Lecturer Alan Dix is a professor at Lancaster a career as a GUI designer but Userfocus, a usability consultancy in Computing at Edinburgh University. He writes the odd switched to academia, fell in love and usability training company. Napier University, and is currently book and the odd very odd paper. with teaching and is currently He has carried out usability Treasurer of BCS Interaction He regards the reappearance of finishing her PhD thesis which is consulting activities for clients SG, having previously chaired Dr Who as the most important on “teaching aesthetics in interac- like eBay, Comet and Hewlett- HCI2005. His previous lives event in revitalising a generation’s tion design”. Her own educational Packard who want help improving include being a singer-songwriter technological excitement during background includes interaction the usability of their web site, throughout the 1980s, and a the 20 years he has worked in design, chemical engineering, intranet or handheld gadget. As software engineer and then tech- HCI. He keeps trying to get this graphic design, communica- a trainer, David has delivered nical director in the 1990s. As the into his research … and may do tion sciences and astronomy; over 100 seminars in user experi- new decade approaches he really some day soon. she is a heterogeneous project ence immersion, user experience will need to figure out what he [email protected] group almost all by herself, also design, user experience research wants to do when he grows up. covering two nationalities by being and user experience manage- [email protected] half Swedish, half German! ment. You can find out more Co-author Corina Sas about these courses at [email protected] [email protected] www.userfocus.co.uk/training. Contributors With thanks to About Interfaces commissioning editors Interfaces welcomes submissions on any HCI-related topic, including articles, opinion pieces, book reviews My PhD: Stephen Hassard and conference reports. & Eduardo Calvillo Gámez Forthcoming themes Reviews: Shailey Minocha Interfaces 80, Autumn 2009: Now that’s what I call HCI – Remixes, reflections and greatest hits of British Profile: Jennefer Hart HCI. Deadline 4 July 2009 Photo credits Interfaces 81, Winter 2009: Anywhere, anytime, anyplace – Globalised, localised and repackaged Page 13: Johan Peitz – challenges for the future Page 26 top: Submission guidelines Ben Shneiderman Articles should be MS Word or plain text. Send images as separate files: these must be high resolution BCS membership digital originals suitable for commercial printing, cropped if desired but not resized, and if edited, saved as tiff or highest quality jpeg. Please supply photographers’ credits as appropriate. To receive your own copy Authors should please provide a 70–80-word biography and a high resolution head and shoulders original of Interfaces, join the BCS digital photo. Photographers’ credits will be printed if provided. and gain access to BCS Send to John Knight, [email protected]; 34a Hackford Road, London, SW9 0RF. Interaction and four other Specialist Groups (see page Interfaces is published quarterly by the Interaction Group (a Specialist Group of the British Computer Society) and is available in print and as download. All copyright (unless indicated otherwise) resides with the Interaction Group and content can only be republished with the author’s and 27). Editor’s consent. Interfaces is produced on a not-for-profit basis by volunteers for the good of the international HCI community. Interfaces editorial policy is focused on promoting HCI and its community in all facets, representing its diversity and exemplifying its professional values PDFs of Interfaces issues by promoting knowledge, understanding and awareness to the benefit of all and harm to none. Editorial decisions are based on promoting these core values with the Editor being accountable to the Interaction Group and BCS for the content of the magazine. As such the Editor has the right to refuse 35–78 can be found on the publication with recourse to the Interaction Group and BCS in cases of arbitration. Interaction website The views and opinions expressed in Interfaces are strictly those of the relevant authors attributed to articles and do not necessarily represent those of the Interaction Group, British Computer Society or any associated organisation. Interfaces does not accept responsibility for the views expressed www.bcs-hci.org.uk/about/ by contributors and unless explicitly stated (where authors are publishing at the behest of an organisation or group), authors are acting in a personal capacity and expressing personal opinions that may or may not represent the views and opinions of any organisation, employer, person or group interfaces/archive/ attributable to them. © 2009 the Interaction Group  79  Contents 4 View from the chair Russell Beale We have not had a themed issue that has 5 Preparations for HCI 2009 galvanised the group into action as much Alan Blackwell as this education focused one has. So it’s clear that whatever we profess as our main 7 Play up, play up and play the game interests and explore as trends, Learning Tom McEwan and Teaching is right up there with um… 8 Reflections usability. Now some might say this reflects George Buchanan our audience and academic comfort zone but they would be wrong! No, its not about 10 The course formerly known as … demographics, but rather it’s about our Alan Dix and Corina Sas shared passion for what we do and our desire to share it with others. Indeed, in 12 Teaching design in large heterogeneous classes this issue of Interfaces Magazine we have Sus Lundgren strong representation from industry and in all cases education is squarely framed 16 Can short courses really create lifelong learning? David Travis in the need to ground students properly and prepare them for the real world of 18 Practical Interaction Design Interaction Design. Phil Turner and Susan Turner Without taking anything away from this issue, the next one is going to be special. 20 My PhD Nazean Jomhari It’s our 80th outing which represents 20 years of continuous publication and as our 22 Profile conference number it is also a celebration Anthony Dunne of what we do, a showcase for the group and the wider world. Titled “Now that’s 24 Interfaces reviews what I call HCI” this next issue is your Shailey Minocha opportunity to show off a bit in whatever way relates to your particular patch of 26 Interacting with Computers HCI. So let’s build for Cambridge and make Dianne Murray this our year. So get writing, thinking and reflecting and please let me know if you 28 Interaction committee members need help in making the July 4th deadline. John Knight  View from the chair 79 HCI education – where now – and how?  Russell Beale In a paper I wrote for the HCI Educators’ job security is more tenuous than ever, when time to talk to a class, it brings in no money conference in Rome, I discussed whether the labour market for computing graduates for them but does generate huge goodwill and HCI education should be all about scaf- in particular is looking parlous given the lack potential links for future partnerships. folding – strong supporting principles and of hiring from financial institutions, insurance So, whether you scaffold your course, theories that enabled people to construct industries, software companies and the knock- or duct tape it together, whether you invite sound software that was appropriately on effects into management consultancy and speakers or are sometimes invited, we need to engineered, fit for purpose, beautiful, safe, so on, computer science is not a career that ensure we remember that HCI has to be at the and so on – or whether it was all about guarantees a decent job and a decent wage heart of interactive systems, that good design duct tape – strapping together whatever – and this may mean that it will start to can be taught, that creativity and innovation was at hand to make something work a bit attract only those with a passion for it again. are at the heart of decent software engineer- better, but doing it quickly, using anything But given the disconnect above, it may be ing and that HCI provides these fields with that happened to help. Whilst the largest that those people see computer science and appropriate tools. In the words of an engineer discussion was actually over whether it HCI as marginal subjects, not worthy of colleague, “if it moves and it shouldn’t, use should be “duct” tape or “duck” tape (and university study. duct tape; if it doesn’t move and it should, use come and ask me, I’ll not go into it here We can change this. We can argue for WD40” – we may also have to consider using for lack of space!), the paper raises some decent HCI in our undergraduate courses. WD40 in academic circles to ensure we get general issues about where HCI education We can take on first year courses and aim our way as well. is, where it is going, and what we can and to inspire and motivate the new intake of For those on Facebook, there is an should teach at university. students, opening their eyes to the delights, Interaction group, http://www.facebook.com/ One of the tensions is that there seems to perils and fascination of trying to design group.php?gid=59030267911 be an ever-increasing demand for more ‘core’ interactive stuff so that it’s right, that it material in computer science courses, and so works, that it meets people’s needs in so many HCI is often squeezed into inappropriate parts ways, functional and visceral, practical and of the curriculum or removed from the core aesthetic. One of the things that delights me – or lost altogether. There is also a growing about the HCI field is that many of the people disconnect between the people developing in it do just that – they are passionate not cool innovative applications, and those doing just about researching it, or practising it, but computer science courses, which is even more about passing on knowledge, about inspiring worrying – firstly, it suggests that some of new blood, and do develop and innovate and these developers who get many people using develop new courses, material and suchlike. their code are doing so from a base that may I do think that we need to support each not be as firm as we'd like it to be – but more other in this a bit more, however: academ- Russell Beale leads the Advanced Interaction worryingly, that computer science is not seen ics are under increasing pressure to research Group in the School of Computer Science at the University of Birmingham. His research focus as the course of choice for the bright develop- more, generate more money from more is on using intelligence to support user interac- ers, creatives, hackers and engineers out there. sources, and do more admin than ever before, tion. Before returning full time to academia and Which makes me wonder what the outlook for and this pressures teaching into taking a back research in 2003, he co-founded, ran, or worked for various internet-related companies. computer science is? seat. If we can share resources, share teaching In these somewhat altered times, when materials, give guest lectures, and so on, then [email protected] trillion dollar deficits are commonplace, when it will help. If consultants can give up their Advanced Interaction Group, University of Birmingham  1–5 September, in Cambridge, UK 79 Preparations  for HCI 2009 Alan Blackwell [email protected] Scent Whisper from Sensory Design & Technology Ltd Registration is now open for HCI 2009 Festival of Interactive Technology HCI 2009 will host the Festival of one invisibly above it. SecondLight explores Interactive Technology, an open house techniques for imaging through the display Programme highlights showcasing some of the great new research and advanced features that extend interaction and start-ups focused on novel interaction beyond the surface. The main HCI 2009 conference runs from techniques drawn mainly from Cambridge From script to final cut, Moviestorm from 9:00 am on Wednesday 2 September and the surrounding areas. There are too Short Fuze Ltd takes users from character until lunch on Friday 4 September. All many great demos to list, but here are a few and set creation, through dialogue recording, meals and events during this period are to whet your appetite. choreography, and editing to finished movies included in the conference registration ‘Scent Whisper’ from Sensory Design for upload to video-sharing sites such as fee. Because Monday 31 August is a UK & Technology Ltd is a responsive jewellery YouTube, or for upload to their active Bank Holiday, satellite events will not take piece, inspired by the defence mechanism of community website. place on Monday this year, but have been bombardier beetles. It provides a new way to These projects give some idea of the programmed for Tuesday 1 September, send a scented message by fusing microfluid- breadth of interaction techniques that will the afternoon of Friday, and Saturday 5 ics and wireless technologies with perfumery, be explored, as well as giving festival goers September. to create a new level of experience and well- a sneak peek into some of the organisations Paper streams will include the latest award- being, and as a novel communication system. on Cambridge University’s high tech West winning papers from other leading international The research project SecondLight, from Campus. Alongside the hands-on demos, the conferences, presented at HCI 2009 for those Microsoft Research’s Cambridge lab, uses Festival of Interactive Technology will include who are not able to attend all of the dozen or switchable diffusers to present users with food and live music to give the event a truly so major conferences in the field. two images – one visible on the surface and party atmosphere. The conference will also feature brand new research recognised with archival highlights status. These will include exciting new contri- butions in user interface technology, theory, engagement with users, practical tools and design research. Ground-breaking papers to be presented offer new understanding of gaming and of inter-generational technology use, new styles of ‘surface’ computing technology, and valuable new design and prototyping methods. MovieStorm from Short Fuze Ltd  Preparations for 79 HCI 2009  SecondLight from Microsoft Research’s Cambridge lab Workshop and tutorial Keynotes: Negotiating RCA graduates and researchers have had programme between science and great impact on HCI in recent years, and this keynote is an opportunity to understand more Workshops design of the world from which those insights have Many conference-goers like to take in a In addition to studies of technology users and come. workshop or two as an indispensable part of presentations of next generation interactive their conference experience. The intimate and technologies, many of the papers submitted Bill Buxton discursive format of workshop events permits to HCI 2009 describe new understandings Giving the closing keynote will be luminary a level of interaction that provides a valuable of science and technology through design. Bill Buxton, Principal Researcher at Microsoft counterpoint to other conference activities. Opening keynote speaker Anthony Dunne is Research, but erstwhile Chief Scientist of Interaction is not just the subject matter of head of the Design Interaction department at Alias/Wavefront, Director of the Ontario HCI2009, then, but part of the process of the Royal College of Art. With partner Fiona Telepresence Project, and co-founder of engaging with HCI2009 as a whole. Raby, he has recently been exploring the ways Cambridge EuroPARC. Along with being one The workshop programme at HCI2009 in which their view of design challenges other of the most influential people in the field of gives you the opportunity to engage with professional understandings. In inviting him to HCI, Bill is passionate about design. More a diverse range of topics and to meet new open the conference, we expect to take a hard than this, he is one of those rare individuals people who share your enthusiasm for them. look at business-as-usual in HCI. who is as versed in the science of interaction Whether you are interested in creative and Although technologists and engineers enjoy design as he is in the practice of it. Testament intuitive processes in interaction design or providing solutions to problems, Dunne and to this is his recent best-selling book, cross-cultural perspectives, interactions with Raby design in order to find problems rather Sketching User Experiences. In 2001, The emotion-recognition or cloud-based systems, than solve them. They create social fictions, Hollywood Reporter named him one of the ten human physicality or robot interactions, enter- not simply implementing technological science most influential innovators in Hollywood. In prise computing and service design or societal fictions, and apply art rather than resisting 2002, Time Magazine named him one of the developments in surveillance and control, it. They want to make people think, not make top five designers in Canada. information representation and recall or them buy, and this results in work that is in Along with his regular day job, Bill is a health-care systems; there is something for you the service of society more than the service regular columnist for Business Week and fre- at HCI2009. of industry. The core of the software industry quently appears in the media as an advocate is the search for applications, but this kind of Tutorials for good design. As well as a dynamic and design research is concerned with implications, Tutorials offer an opportunity to update inspiring speaker, Bill is also an avid climber, changing ourselves as much as changing the professional and research skills in hot areas skier, canoeist, cyclist, and has in the past been world. such as mobile interaction design, field a musician, performer, and competitive eques- HCI started as a human factors field, research, prototyping for physical computing, trian. We expect him to deliver an eclectic and devoted to studying and improving ergonomics and AJAX development. Tutorials are taught thought-provoking end to the conference. in technical systems. The turn to design recog- by world leaders in their fields, and this year nises that technology is a kind of rhetoric, and are made available at bargain prices – £40 for half days (including Friday afternoon) and £80 invites us to be critical rather than affirmative. www.hci2009.org It can be satirical, a starting point for debate for full day tutorials. as much as for production, and a method of research rather than the end point of research.  79 Play up, play up  and play the game Tom McEwan The rules of the game are changing – we In my paper you can find a detailed history the lower level skills that are aggregated (perm now have rules! In many walks of life (as of how we got to here, but the current situation any 15 from several hundred) to define a role anyone who went through HERA bench- is that BCS Interaction SG has been successful need much updating – the fine grain includes marking will know), competency frame- in getting four HCI-related skills/roles accepted such fossilised relics as ‘GUI’ as a discrete skill/ works are emerging to define and compare into the Skills Framework for the Information knowledge. So we need to collectively redefine roles (meeting legal requirements such Age (SFIA), while also influencing the defi- these component skills to include all relevant as gender pay equality), and individuals nition of some of the other 82 roles. SFIA parts of our field. are to be benchmarked against roles.  My further defines a role at several of 7 levels All of which is fine and dandy, but I paper [1] at HCI Educators 2009 in Abertay – our roles have 19 such definitions out of a stumbled somewhat at HCIEd in my reply to describes how a raft of standards have total pool of 290 levels. While we had a small the obvious question ‘so how should we move defined roles, career opportunities and the presence in earlier versions, it was in SFIA v3 this forward?’ Hence this article. courses to fill relevant learning gaps. All in 2005 that this became substantial. Version 4 Ideally we would set aside a workshop of which may sound a bit mechanistic and was launched in December 2008 alongside at HCI2009 in Cambridge but that week is reductionist to the HCI community, but the more detailed BCS SFIAPlus framework, somewhat overwhelmed with other workshops. these are the rules of the game now, for and Jonathan Earthy and I both contributed So in the first instance I will set up a discus- anyone wanting to make a living and find to the prior consultation and then reviewed sion thread within the Interaction SG part of career fulfilment in a globalised world. HCI the outcome. My impression is that the review the Members Area in BCS. You’ll need your professionals are not exempt. exercise, while a useful sanity check and membership number and to set up a password, Our community has to start playing this allowing for some enhancements, occurred far if you haven’t already logged in to this. game a bit better, or our ideas will not gain too late in the process. Even the prior consulta- Interaction SG has not made any use of the traction, and our graduates will be margin- tion period afforded minimal opportunities to Members Area so far – but if we really want alised. One of the more mature areas of our influence and a more concerted and structured to influence the other 70k members of the BCS ‘body of knowledge’ (BOK) is usability but, plan by Interaction SG is needed to engage we ought to build a vibrant online discussion as Jared Spool [2] repeated in his keynote at with version 5 to ensure that fairly well-known about competency in Interaction. Please meet HCI2007 (citing the CUE studies by Molich HCI-related job descriptions, such as informa- me there and add your tuppence worth. Over et al.), we still need to ‘get our act together tion architect, are included next time. the next 2–3 years we need to define what we to define usability’, to ensure that we can Additionally SFIA is only one relevant mean by competency and professionalism in measure it, prevent its lack, optimise methods framework and a separate body, Skillset, also our field, build a coherent set of job definitions, to minimise problems. Accessibility, despite defines relevant roles but in a different way and get them into the relevant standards. This or because of WCAG 2.0 and PAS78, needs and to a lesser level of detail, while the less will then allow us to define the underpinning similar professionalisation. advanced CCSkills may yet emerge as the degrees and short courses. Spool identifies that industry will demand sector skills council for design. Interaction many more user experience professionals over SG needs to engage with each of these bodies, References the next few years than exist or will graduate contribute definitions that are based on existing 1 McEwan, T. (2009). Playing the game: HCI careers in the with relevant degrees. So just as all we preach job roles in progressive organisations and competency era. In Proceedings of HCI Educators 2009, Abertay (soon to be available on BCS EWIC http://www. can finally be put into practice, we could be locate these in the appropriate areas if we are bcs.org/server.php?show=nav.7927). undermined by the lack of clear definitions of to influence less progressive organisations to 2 Spool, J. (2007). Surviving our success: three radical competency (and the learning experiences that adopt our body of knowledge. recommendations. ACM JUS. Vol. 2, Issue 4, August 2007, 155–161. Retrieved January 21, 2009 from provide these). Although SFIAPlus is the most detailed of http://www.usabilityprofessionals.org/upa_publications/ the competency definitions I’ve encountered, jus/2007august/surviving.pdf. 79  Reflections George Buchanan [email protected] In the midst of talk of a steep and rapidly graduate study – the highest level on record. than the original fall by a quarter. For those darkening global recession, some may Data for employers is also very bleak. The concerned with computing as a whole, recent think that universities are immune from picture in the City of London overall is par- data from the Council of Professors and Heads the poison in the global economy. MScs in ticularly black, with estimates hovering close of Computing, published at the annual CHPC Human Computer Interaction reflect the to a 30% fall, and the IT sector as a whole conference, makes grim reading. complex picture that actually faces most is down 7% according to the Association of This has naturally translated into lower institutions. Graduate Recruiters. overall numbers of domestic students staying In the 2000s, universities have seen the It is therefore not surprising that lectur- on to postgraduate study, and an increasing overseas MSc market as somewhat of a cash ers are finding that students are considering a dependency on other nations. As I noted above, cow. There has been consistent pressure to higher degree as a “safe haven” in the current the picture for China, India and other common recruit overseas students. However, most of the economic crisis. Prospective MSc students are, countries of origin for postgraduate students developing economies that these students have however, concerned about whether a further is bleak. In these nations, the global downturn typically come from are under even more acute degree will actually help their career and is already leading to an impact on the numbers pressure than, say, Western Europe or North earnings prospects. of students applying to overseas institutions America. In contrast, Newcastle University The long-term benefits of postgraduate in New Zealand, the United States and of recently publicised that it would discount its study are, if anything, better proven than course Britain. The only benefit to the UK Master’s courses for this year’s graduates. The the advantages of a Bachelor’s degree. The as an international destination this year has argument given was that a Master’s degree Consultative Committee for Professional been sterling’s rapid decline on the currency would improve employability, and no doubt also Management Organisations published research exchange market. minimise the number of BSc and BA graduates it commissioned early this year. While little without a job. covered by the media, the results are striking: Moving on a 9% increase in employability and a potential For those already studying for an MSc, the Another year? income boost of some 37%. So, there are picture is different: they face graduating in an good arguments to be made to students that As a result of this complex picture, the extremely difficult environment, where many further study will boost their lifetime earnings. prospects for MSc courses are unclear: some traditional recruiters are cutting down on There is, however, one further problem for pressures suggest more domestic students may staff numbers. Universities are attempting to those running HCI MSc courses. The cohorts “stay on”, whilst others indicate that overseas improve their support of 2009 graduates, but of students from which they draw have actually students will decline. Whatever happens, the there are no magic answers. been in decline for some time. This is particu- pressure from universities on departments to There is little available data on MSc larly true of computing degrees. The internet recruit more students will no doubt increase. graduate opportunities in particular, but the boom drove recruitment into computer sciences A postgraduate course has long been a picture seems to be suffering a similar depres- bachelor courses up to 2001. That peak lure to both those excited by their subject and sion to the graduate jobs market. Overall, the graduated in 2005, and since then there has students with an unclear plan for their future. impact is often not quite as bleak, but the dif- been a huge fall. 2006 – the intake year for Recession is commonly believed to make more ference is small. this year’s graduates – was some 25% down students stay. Recent polls and surveys of in starting student numbers. Data from the final year students certainly paint a picture of HCI MSc courses National Student Survey indicates that com- despair. To take just one example, the annual What, then of MSc courses in HCI in puting’s drop-out rate also accelerated during High Fliers Research poll reports that only particular? I have just moved between two the recent past, so the change in numbers of 36% of finalists expect to get a graduate job institutions (City and Swansea) that both students graduating is likely to be even worse this year, and that 26% are considering post-  79 It is really amazing the quality of work that students can progress to in only one year,  and many projects and courses demonstrate the real excitement, interest and value that an MSc in HCI can deliver. offer popular HCI Master’s courses. Wales and for the next academic year are holding up well tions to business will help many courses, and London are very different places. in both locations, despite very adverse circum- provide a genuine opportunity for universities London has a substantial IT workforce. stances. However, across London, at both older to contribute to the economy when up against However, most of the demand for IT staff has institutions such as UCL and Queen Mary, and the wall. historically been driven by international com- newer ones such as Middlesex, the challenge panies, many of them banks. In the finance-led may yet prove to be retaining students who find Hope downturn, London students are therefore facing their financial plans derailed as part-time work I can, however, offer some hope, and from particular pressure on traditional employers. In becomes harder to secure. personal experience. I graduated my first degree contrast, Wales has a much smaller IT sector, from the University of York’s Computer Science and small and medium sized companies drive The near future department in 1991. For those with longer IT demand. Whilst less directly exposed to the The pressures we see today are likely to remain memories, that year faced the onslaught of whims of the financial industry, business in for the short-term future. All predictions from an economic downturn, just as this year does. Wales has certainly felt the chill wind of the the main global economic institutions (e.g. the Getting an interview was almost impossible, with recession and has cut back on all forms of IMF and OECD) indicate that the financial IT companies closing the door to graduates. recruitment. outlook for the next two years is going to Indeed, the situation for graduates in a There are differences too in the student remain bleak. Computing graduate numbers computer discipline then was much worse than body: Wales sees relatively few overseas will also fall, and job security in the UK is this year. The shortage of qualified IT personnel students, whereas London is, of course, popular unlikely to improve, with most predictions is now more acute, and the downturn for the with international students seeking to live and suggesting a rise to 3.5m unemployed from the industry much less pronounced. study in the United Kingdom. Part-time study current level of 2.1m. Despite a much worse environment, many at City is commonplace, whereas students Whatever changes impact the MSc market students managed to get a job. Personally, at Swansea are currently all full-time. Local this year, next year’s MSc graduates will face I started my own business, and through a financial factors influence this: Swansea is one similar challenges to those finishing in 2009. mixture of luck and (perhaps!) ability, survived. of the cheapest cities in the UK for accom- Similarly, those graduating their bachelor It grew by at least 50% every year for the modation costs, whereas London is notoriously degree in 2010 will face the same problems next decade, though I personally left after expensive. Hence, in London more students feel as graduates of today. Employers, students seven years. My four years at university were forced to work in order to support their study. and universities will all have to learn their not wasted, and indeed I am certain gave me The MSc courses at the two institutions are lessons quickly. greater skills to face that challenge than any also very different creatures. I left Swansea Assisting MSc graduates to find good con- alternative path would have given me. this year, during only its third cohort of MSc nections with those businesses that continue The success of previous students is students, whereas the course at City is well to thrive will be a critical task for the leaders ultimately the best assurance for current established. Swansea’s Future Interaction of any Master’s course. In the case of HCI, MSc cohorts, and those considering that Technology Laboratory emphasises program- this challenge is helped by the fact that so extra year at university. I will be highlighting ming, technology and formal specification, many students undertake their degree for showpieces from MSc courses in future issues. whereas the City course embraces more career purposes. Nonetheless, ensuring that It is really amazing the quality of work that directly issues such as accessibility and qualita- dissertation work supports a student’s immedi- students can progress to in only one year, and tive research methods. ate career needs is more important than ever. many projects and courses demonstrate the Given these differences, one would perhaps Ensuring that course material also meets the real excitement, interest and value that an expect “a tale of two cities”, but in fact this needs of prospective employers may give a MSc in HCI can deliver. seems far from the case at present. Numbers graduate that extra advantage. Strong connec-  Lancaster MRes in HCI 79 The course formerly 10 known as … Collaborative Design Project: Second Life as Usability Lab. Group1: Rapid Alan Dix and Corina Sas Social Prototyping. Dimitris Zampelis, Olive Su and Jennefer Hart. The Lancaster MRes in HCI is now in its What it is like Bunnyfoot, the Jobcentre and Xerox (in the 10th year and included Laura Cowen, the days of EuroPARC Cambridge). InfoLab21, Like most UK Masters courses the MRes previous editor of Interfaces, amongst which houses the Computing Department, also includes a number of taught modules and its first cohort back in 2000. For its first includes the Knowledge Business Centre, a options during the first two terms with a nine years, the course was the result collection of commercial hi-tech units. We have dissertation starting after Easter. However, of a close collaboration between the used contacts with companies there as the throughout the core elements of the course Psychology Department and the Computing basis of student assignments, both for MRes there is a strong focus on individual and group Department, with Tom Ormerod and Linden students and undergraduates. Students have design exercises. Ball (Psychology) and Alan Dix and Corina sometimes found themselves frustrated at the This begins in the first term. Having shared Sas (Computing) forming the core team. constraints of real business problems, but in an intensive taught week of a general HCI More recently Imagination@Lancaster, the the end it is a valuable lesson for them. course with other MSc students, the MRes new design research centre, has become a students continue this in group exercises where major player in the course, adding a fresh they design some form of individual data gath- Telling the world perspective and approach. ering around a topic, including some coded The course has been very successful in or quantitative parts and some qualitative producing student work of publishable By any other name interview or observational data. They pool the quality, with several student projects each In fact the course started life as the MRes quantitative data, then individually analyse and year being the basis of conference or journal DEAIS – the Design and Evaluation of report on their own qualitative data in con- papers; venues have included the British HCI Advanced Interactive Systems. Now it doesn’t junction with the larger group data. In some conference, CHI and NordiCHI. Over the last take the most sophisticated knowledge of years, the topic has had an industrial focus; few years, we have seen an exciting new trend human perception and memory to realise this in others it has fitted in with some research with the publication of student work based on is quite a mouthful … and is not what you theme in the department, and sometimes it has the smaller-scale projects from earlier parts of instantly look up on Google when searching given rise to published work. the course. for a Masters course. We realised some years However, the heart of the course is in the As well as the course being the source of ago that this was a problem and indeed most second term, where two-thirds of the time research, it is also the subject of research, with of those taking the course had heard of it by is spent on a Collaborative Design Project. innovative aspects of the course reported at word of mouth, not through any directories or In some years the briefs for this have been HCI Educators and elsewhere. searches. It took several more years before the artificial, for instance when the topic was course team got round to doing the paperwork ‘airport of the future’, including a guided tour Getting about to change the name. Of course we consulted of Manchester Airport. In other years the Dissertation placements have taken the current students and alumni, working our topic is again related to some research theme, MRes-ers to different parts of the UK, from way through numerous creative and exciting for example, application areas for VoodooIO Glasgow to Cambridge to Bristol (and notably names as well as the more obvious candidates: (Pin&Play) technology. Warrington), as well as occasionally overseas interaction design (too narrow), human-centred (Rome and New Zealand). Presenting and computing (sounded too old), until we settled Industry links student volunteering has taken others to on simply – HCI! It is expected that the majority of student Vienna, Crete, Boston and Sweden. This year dissertations are carried out in conjunction Jennefer Hart (see her article in Interfaces with external companies and organisations; 77) won the design-a-student-volunteer-T-shirt these have included HP Labs, Sony-Ericsson, competition at CHI!  79 11 Collaborative Design Project: PinDoctor – an exploration of Pin&Play Collaborative Design Project: Engaging Facebook Applications. Kyle J Mayne and technology. Pascal Belouin, Genovefa Kefalidou and Zain Rizvi. David Musson. Keeping in touch Those who teach Lessons – what we learn From the very first cohort, the students together As noted, there are a number of publications organised their own Yahoo! group to keep The astute reader might have noticed that about the course, mainly focused on the use in touch, and this became the way we as the core course team for some years, Tom, of different forms of design brief during staff often communicated, in addition to (or Linden, Corina and Alan, were also the core group projects. We encourage students not neglect of) the official mailing lists. While the organisers for the HCI 2007 conference at to think simply in terms of a traditional user- University has its own student learning support Lancaster. In addition, members of the team centred design lifecycle, but to recognise that systems, the added informality of an externally have written papers together and co-supervised sometimes solutions have to be technology led hosted system may have strengths, and of PhD students. They also form the core of a (what can we do with what we have got?), or course benefits from levels of development and cross-departmental seminar group on creativity business problem led, or driven by observing support not possible on bespoke local systems. and problem solving, and the Lancaster team and analysing emerging phenomena – not least It is becoming common now to hear of courses for a recent EU Marie Curie Initial Training for Web 2.0. using Twitter or Facebook and this does seem Network. This is no mere happenstance; But perhaps the most important feature to lend some of the same feeling as having a with increasingly packed schedules it is hard of the course is the way the students learn seminar in a coffee bar as opposed to an office enough to collaborate with the person in from one another. We attract students from … and you guessed it, yes, we have done that the next-door office, let alone someone in a psychology and computing backgrounds, but as well. different department. Being forced together by also those with first degrees in creative arts, Perhaps most exciting was the way past course meetings and exam boards provides an graphic design, music technology and even students then decided to maintain their opportunity to discuss things beyond the course. fashion. Some come straight from undergradu- contact through a second ‘xres’ Yahoo! group. ate courses, some after many years’ industrial Nowadays Facebook is rendering this nearly The future experience, some already usability designers, obsolete, but in the days before ubiquitous and one even a professional golfer. The mix of The collaboration with imagination@Lancaster social networking (were there such days!) this gender, culture and background creates a stim- is only in its first year. It will be exciting to see fulfilled the same function. ulating environment for them, and moreover how this changes the dynamic of the course for us as the ‘teachers’. Maybe the sign of a and, as this filters its way into prospectuses, When the course is over we expect to see more students from a design successful course is precisely when the teacher learns. Around half the students continue on to PhDs background, increasing further the diversity of and the other half into various usability- the cohorts. related posts, such as user experience and Lancaster is also the lead partner in Web links interaction design, and consultancy. Some DESIRE, an EU ITN focused on scientific For a list of publications relating to the course students have taken jobs where they did and technological creativity. The topics of see: their dissertation work, for example at Sony- DESIRE lie very close to the focus and ethos http:// www.hcibook.com/alan/papers/ Ericsson in Warrington. Many of the students of the MRes and we expect to see the DESIRE interfaces2009-mres/ are themselves active members of the HCI researchers work alongside the MRes students For course details see: community. Those with similar courses will in projects, and feed the outputs of DESIRE http://www.comp.lancs.ac.uk/study/pg/hci/ know how exciting it is when we spot a paper into innovative methods and tools we can use For more on the DESIRE EU ITN: by an ex-Mres-er, or hear one presenting at a on the course. http://www.comp.lancs.ac.uk/~corina/DESIRE/ conference; not to mention editing Interfaces!  Case study 79 Teaching design in large heterogeneous classes 12 Sus Lundgren Having just returned from the annual from diverse backgrounds each year; most of Human–Computer Interaction Educators them (approximately 40) taking the course Conference (HCIEd) in Dundee I’ve once as a mandatory part of the interaction design again come to realise the very different master programme, and roughly one third of conditions under which many HCI and them being international students. interaction design teachers work. In many The reason that I got to develop and run cases, but not all, interaction design is the course was due to my four years of experi- taught to small classes in a studio-based ence working professionally as a GUI designer The first days of the environment. Students are carefully and web designer. Although my answers, solu- project are spent selected, and are taught in small classes tions and suggestions may not be perfect and misunderstanding with a lot of one-to-one teaching. This is may not fit every teacher or every course, they each other, looking the case at the Masters course at the Royal can at least serve as inspiration. for common ground College of Art, for example. I have tried out three ways of dealing with In other situations, like at my own uni- heterogeneity. Two of these are based on a and a means of versity, a Masters in interaction design is questionnaire handed out at the start of the communication. This is taught in larger classes, say 40–80 students, first lesson. This questionnaire is designed to like shock treatment, without studios but in labs where the students gauge the students’ ethnic and educational preparing the students can leave their work overnight. In addition, background and most importantly what they for the diverse world students from a wide range of educational want to learn on the course. The question- of the interaction backgrounds are accepted; their key skills can naire also asks students to assess their skills designer, which is one be computing, cognition science, industrial in English (typically not their native tongue), design, ergonomics, graphic design, electrical programming, graphic design and project man- of the aims of the engineering and almost anything in between. agement. project. Large groups of students from different back- I used the information from the question- grounds are pretty much the norm for HCI naire in two ways. Firstly, to find out what the courses too, from what I found at the confer- students felt they were confident in, as well as ence, which raises some important questions: what they wanted and needed to learn. This information was then used to skew course How can we deal with content to fit students’ abilities and needs. heterogeneous classes? Secondly, the information from the ques- How can we teach and assess tionnaire was used to create groups of four design in large classes? to five students. When creating the groups How can we provide sufficient I aimed for each one to have at least one feedback to students in large student skilled in programming, graphic classes? design and project management respectively. In addition, I tried to mix educational back- Here, I will describe five years of work with grounds, have at least one (but preferably a course called Interaction Design of Graphical two) international students in each group, Interfaces, a 7.5 ECTS-credit course spanning forcing every group to speak English, and eight weeks, featuring roughly 60 students lastly either a 50/50 gender mix or the same  79 13 A project group working with the task: to design an online interface for a communication-intense board game. Photo by Johan Peitz. gender in the entire group. I have found it more about cognitive sciences and so on; all in important not to tell the students that their the name of finishing the project on time and answers in the questionnaire will be the basis doing as well as possible. for the creation of groups! This may sound Note that in the first years the groups How can we deal with strange, but if you do, some students answer in needed to program a prototype, but I found heterogeneous classes? ways that they think will affect the role they that too much time was spent sorting out How can we teach are assigned in the groups, thus exaggerating boring bugs, as opposed to learning some- and assess design in one skill and understating another, which will thing useful about GUI design, and to make give you the wrong impression of the class things worse, the non-programmers couldn’t large classes? when adapting the content. Also, it is just as contribute much. In the latest versions of How can we provide important never to tell the students which the course I have left out the programming sufficient feedback role they have in a group, e.g. “you are the and demand only a mock-up or set of screen to students in large programmer in this group”, because this will dumps plus a written rationale on how the GUI impose roles on the students. It is better if works. Although this depends on the course classes? they sort that out themselves. and students’ skills, the main idea is still that I then let the groups work together for two everyone must be able to contribute more or to three weeks on a joint project. The rationale less equally in terms of time and knowledge. for this was that nothing I ever say or do as In questionnaires from 2007 (the last time a teacher can inculcate the effects of culture I ran the course) some 65% of the students clashes as much as a joint project can, and stated that the project was very interesting with different cultures I do mean educational and that there was much to learn from it. A backgrounds as well as nationalities. Many of study of each student’s individual comments on the Swedish students are cocky, claiming that what they learned from the project (submitted they have worked in project groups many times together with the project report) reveals that Part of a design project on information visualization (graphic design-oriented), designed by Anders Berghe. before, and they have, but only with their peers; the obvious learning outcomes are related to computer scientists with computer scientists working in groups, agreeing on design, the need and so on. Thus, the first days of the project for rapid prototyping, and that one needs to are spent misunderstanding each other, looking take great care when creating even the smallest for common ground and a means of communi- graphical detail. Regardless of the course, the cation. This is like shock treatment, preparing first two learning outcomes would occur in any the students for the diverse world of the inter- design project featuring heterogeneous groups. action designer, which is one of the aims of the Thirdly, the course consisted of five design Part of a design project on search interface design project. The second aim is covered after this exercises. Again, writing design exercises for (programmer-oriented), designed by Kalle Landin. first phase of confusion, when students start 60 students with different backgrounds can be learning from each other. Now, heterogeneity is quite hard; they are too easy for some, too hard not an obstacle any more, but rather an asset. for others. My solution for this was to provide Again, students learn more from each other two versions of each exercise, one easier, one than I can teach them, and they learn what harder, or one oriented towards graphic design they need to learn. Graphic designers learn and one oriented towards programming. Since more about programming, programmers learn exercises were not graded, students could  Case study 79 Sus Lundgren 14 Information visualization: Times for sunrise and sunset in 13 different cities at three dates, designed by Nick Mirzai and Stefan Norberg. choose the exercise that fit them best, or they of the things they learned the most from in each question has three possible answers but could challenge themselves with the harder the course. unlike the average multiple choice test it is not exercise without fearing that this would affect Although a large part of the course always one and only one answer that is right. their grade. Or – they could just choose the work consisted of exercises and projects – I Instead, there are 15 correct answers (out exercise that seemed to be the most fun; this strongly believe in a practical approach; how of 30) which are unevenly distributed among also improves learning! can students become designers if we don’t let the questions, so that one question may have Students were working in pairs, again with them design? – there was one written exam. one, two, three or zero correct answers. Thus the main rationale that they learn from and Some 40 questions are handed out beforehand the task for the students is to find the correct with each other. But even if students work in to indicate what the students should focus answers regardless of where they are. Marking pairs, there were still some 30 pairs handing on when reading the literature; students very a wrong answer results in minus points, which in work; how could I efficiently give feedback? much appreciate this. In order to minimise is a tool to avoid guessing. Using this tech- I did not! That is, I supervised throughout marking time, their knowledge was assessed nique rather than the average one-correct- the exercise (typically a three-hour and four in a multiple choice test where 10 of these answer-per-question assured that students were cups of coffee long session!) and made sure questions occur. However, I have added a twist less likely to guess the correct answer, i.e. it that I talked to each group at least once, to the standard multiple choice test. As usual resulted in a more correct assessment of their mostly twice, at different stages in their design process, but I could not give all groups feedback on their final designs. Instead, the students were asked to join another group (preferably one that had done the other task) and give each other feedback. In this way all the students received feedback and got experi- ence in critiquing work too. Arguably, they were not very skilled in giving constructive feedback at this point, but practice makes perfect, and I also backed this up by selecting The grading template for a GUI design project. five to ten “interesting” designs which I dis- cussed in class at the end of next lesson. This works, because typically each design problem has some two to four general solutions. By discussing them in class I could demonstrate that there are different solutions (not obvious to all students!) and we could talk about the strengths and weaknesses of each type of solution. Thus, even if students did not get explicit feedback on their own final design they at least got general feedback on the solution they applied. Accordingly, some 60% of the The same grading template, as applied to a student’s project. The students in 2007 found the exercises to be one non-relevant comments are cut out and the rest compiled to a list of positive and negative feedback.  79 15 Information visualisation: Manning calendar designed by John Beijar and Rasmus Palmqvist theoretical knowledge. Arguably, some students process of marking and giving feedback from gambled, and guessed anyway, aiming for a approximately 75 minutes per student to 45–50 Embrace diversity full score, but still I think that this version is minutes per student. by letting students an improvement on the normal multiple choice To conclude, the answers to the questions learn from and teach test, keeping the advantage of being very fast above can be summarised as: each other in group to grade. Students neither particularly liked Embrace diversity by letting projects, and provide or disliked this part of the course, but it made them learn the most important theoretical students learn from and teach different types of parts, which was the aim of the test. each other in group projects, exercises and projects and provide different types of to accommodate As described above, the first project was a exercises and projects to accom- group project, which from a marking perspec- students with different modate students with different tive brings down grading from 60 students to backgrounds. Find backgrounds. Find out students’ 15 groups instead. However, there had to be at strengths and weaknesses at the out students’ strengths least one individual project in the course, as a beginning of the course in order and weaknesses at basis for individual grades. Again, I provided two projects to choose from, with foci on pro- to skew it towards what the the beginning of the gramming skills (or rather a programmer’s way majority wants or needs. course in order to of thinking) and graphic design respectively. Do not fear the practical exam, skew it towards what The result was of course some 60 design at least not if you are the kind the majority wants or of person who can quite easily projects that needed to be graded. In order needs. to speed up the process and be able to give assess a design. With a decent detailed feedback without much extra effort, grading template, the average Do not fear the I have developed grading templates. Each one-week practical project can be practical exam, at least template consists of one column, entitled assessed in an hour. not if you are the kind “Good” for collecting positive comments and Give feedback via grading of person who can one column entitled “Missing or could be templates or discuss general quite easily assess a improved” with the corresponding negative design solutions in class. design. With a decent comment, e.g. Calm, non-disturbing interface Does this work? Do students like it? Well, versus Cognitive load: cluttered and/or too grading template, the on a 1–5 scale, 5 being the best, the sixty many colours. When grading, the non-relevant average one-week students of 2005 and 2006 gave it the grade comments are simply cut out, and the remain- 4.3. In 2007 (the version described above), practical project can ing comments are compiled to a list and sent and after some fine-tuning (most notably more be assessed in an hour. as feedback, ensuring that each student gets a exercise feedback in lectures), the grade was page of detailed written feedback, both positive Give feedback via 4.4. Of course the high grade could depend and negative/constructive. Every positive grading templates or on other things as well, e.g. the exercises and comment is also worth a certain number of projects being well thought out and fitting the discuss general design points (displayed in yet another column), but course per se, etc., but I still think that the solutions in class. these are never shown to the student; they are above ideas are worth trying out. Please do, just an instrument to support fair grading. and let me know how it went! For me, this approach has speeded up the 79 Can short courses really create lifelong learning? 16 David Travis When I sat down to write an article provid- Short courses teach practical skills that to adopt, starting with contextual inquiry,” ing “the industry perspective” on usability people can use immediately she says. “He’s now done 12 site visits and and HCI training, I quickly realised that People attend a short course to learn a specific is managing to reshape the process.” Neil my view was hardly representative. In skill that they can apply on the job. Jason Till Davidson, joint CEO of Cambridge-based Red situations like this, I teach people to put is Digital Production Director at the design Gate Software tells a similar story: “One down their mouse and speak to users, so agency Designate. “Immediately after we had of our developers didn’t see the point at all taking my own medicine I contacted some the training, the next few briefs we worked of usability. He thought his first application organisations who had taken training from on were a lot simpler because people from was brilliant but everyone else thought it was us in the past year to get their perspective different sections of the digital team who had absolutely horrendous and it got torn to shreds on the benefits and weaknesses of short a different approach — maybe a developer in usability testing. Now he’s at the opposite courses. I spoke with people at a range of and a designer — could work together,” he side of the spectrum. Now he’s the person who companies, from large companies like RBS says. “They could get in a room and do some will tear into other people if stuff isn’t well and Orange, to agencies like AbilityNet rapid paper prototyping and feel empowered by designed, or if it isn’t usable.” and Designate. I spoke with companies like understanding a few key principles. It became Short courses challenge egocentrism Sage and Red Gate Software, for whom less of a relay race and it became more An important ‘teachable moment’ in any software is a business, and to organisations collaborative and agile immediately.” usability course is when people appreciate like RNIB who see accessible software as Short courses enthuse the team they have been designing for themselves rather key to helping end the isolation caused by Getting the design team together fires people than end users. Neil Davidson points out, “The sight loss. up and creates an enthusiasm for the topic. people coming to us have first class degrees in Kath Moonan, Senior Accessibility and computer science from Cambridge but when Here’s what I discovered. Usability Consultant at AbilityNet says, “We’re they join they don’t know anything about developing software that people will enjoy Benefits of short courses a really busy team with lots of demands on our using or even can use. So the thing that we’re time so it was really good for us all to spend Short courses provide a shared the day together. We don’t do that very often.” trying to impress on them is that they aren’t language In larger organisations, team sessions like the user.” Jill Berryman, a Business Analyst Most design teams these days are multi- this also help break down barriers that exist at Orange, describes the power of personas in disciplinary, and some members of the team between (for example) those who do coding challenging this view: “People leave university may have only a superficial understanding of and those that design the user interface. with experience or exposure to one or two the field. This means team members rarely views and they feel that their own view is the Short courses help institutionalise have a common language for talking about right one. They probably haven’t met the 55- usability users and their tasks. A short course in year-old with arthritic hands so they need that Because their company has invested in a 1-day usability provides a kind of Esperanto, giving picture of them on their wall to remind them or 2-day training session, short courses give people a shared way of communicating and that they’re not designing for themselves.” delegates the ‘permission’ they sometimes need helping them follow consistent processes. Alan Connor is Intranet Communications to start practising user-centred techniques. “Training helps us ensure everyone works to a Manager at RBS. “In the past,” he says, “the This helps generate bottom-up change. Carmel similar level, a similar standard,” says human focus of our intranet design was very much Kammeier is Principal Usability Specialist factors specialist Shaun Leamon at the RNIB. about, ‘What kind of interface does the CEO at business software company Sage. “After “It helps maintain continuity across RNIB and want?’ Since the training, people are saying, attending the course, one of the trainees put I think that’s a key benefit that comes from ‘Well my boss isn’t my key customer, my key forward a completely new process for the team these sorts of training courses.” customer is the person who’s going to be using  79 17 the Intranet: what does he or she want?’ Now I think the next step is to process what you’ve team together in one room, some people they have in their mind a picture of this key learnt. So the kind of industry training that I’m need online or distance learning so they can person we’re designing for.” in favour of is to do incremental steps over a really get into a topic in depth. This may be Short courses keep staff up to date and period of time and then take time to put into an opportunity for universities to work with encourage them to find out more practice what you’ve learnt.” industry. “What educational establishments should be doing,” says Jason Till, “is actually There is a popular presentation on SlideShare titled “Shift Happens”, which contains the Limitations of short looking at deploying some of the technology to memorable quotation: “We are currently courses help people engage with distance learning, to deliver courses that help people design.” preparing students for jobs that don’t yet It’s hard to consolidate skills learnt exist, using technologies that haven’t been invented, in order to solve problems we don’t Nowadays, most training companies encourage The first step on even know are problems yet.” The point is that people to practise the material during the a journey course itself. But this isn’t enough. “If you go technology moves so fast that concepts we Organisations like the ones I’ve worked with into a training course and then you come out learnt only a few years ago are already out of over the last year increasingly see the value and then you don’t use that stuff in your job date. Short training courses provide signposts of usability within their organisation and see then it’s never going to happen,” says Neil to other resources and put people on the path short courses as one of the more practical Davidson. Alan Connor suggests a new type of lifelong learning in the area. Neil Davidson ways of building those skills in house. But of training: “I think what could be helpful says, “I see the role of the short courses as running a training course is only the first for companies like RBS is to do ‘contextual’ opening people’s eyes, demonstrating that there step on a journey. Training companies need to training, for example 16 hours of training is a problem and teaching them that there is work more closely with their clients to help spread over 3 months. The trainer could spend a fix — and then letting them run with that. delegates transfer their new skills to their day- some of his time here every week and say, ‘OK So the point of a short course is to get people to-day job. This means more than creating a we’re going to try to do a card sort within the interested in usability and then encourage them learning contract or an action plan at the end next two weeks with some of your users’. So to subscribe to blogs, read books, watch videos of the course. Providing follow-up resources it’s like live, on-site training.” online or attend seminars.” and running activities like refresher training Delegates need on-going support Short courses are…well…short may go some way to help. Ironically, the real Delegates aren’t always sure where they can People like the short, intensive nature of 1-day strength of the “short” course may turn out compromise on user-centred design and tailor it and 2-day training courses, especially when it’s to be keeping delegates in a continuous state to their situation. “It’s just a confidence thing,” in-house. “The advantage of short courses for of training, increasing the likelihood that new says Carmel Kammeier. “People need someone companies like ours,” says Carmel Kammeier, skills are fully embedded in the organisation. they can turn to and say, ‘I’m going to take “is that a two-day course is very cost effective. When we take people off projects for longer, a pragmatic approach to this and cut these Acknowledgements corners, is it going to be all right?’ In fact, say four days, a lot more teams will allocate Thanks to my interviewees for sparing the what they’re actually doing is great, they simply people to the training and then, as we get near time to talk to me: Jill Berryman (Orange), need someone to keep them on the right track a deadline, will cancel. So 2 days is a good Alan Connor (RBS), Neil Davidson (Red and perhaps provide them with feedback”. length.” Similarly, Kath Moonan is a big fan Gate Software), Carmel Kammeier (Sage Delegates need more flexibility in the of short courses because, “By the time you UK), Shaun Leamon (RNIB), Kath Moonan way training is delivered get to the end of the day or two days I think (AbilityNet) and Jason Till (Designate). your brain’s taken in about as much as it can. Notwithstanding the benefits of getting the 79 Practical Interaction Design 18 Phil Turner and Susan Turner [email protected], [email protected] Practical Interaction Design (PID) is a consumer electronics? PID is a practical (sic) to cope with it, and in coping method for teaching interaction design. It approach to the teaching of interaction design with it we modify and improve incorporates elements of ‘pure’ interaction starting with the design brief, the designer’s our familiarity with it. Students design and human–computer interaction familiarity with the world (cf. Heidegger), draw on their familiarity with (HCI) to convey some of the playful flavour personae-based design, and really early proto- interactive technology to make of the former with the tool-rich practical- typing. Thereafter, following Schön’s concep- sense of the brief and to ground ity of the latter. PID is distinguished from tion of the design process (1996) a series that understanding in what (traditional) HCI in many ways, but it is of conversations are conducted between the technology can do. This phase of with respect to what it does not address designer and the design (the digital artefact) PID culminates in the genera- that the differences are most pronounced. and between the designer and the client which tion of initial ideas. Familiarity PID is not explicitly user centred: there is concern the iterative improvement of the with the technology and setting no place for cognitive psychology per se; design. The method is also playful. As Coyne of a specific design project is nor the modelling of tasks; nor accounting (2003) observes, such design moves are intrin- also expected to be extended for (that glaring category error) context. sically repetitive, and repetition is perhaps the and enhanced through the use of Instead there are roles for a Heideggerian most fundamental element of play. ethnography. treatment of familiarity, ideation and for 2 The profile of the people being personae and a series of ‘conversations’ Foundations designed for, expressed as between designer and digital media and personae. Having established an The three key foundations of Practical between designer and client. initial understanding of what Interaction Design are: Since its inception HCI has been pri- is to be designed it is only now marily concerned with designing interactive 1 The initial design based on the that who is being designed for artefacts which are usable by specialist and twin elements of the designer’s is brought into consideration. non-specialist alike, through the application of familiarity with the world and Personae are introduced as lively, human psychology and the adoption of user- technology and the client’s brief. realistic, embodiments of target centred design (UCD). But with the advent The brief may be as loosely users. Established HCI ‘user’ of the Apple iPod™, the world is changed. defined as ‘a new application research techniques and the tools The defining characteristic of the iPod is not for the iPhone’ (the coursework of design ethnography are taught usability but desirability and design chic. The in the first delivery of the PID as supporting activities for iPod, the Nintendo Wii and the Sony Aibo are module) or a tightly specified set persona development. As students typical of the new generation of interactive of requirements. The designer’s gather data and define personae artefacts which are not the product of tradi- task is to understand what is for their emerging design they tional HCI but of the emerging discipline of wanted, using their own famili- are supported in the identifica- interaction design; artefacts which we not only arity with the world and the tech- tion of design implications and use in our everyday lives but with which we co- nology it comprises. The world consequent modifications. The exist. This is design for Homo Ludens. is both filled with and defined project, however, remains design- All of this has profound consequences for by technology: technology with led rather than user-driven. how we think about, approach and teach our which we have been familiar 3 Based on (1) and (2), the devel- discipline. Is it appropriate to teach the iPod- from our earliest moments. opment of a very early prototype. generation about task analysis or user-centred Our familiarity with interactive Turning initial ideas into some- design when their world is filled with ‘designer’ technology facilitates our ability thing tangible is the pivotal step.  Is it appropriate to teach the 79 iPod-generation about task analysis or user-centred design 19 when their world is filled with ‘designer’ consumer electronics? The sooner the designer commits which is employed. Students evaluate each to paper or software the sooner others’ prototypes against an established set of can the process of iterative usability principles and with reference to the refinement begin. In PID students personae documented earlier. A similar process start with paper prototypes and interrogates the design against accessibility move on to embody their designs guidelines. The final conversation concerns as simple software applications. aesthetic appeal. The theoretical basis of the Crucially, design features are not aesthetics of interactive technologies is a matter defined in response to ‘user needs’ of debate, and well-documented means of or ‘tasks’ but as affordances evaluating aesthetic quality are correspondingly offered to those who will interact rare. In this instance, the aesthetics conversation with the artefact. If we think was informed by Jordan’s Pleasure with about interaction as identifying Products instrument (2000). and exploiting affordances, what At the conclusion of this set of conversa- follows is a game-like, exploratory tions a usable, accessible and aesthetically approach which is closer to the pleasing design has been defined. This can Figure 1 The foundations of Practical Interaction Design aims of interaction design. The now be documented as the basis of a renewed process is not only playful conversation with the client – in this case the with around one-quarter of the students in its repetitive nature, as module tutors. It is in this conversation, rather recording marks of better than 70%. observed above, but also in its than in the exploration of early design ideas, Experience of this delivery suggests that oscillation between the security that scenarios, detailed sketches and story- paper prototyping does not engage all students of the familiar and the risk of boards come to the fore as communications and in the next delivery, simple sketching will the new. This is the very essence media, together with the personae documented be more prominent at this stage. As for the of earliest childhood games, earlier. For a fuller discussion of the method conversations, usability and accessibility would as explored in Freud’s classic please see Turner and Turner (2009). be better combined, while other conversations account (1990), and persists will be added – including, for example, legality, through much adult play. Does it work? sustainability and support for cooperation or The Practical Interaction Design model sharing. Conversations translates well into a module which the first The affordances offered by the artefact are author and colleagues have now successfully References delivered. The design-led approach has been Schön, D. and Bennet, J. (1996) Reflective conversation refined through a series of conversations. It with materials, in T. Winograd (Ed) Bringing Design to found sympathetic by students with an art, is emphasised that the emerging design is Software, Addison Wesley, 171–184. design or media background, while others with already usable, accessible and pleasing to Coyne, R. (2003) Mindless repetition: Learning from a more technological bent have still found computer games. Design Studies 24, 199–212. some degree: the goal now is to determine the process stimulating. It has been feasible Freud, S. (1990) Beyond the pleasure principle. In A. and enhance these qualities. In the initial run Richards (Ed) The Penguin Freud Library Vol. 11: On to teach in groups of around 25 rather than of the module, the subject of the first in this Metapsychology. Harmondsworth, UK: Penguin, 269–338. requiring a significant amount of studio-style trio of conversations was usability evaluation. Jordan, P. (2000) Designing Pleasurable Products. London: teaching, save for a small-group ‘Design Crit’. Taylor and Francis. Since this is a designer-driven development, it Pass-rates provide another indication of success Turner, P. and Turner, S. (2009). Practical Interaction Design. is heuristic evaluation rather than user testing Proc. HCI Ed ’09. Dundee, 98–105.  My PhD 79 Busy moms and their baby stories in social space 20 Nazean Jomhari Introduction and synchronous communication (telephone Our research is based in Greater or video conferencing) quite difficult due Manchester, UK, where 16 Malaysian young Being a mother and a PhD student to the seven to eight hour time difference mothers aged 25 to 34 years old, from the Being a wife, a mother of three children and between the UK and Malaysia. My research Malaysian Community of Cheetham Hill doing a PhD at the same time is tough for title is: Facilitating communication between (MCCH), volunteered to participate in the me. I spend most of my time doing research Malaysian young mothers living in the UK study. The majority are studying in Manchester. work from home so a broadband connection and their family through computer-mediated We found that among the 16 participants, is a must. The Internet is part of my life: communication (CMC). An article by Nardi nine posted digital content on media-sharing besides using it for research, I also use it for (2004) shows that people use blogging web web sites regularly. Five participants used socialising. The greatest challenge for me is sites to document their lives and those of their Fotopages, two used Blogspot (linked with that my eldest son was diagnosed as autistic children to maintain and strengthen social ties Picasa for image storage) and two used in August 2008, which means our life is full with people living away. Flickr. Two also uploaded their baby videos on of appointments with speech therapists, family I still remember my mindset at the begin- YouTube. Generally the entire group of partici- psychiatrists, optometrists, paediatricians or ning of my PhD when I wanted to develop a pants updated their social space at least twice teachers. In addition, I am still breastfeeding system. However, I realised that I was totally a month. The total number of baby stories my youngest daughter. What has kept me going wrong when I participated in the doctorial analysed was 150, which made up 94% of the in this research against all odds is the support consortium (DC) at BSC-HCI in Lancaster stories. of my husband, and other family members who in 2007. The panels gave the valuable advice Consequently I would develop a framework are willing to come to the UK to help. Usually that ‘developing a system is not research’; I for interface design to facilitate communication I do my research work while my children are needed to come up with the research element between the young mothers and their families at school, or in bed. I recommend that any of the project, not just the development of a back in Malaysia. The communication is PhD student who is breastfeeding their baby new interface. Two major questions were asked. focused on their baby stories regardless of the use a mobile phone with a QWERTY keyboard, First, ‘What is the relationship with your media used (text, photo or video). Bengtson’s which can connect to Wi-Fi networks, and has content analysis and the interface design?’ framework (2001) has been used to under- a virtually full web browser. The QWERTY and second, ‘Is the social space a very good stand family relationships. This model empha- keyboard helps me to type faster if an idea example for that purpose?’. The next two sub- sises that nuclear families need other family comes to me while breastfeeding my baby; sections will discuss the answers. members, such as grandparents, uncles, aunts later I transfer it to my laptop. Moreover you Content analysis and interface design or cousins, for emotional and physical support. can still lie down on your bed and browse the Why social space? At that DC, my research topic was Facilitating Internet or check your email from your mobile communication between grandparents and The content analysis shows us that young phone. This small device really helps me to grandchildren using computer-mediated- mothers like to share stories about their child keep going with my PhD research. The Internet communication (CMC). After interviewing online. They also shared stories, especially is also a suitable ‘place’ for mothers to the participants, however, I found that the photos, on social networking sites such as socialise with friends or family members while majority of Malaysian grandparents are novice Friendster and Facebook, but we decided not their children are safely at home. computer users and use computers with the to analyse their social networking sites as our help of other family members, who act as focus is on tools that are comparable (Blogger, My research gatekeepers for CMC. Although the title has Flickr, YouTube). Besides, from the interviews My research is concerned with extended changed, the scope is still long-distance family we realised that most of them use the social families in Malaysia for whom face-to-face relationships and CMC. networking sites mainly to keep in touch with meetings would be prohibitively expensive old school friends, instead of family.  Nazean Jomhari is a research student in the Business Systems Division, Manchester 79 Business School, studying under the supervision of Dr. Victor M. Gonzalez. Her background includes completing a BSc (Hons) in Information Science from UKM, Malaysia and a MSc Software Engineering Methods at the University of Essex, UK. She has been teaching in the Faculty of Computer Science and IT at the University of Malaya since 2001. Her 21 research is focused on how young mothers construct baby stories using social space websites which focus on text (Blogger), picture (Flickr) and video (YouTube). She started her PhD in September 2006. Email: [email protected]. Narratives of everyday experiences are said psychology, very little use has been made of to be relevant in keeping families living apart psychology in practical interface design. My emotionally connected. For instance, Frohlich attempt is to understand the nature of long et al.’s study (2002) of photo-sharing practices distance family relationship and the activity reveals how photos enhance conversations they usually did with family using CMC. among distant relatives, providing the means to keep them aware of children’s development. Future work Figure 1 The three main theories that will lead to the Interface Design Framework Although not extensively tested, a number Two activities were carried out to understand of systems have been proposed to support the use of the media (text, picture and video): Nardi, B.A., Schiano, D., & Gumbrecht, M., (2004). Blogging narrative and storytelling creation with the first, to study its use in existing social space; as Social Activity, or, Would You Let 900 Million People purpose of connecting distant families with no Read Your Diary? in Proceedings of CSCW 2004. secondly, to instruct participants to work on co-located audiences (2006). It is clear that Brian, L.M. and M. Guzdial, (2006). iTell: supporting retro- baby narrative exercises using specific tools: spective storytelling with digital photos, in Proceedings people can and like to create narratives as a Blogger (text story),Flickr (picture story) of the 6th conference on Designing Interactive systems, form of expression. So a clear understanding University Park, PA, USA. and YouTube (video story). For each exercise, of the role played by different media and tools Labov, W. and J. Waletzky, (2003). Narrative Analysis: Oral a family member in Malaysia who acted as in the creation of those narratives, as well as Versions of Personal Experience, in Sociolinguistics: The the receiver of the baby story was asked to Essential Readings, C.B. Paulston and G.R. Tucker, Eds. the nature of storytelling of children’s lives, is Blackwell. check the narratives and answer an online needed. Two narrative analysis frameworks by Ochs, E. and L. Capps, (2002). Living Narrative: Creating questionnaire to explore their feelings after Labov and Waletzky (2003) and Ochs (2002) Lives in Everyday Storytelling. Harvard University Press. reading the stories. All the data have been Daft, R. and R. Lengel, (1984). Information richness: A have been used to understand narrative. collected and I am in the stage of analysing, new approach to managerial behavior and organiza- Media Richness Theory reporting the results and developing the tion design. Research in Organizational Behavior, 6, 191–233. Each of the tools (Blogger, Flickr and YouTube) framework. has a unique communication task in reporting Acknowledgement a baby’s story. Media Richness Theory proposes I would like to thank my supervisor, Dr Victor that the use of media is dependent on the task. My PhD M. Gonzalez, who is also the father of a baby For example, to show that a baby can walk, If you are a PhD student just itching to tell the and is very supportive and understanding world about your research or if you’ve enjoyed video could be a suitable medium. The high reading about some of the emerging areas of about my situation. Not forgetting my former or low richness of a medium depends on four research that the My Phd column has recently supervisor Dr. Sri Hastuti Kurniawan, who discussed then we would like to hear from you. criteria: feedback, multiple cues, language We are currently accepting one to two page supports me from a distance. summaries from PhD students in the UK and variety, and personal focus as proposed by across Europe with a focus on being open and Daft and Lengel (1984). There are three main References accessible to everyone in the HCI community. If you would like to submit or would just like theories that could be used to help to create Nardi, B.A., et al., (2004). Why We Blog? Communications of more information please contact either Stephen the Interface Design Framework for this the ACM. 47(12), 41–46. Hassard or Eduardo Calvillo using the contact information contained below. research (see Figure 1). Bengtson, V.L.K., (2001). The Burgess Award Lecture: Beyond the Nuclear Family: The Increasing Importance Stephen Hassard, [email protected] The primary purpose of computer interface and of Multigenerational Bonds. Journal of marriage and the design is to assist users in their activities. To family. 63(1), 1. Eduardo Calvillo Gámez, [email protected] accomplish this, users need to be able to work Frohlich, D., et al., (2002). Requirements for photoware. UCL Interaction Centre MPEB 8th Floor, University College London through the interface to complete tasks that Proceedings of the 2002 ACM CSCW conference. New Gower Street London WC1E 6BT Orleans, Louisiana, USA: ACM. achieve the goals associated with an activity. Although this is the conceptual province of  Profile 79 Anthony Dunne 22 talks to Jennefer Hart Anthony Dunne is Professor and Head of the Design ahead and imagining, through concrete design probes to faciliate discussions with experts Interactions Department at the Royal College of proposals, what the impact of particular (rather than members of the public), about Art in London. He studied Industrial Design at the RCA before working at Sony Design in Tokyo. technologies might be on our daily lives. interactions between technology, politics On returning to London he completed a PhD in and everyday life. They are provocative tools Computer Related Design at the RCA. He was a Your work has focused on electronic directed at political scientists, ethicists, founding member of the CRD Research Studio products; is that because you believe that where he worked as a Senior Research Fellow lawyers, and scientists. We want to explore nanotechnology and biotechnology are leading EU and industry funded research projects. existing and possible social, legal and political Anthony was awarded the Sir Misha Black Award going to have the most impact on our mechanisms for allowing and preventing for Innovation in Design Education in 2009.  everyday lives in the future? technologies to enter everyday. www.design-interactions.rca.ac.uk We work across a number of areas for different reasons. Furniture allows us to explore subtle Do you think that functionality, aesthetics psychological themes through relatively low cost and ease of use are important aspects prototypes, electronics means we can prototype within design? Do you consider there is a difference and test ideas about aesthetics and poetics in Absolutely. But it depends on what you are between ‘Design Interaction’ and relation to electronic products, and areas like designing. There’s a world of difference ‘Interaction Design’? bio- and nanotechnology allow us to speculate between the interface for a machine or piece I think originally the interesting thing about on future possibilities through video scenarios of medical equipment and something designed interaction design was the emphasis on and work with experts in other fields like ethics to encourage reflection. I think aesthetics designing interactions rather than things. We and futurology. Each of these areas requires is undervalued and neglected. I don’t mean changed the name of the department around different design roles, contexts and methods, prettiness, or style, that’s not too hard to to emphasise this. But by changing the name which makes for a very interesting mix. achieve, but creating something that resonates we also hoped to decouple interaction design, I think it would be a great shame if with people in a deeply meaningful way. as a design approach, from purely digital and designers stayed on the margins while these electronic technologies, and to allow it to How do you inspire and encourage technologies begin to shape the world around continue to mutate and evolve in relation to creativity within your students? If possible us. The time it takes for science to turn into design challenges created by a whole range of give some examples? technology and then products is speeding up. other technologies like bio- and nanotech as We are very lucky that most of our students There is no comparison with the trajectory well as new social and cultural developments. are already very creative. The big challenge for electronics took so we need to start getting Our intention is to broaden the us is encouraging them to use their creativity to involved now and exploring what impact these technological focus of the department so that be original and imaginative. It takes guts to be new technologies will have on our lives. new design contexts, methods and roles can original. Truly original work is often dismissed begin to emerge, and possibly even provide Some of your work acts as highly emotive as weird, too difficult to get, or pointless, which new perspectives on how we design for digital cultural probes. For example the Evidence are not easy things to deal with. I think this is technologies. Dolls (plastic dolls were used to provoke even more so today with the sort of group mind Within the Interaction Design education discussion among single women about that web 2.0 encourages. spectrum we are definitely at the more the impact of genetic technology on their So our first job is to help them become experimental end of the scale; we place less lifestyle). These became highly successful curious and to discover obsessions, that’s emphasis on technical skills and more on skills art exhibits in their own right. Do you think the vehicle that allows people to carry on for exploring technology and its relationship to that they are a useful research method used regardless of what obstacles they encounter. people in very broad social, cultural and even to inform design? Then we need to find where the fruit of political contexts. Yes, definitely. In a new project we’ve just these obsessions can make a contribution. We’re more interested in technological begun, we’re developing a number of products/ Underpinning all of this is a need to be implications than applications, in looking  79 23 comfortable with risk-taking and having a Now some questions What is your favourite word? positive attitude to the possibility of failure. The Japanese word Shashinki. Shashin means We hope they leave the RCA with a sort of about you picture and Ki means machine. It’s been internal compass that will guide them through What really motivates or inspires you? replaced by Camera now. all the distractions professional life is sure to The buzz from finding something new motivates and ideas inspire me Who or what has influenced you the most in throw at them. your life so far? What is your idea of creativity? How Which living or historical person/s do you Growing up in the Irish countryside, studying best can this be enhanced through design most admire? and working at the RCA, and living in Tokyo practice? J G Ballard, for lots of reasons have all had a huge influence, but probably the Creativity is different from playing around, it’s What is your idea of happiness? biggest impact has been from people we met hard work and needs to be nurtured, refined Being worry free during the three years we lived in Japan. and applied; it has its own internal logic. There What (if any) objects do you always carry What has been the most innovative book is a lot to be learnt from the fine arts where around with you? you have read lately? subjectivity, instinct and intuition are highly A compass – I have no sense of direction Sum by David Eagleman. He imagines the valued. They are obviously difficult things to whatsoever and I’m always getting lost afterlife in 40 different ways. He’s also a justify but if industry wants genuine creativity neuroscientist so there are some very interesting then it needs to learn to accept what can seem What was your favourite childhood toy? insights and ideas in there. like non rational and non objective ways of My dad was a carpenter and made me toys each finding and developing ideas. Christmas when I was a child, then one year he What is your favourite building? gave me a band saw so I could make my own; Where I live, in East London, we built it from What do you consider to be the most many favourites came from that particular gift. scratch. It’s compact but perfect. Just enough important skills needed to become a room for two people to live, work, think and designer? What is your most treasured possession? dream. I think qualities are more important than skills I treasure moments over things and there are – rigour, imagination, tangibility and relevance. too many to list How do you relax? Within each of these there are skills that need I wish I could. Cycling, music, reading, dinner What is your greatest extravagance? to be developed but they vary from person with close friends and family all help though. My bicycle, it’s far nicer than it needs to be to person and situation to situation. To make Where in the world is your idea of paradise? things tangible for instance, which I believe is What or who is the greatest love of your Where I am is pretty good, I just wish I could one of the most important skills for a designer, life? un-invent email. might require excellent making skills in a Fiona What is your favourite piece of music? number of different areas (a craft approach), When and where were you happiest? It depends on mood and situation. But I really or it could come down to project management Happiness comes and goes each day enjoy electronic music, of all kinds, from the and art direction skills – an ability to harness What is your greatest regret? very first 20c experiments to the latest pop the making skills of others (the architect/film No big regrets yet trend. director approach). Most important of all is fostering an entrepreneurial spirit and an ability What is your favourite journey? What makes you feel most sad? to get people on board and things done – to Any journey though landscapes that make you Intolerance – religious, ideological, cultural… have an impact. feel tiny and insignificant. The harsher and Which trait do you most deplore in yourself bleaker the better. and others? In me – worrying too much… In others – greed.  Interfaces reviews I hope you enjoy the reviews and 79 find them useful. Please contact me if you want to review a book, Shailey Minocha or have come across a book that 24 you think should be reviewed, or if you have published a book yourself recently. I very much look We have two book reviews for you in this edition of Interfaces. For this special issue forward to your comments, ideas of Interfaces on HCI and Education, we have reviewed a book which could be a useful and contributions. If you would resource for teaching and learning HCI through case studies or stories: User-centered like Interfaces to include reviews Design Stories: Real-world UCD Case Studies, edited by Carol Righi and Janice James. on a particular theme or domain, The second book has an excellent set of essays on various aspects of game experi- then please also let me know. ence: Game Usability: Advice from the experts for advancing the player experience, Many thanks. by Katherine Isbister and Noah Schaffer. With an increasing interest and adoption of Shailey Minocha, The Open games and 3D virtual worlds (e.g. Second Life) in teaching and learning, this book University, UK would be of interest to both educators and practitioners. [email protected] User-centered Design and acceptance of user centricity through suc- – asking the reader to think about alternatives, Stories: Real-world UCD cessful projects. Part two of the book also justification for the choices being made by the has case studies and these focus on various characters of the story, and to ‘unpack’ the Case Studies techniques including card sorting, personas, context more. The companion site of the book, In recent years there has been an increased heuristic evaluations, walkthroughs, conducting http://tinyurl.com/ch8ary, has the answers for interest in the role of narratives and stories remote evaluations, designing for accessibil- the questions raised in the text. as methods for encoding and disseminating ity, and for mobile devices. In the foreword, If an educator or practitioner is interested information. It is not the stories per se but the Carolyn Synder explains how this book can in a particular technique – say, card-sorting or discussion and debate that they stimulate that be used by UCD practitioners: to be like an heuristic evaluations, it might be easy to look is important in developing real understanding apprentice and the book can be read from cover through the table of contents and go directly of the aspects related to a particular context. to cover as a collection of stories; another way to the chapter or case study on a particular When we engage with a story, we sometimes is to read a story on a particular technique to technique. However, some of the titles of the enter into the minds of the characters or put learn more about it and how it has been applied chapters are not indicative enough to guide the ourselves in their shoes, and in the process, in a particular situation; and yet another way is reader about the technique(s) that are being we create as well as discover meaning. In to place yourself in the situation of each of the discussed in those chapters. There is no flow organisations, stories are very effective for stories and consider how you would have dealt chart of situations or scenarios or a table of knowledge transfer and management, and for with the challenges and how similar or different techniques in the book to guide a reader who capturing intellectual capital. Indeed, most would your decisions have been in contrast to would like to pick this book when he is faced knowledge management books describe a study the story or case study. with a particular situation or has the need conducted at Xerox: the study revealed that The use of stories is pervasive in education. of learning a new technique, such as using repairmen learnt most about fixing copiers Case studies, critical incidents, role-playing, personas. Further, each of the stories takes up not from company manuals but from hanging and simulations are among the story-based a situation, explains the situation, and then dis- around swapping stories. The HCI book by techniques mentioned frequently in the litera- cusses how the chosen technique was applied. Righi and James is a collection of user-centred ture. Stories are effective as educational tools There is hardly any discussion in the story design (UCD) stories: there are 22 case studies because they are believable and memorable. about the challenges UCD practitioners face in or stories by experienced and well-known HCI And HCI educators could consider using one choosing a technique for a particular scenario researchers and practitioners, and all of them or two case studies from each of the parts of or client requirement, and how the differences are authentic; based on real events, real people, the book as tools for discussion with students. in opinions within a UCD team, and between real organisations, and real challenges. I found each of the stories to be very rich the client and the UCD team, are resolved to The book captures various facets of user- in terms of the description of the context, the decide on a technique or set of techniques for centred research, design and evaluation. It is characters, and the UCD challenges. In almost a particular project. divided into two parts: promoting, establishing every story, the social, technological, financial Nevertheless, the book captures real-world and administering a UCD process and secondly, and organisational factors are so well captured experiences which students, educators and research, evaluation and design. The first that it seems that you are watching a film practitioners will benefit from. Each of the part has six case studies about introducing of that situation or context. To challenge the stories is accompanied by a set of references UCD into an organisation, how to manage the reader, the authors of individual stories raise for further reading. I was disappointed to note politics, raising awareness of the UCD process, questions after every key section of the story that neither the companion site nor the book  User-centered Design Stories: Real-world UCD Case 79 Studies edited by Carol Righi and Janice James Morgan Kaufmann Publishers ISBN-10: 0-12-370608-4 ISBN-13: 978-0-12-270608-9 2007 25 Reviewed by Shailey Minocha Deaprtment of Computing, The Open University, Walton Hall, Milton Keynes MK7 6AA, UK Game Usability: Advice from the experts for advancing the player experience edited by Katherine Isbister and Noah Schaffer Morgan Kaufmann Publishers ISBN: 978-0-12-374447-0 2008 Reviewed by Shailey Minocha Deaprtment of Computing, The Open University, Walton Hall, Milton Keynes MK7 6AA, UK itself had links to web-based resources related possibilities created for them. To borrow usability – so it is not surprising to note that to the book. from James Gibson, a shift in emphasis the book has several anecdotes, stories and In the era of social software, tools such as from ‘inside the head’ to ‘what the head real-life case studies. blogs and wikis are proving to be very effective is in’ lends itself quite well for research The fifth part of the book consolidates for sharing stories and experiences, but instead that is actionable and accessible to both the various parts of the book and presents of tracking down distributed experiences on the the researcher and the game designer. two excellent interviews (including one with Web, this book is unique and a very useful ‘con- Don Norman). Unlike the UCD stories book The first part of the book sets the context solidated’ resource as it brings together real- by Righi and James, the first chapter in the for game usability and how the evaluation of life stories by distinguished HCI practitioners. concluding part of the book brings together games involves evaluating for engagement, flow two different approaches of navigating through and fun, and looking at aspects of user experi- Game Usability: Advice ence that are beyond the traditional notions of the book: via the development phases of the from the experts for usability. The first chapter is extremely useful project (along with the techniques) or through advancing the player for the reader and explains terminology such as a matrix that compares the various techniques presented in this book. The matrix is a guide for experience game usability, user experience in the context applying the different techniques with pointers of games, play-testing and quality assurance. This book is a collection of 23 chapters to chapters in the book. So, for example, if I Further, this chapter clearly outlines the role of on various aspects of the game experience am considering applying heuristic evaluations each of the parts of the book: the editors have by experts in the area of game design and with experts, this matrix informs me of the identified their key reader-groups as students, usability. The book is divided into five parts resources I need, the expertise I require, in designers, evaluators, managers and develop- and each of the parts has chapters that what way heuristic evaluations would help in ers. For each of these groups, the editors have discuss the techniques for game design and evaluating the usability, and which chapters in provided guidance for using the book. evaluations based on real-world experiences the book will guide me further. The second part of the book discusses of the authors. In addition, each section has Even if you are not a game developer or various usability techniques: interviewing users, interviews with distinguished HCI researchers educator involved in teaching about design and think-aloud, use of metrics, and heuristic and practitioners, which capture their usability of games, you would find this book evaluations. The third part focuses on special experiences and perceptions on the processes useful to learn about how to incorporate fun, contexts and types of players (e.g. casual and techniques for game design and usability. flow, surprise and exploration in the design of gamers). Advanced evaluation techniques such In their foreword to the book, Pagulayan devices for use in the real world and for 3D as biometric measurements for developing and Wixon summarise the significance of virtual worlds. I came across this book when emotionally compelling games, physiological games research: I was looking for resources or guidelines for measurements as well as evaluating for ‘game Games can become complete worlds designing and evaluating spaces in Second feel’ are some of the topics covered in part four for our users, so now more than ever Life (www.secondlife.com) and even though of the book. Each of the chapters in the book we need to understand the interactions the book is not focused on 3D virtual worlds, emphasises user-centred design (UCD), gath- between the player and the environ- I have found it useful to learn about design ering users’ requirements and involving them ment, understand the player’s behaviour principles related to fun, emotional experience throughout the design and evaluation process. within a virtual world, and understand and engagement for designing and evaluating The authors of the individual chapters have the player’s ability to detect the infinite learning spaces such as Second Life. several years of experience in UCD and game  Intercom 79 Interacting with Computers 26 Dianne Murray The latest volume of have finalised the running order of our latest Interacting with Computers Special Issues. NEWS FLASH is now available, in print Some significant changes to the journal’s From the IwC board meeting at CHI’09 It was announced that IwC has the lowest and online, dedicated to Special Editorial Boards (SEB) have taken average submission to final disposition times, the memory of the late place. A number of board members have together with a higher rejection rate, of all 17 journals in Elsevier’s Computing and Brian Shackel. This appreci- retired after, in the majority of cases, more Multimedia portfolio. Our current impact ation of his work contains than 12 years’ work with the journal. My factor is 0.969 (5-year IF is 1.288). In a survey, 100% of IwC authors who responded reprints of the original sincere thanks and heartfelt appreciation goes agreed that they were very satisfied overall with the journal, and 92% of reviewers were articles below with associ- to these individuals. very satisfied with the experience of reviewing ated critical commentaries by IwC Editorial Most of the original SEB members have and stated that they would be happy to review articles again. Board members and Brian’s colleagues. been ‘promoted’ to the status of Founding Brian Shackel Editor to allow us to recruit many more up- print each year and gives you guest access Designing for People in the Age of Information and-coming researchers and HCI practitioners Jan Noyes to Elsevier’s online services), or by submit- from newer sub-disciplines and more countries. Telescreens, keypens, and the expert: a 60 year ting a manuscript. We actively support novel, snapshot This will allow us to expand our scope and Russell Beale exciting – even contentious – work, and maintain IwC’s interdisciplinary, international Back to the future: a retrospective on early strongly encourage and support interesting and predictions and innovative focus. I am still actively recruit- thoughtful work by younger researchers and Brian Shackel ing new SEB members so please do contact Usability – Context, Framework, Definition, doctoral candidates. Please do contact me to me by email with expressions of interest. Design and Evaluation discuss any aspects of the journal. Judy Kay For a full list of changes, an updated A test-first view of usability To finish with, a sighting of IwC’s latest Editorial Board list will soon be published but Gitte Lindgaard issue on a visit to MIT’s Media Lab. Early traces of usability as a science and as a I would like to welcome all the newly con- profession firmed IwC SEB members. Brian Shackel A new policy on Special Issues is now Human–Computer Interaction – Whence and Whither? in place. We intend to focus on interesting Andrew Dillon topical areas at the forefront of HCI and all The background that fit and a personality to its associated fields of research, rather than on match Jonathan Grudin Special Issues based strongly upon workshop Brian Shackel’s Contribution to the Written or small conference papers. Elsevier is now History of Human–Computer Interaction rolling out a new initiative, that of ‘Procedia’, Visit Elsevier Science Direct (http://www. for collections of associated work-in-progress sciencedirect.com/science/journal/09535438) and specialist conference papers which will for journal contents and to download articles, cover that aspect of publishing and will allow including those in the pipeline (‘in press’). IwC to expand its boundaries and to kick-start Currently in preparation is the Festschrift promising research topics. For details see Dianne Murray for John Long, edited by Alistair Sutcliffe http://ees.elsevier.com/locate/procedia-cs. General Editor and Ann Blandford, to be published in early As ever, I would encourage all members of Interacting with Computers 2010. We also have a large number of papers Interaction to become involved with IwC and [email protected] near to acceptance and others undergoing to support us by volunteering as a reviewer review and – by the time this is in print – will (which activity is formally acknowledged in Intercom 79 Calls and communications 27 International Journal of Mobile ACM CHIMIT ‘09 8th IEEE International Workshop and Human Computer Interaction Special Issue on Computer–Human Interaction (IJMHCI) for Management of Information Haptic Audio Visual Special Issue on Technology Environments and Mobile Interaction November 7–8, 2009, Baltimore, MD Games (IEEE HAVE) Design and Children Submission Dates: Politecnico di Milano, Lecco, Italy (M-IDC) Papers and Short Papers 3 July 2009 Panels and Courses 7 Aug 2009 7–8 November 2009 Posters 11 Sep 2009 Paper submission deadline 1 July 2009 This special issue is intended to gather in one place significant research findings that show the depth and importance of what is being done in the area www.chimit09.org http://have.ieee-ims.org of mobile technology for children. It is expected that contributions will focus on the interactivity of the technologies and the design and evaluation concerns that are associated with children’s mobile use. The involvement of children in the design and Designing Inclusive Interactions evaluation of mobile technologies is especially Inclusive interactions between people and products in their contexts of use interesting, as is the challenge of evaluating mobile The 5th Cambridge Workshop on Universal Access (UA) and Assistive technologies when the users are children. Technology (AT): CWUAAT 2010 Guest Editors Fitzwilliam College, University of Cambridge Janet C Read 22–25 March 2010 Panos Markopoulos Allison Druin Deadline for submission of long and short papers and poster abstracts 17 August, 2009 Submission deadline 30 June 2009 www-edc.eng.cam.ac.uk/cwuaat/index.html www.igi-global.com/IJMHCI How to join BCS and Interaction Specialist Group If you are not already a BCS member, join today to gain access to BCS Interaction and up to four other Specialist Groups. If you are already a BCS member, simply log in to the members’ secure area of the BCS website and select the Specialist Groups link within the Manage Your Membership section. In addition to the wide range of Specialist Groups on offer, BCS Membership brings a wealth of other member services and benefits. To join simply complete the online joining process: http://www.bcs.org/server.php?show=nav.5653 If we can’t offer you the grade for which you apply we’ll welcome you into membership at the grade for which you currently qualify. If you would like further information, please telephone Customer Service on 0845 300 4417 To email us visit www.bcs.org/contact The Interaction Group is served by Sub-groups comprising representatives from a broad range of academic and industrial centres of HCI interest. The Sub-groups are committed to promoting the education and practice of HCI and to supporting HCI people in industry and academia. For contact details of the persons in each Sub-group, please select from the following: Officers and Sub-groups Interaction committee members Committee Joanna Bawa • [email protected] Chair Russell Beale Russell Beale • University of Birmingham • tel 0121 414 3729 • fax 0121 414 4281 • [email protected] Treasurer Tom McEwan Alan Blackwell • University of Cambridge • tel 01223 334418 • fax 01223 334678 • [email protected] Secretary Adrian Williamson Gerred Blyth • Amberlight Ltd • tel 0870 7399900 • [email protected] Communications Sub-group Officer John Knight Nick Bryan-Kinns • Queen Mary University • tel 020 7882 7845 • [email protected] Education & Practice Sub-group Officer William Wong Events Sub-group Officer Colin Venters Eduardo Calvillo Gámez • University College London • [email protected] Membership Sub-group Officer Janet Read Jarinee Chattratichart • Kingston University • [email protected] Research Officer Matt Jones Daniel Cunliffe • University of Glamorgan • tel 01443 483694 • fax 01443 482715 • [email protected] Student Representative vacant Alan Dix • Lancaster University • tel 07887 743446 • fax 01524 510492 • [email protected] Jonathan Earthy • Lloyd’s Register • tel 020 7423 1422 • fax 020 7423 2304 • [email protected] Communications Sub-group Dave England • Liverpool John Moores University • tel 0151 231 2271 • fax 0151 207 4594 • [email protected] Phil Gray • University of Glasgow • [email protected] Officer John Knight Ingi Helgason • Edinburgh Napier University • tel 0131 455 2750 • [email protected] Interfaces Magazine editor John Knight Alex James • [email protected] PR & Marketing Nick Bryan-Kinns Amir Naghsh (webmaster) Matt Jones • Swansea University • [email protected] UsabilityNews John Knight • [email protected] Chair of Advisors Nick Bryan-Kinns Rod McCall • Fraunhofer FIT • [email protected] Editor Joanna Bawa Tom McEwan • Edinburgh Napier University • tel 0131 455 2793 • fax 0131 455 2727 • [email protected] Advisors Gerred Blyth, Jarinee Chattratichart Lachlan MacKinnon • University of Abertay Dundee • tel 01382 308601 • fax 01382 308627 • [email protected] Rod McCall Barbara McManus • University of Central Lancashire • tel 01772 893288 • fax 01772 892913 • [email protected] Website, listserv and online services Eduardo Calvillo Gámez, Alex James, Steve Taylor Dianne Murray • tel 0208 943 3784 • fax 0208 943 3377 • [email protected] Ingi Helgason Amir M Naghsh • Sheffield Hallam University • tel 0114 225 3195 • [email protected] Dale Richards • QinetiQ Ltd, FST • tel 01252 393896 • fax 01252 392720 • [email protected] Education & Practice Sub-group Janet Read • University of Central Lancashire • 01772 893285 • [email protected] Officer William Wong Corina Sas • Lancaster University • [email protected] HCI Accreditation Scheme Jonathan Earthy Emilia Sobolewska • Edinburgh Napier University • tel 0131 455 2700 • [email protected] Alan Dix, Barbara McManus, Corina Sas Andy Smith • Thames Valley University • tel 01753 697565 • fax 01753 697750 • [email protected] Emilia Sobolewska Steve Taylor • [email protected] Research Sub-group Colin Venters • University of Manchester • tel 0161 275 1384 • [email protected] Peter Wild • University of Cambridge • [email protected] Officer Matt Jones Adrian Williamson • BSkyB Ltd • tel 01506 485770 Alan Dix, Dale Richards William Wong • Middlesex University • tel 0208 411 5000 • fax 0208 411 5215 • [email protected] Membership Sub-group Officer and Secretary Janet Read India/China Liaison Andy Smith Organisational Liaison Dave England SIGCHI Liaison Peter Wild Interfaces magazine Editor Interacting with Computers IFIP Liaison Phil Gray Editor John Knight Dianne Murray BCS Liaison Barbara McManus My PhD Editors Eduardo Calvillo Gámez Regional Liaison Daniel Cunliffe Stephen Hassard BCS Contacts Profile Editor Jennefer Hart Rachel Browning, [email protected] Events Sub-group Reviews Editor Shailey Minocha +44(0) 1793 417416 Officer Colin Venters Production Editor Fiona Dix The British Computer Society Conference Planning vacant First Floor, Block D, North Star House North Star Avenue, Swindon, UK, SN2 1FA European Conference Liaison & Planning vacant Relevant URLs HCI2009 Chair Alan Blackwell Tel: +44(0) 1793 417417 British HCI Group: www.bcs-hci.org.uk HCI2010 Chair Lachlan MacKinnon UsabilityNews: www.usabilitynews.com Fax: +44(0) 1793 480270 HCI2008 Chair Dave England IWC: search for Interacting with Computers Email: [email protected] Meetings Officers vacant HCI2009: www.hci2009.org Interfaces is published quarterly by the Interaction Group (a Specialist Group of the British Computer Society) and is available in print and as download. All copyright (unless indicated otherwise) resides with the Interaction Group and content can only be republished with the author’s and Editor’s consent. Interfaces is produced on a not- for-profit basis by volunteers for the good of the international HCI community. Interfaces editorial policy is focused on promoting HCI and its community in all facets, representing its diversity and exemplifying its professional values by promoting knowledge, understanding and awareness to the benefit of all and harm to none. Editorial decisions are based on promoting these core values with the Editor being accountable to the Interaction Group and BCS for the content of the magazine. As such the Editor has the right to refuse publication with recourse to the Interaction Group and BCS in cases of arbitration. The views and opinions expressed in Interfaces are strictly those of the relevant authors attributed to articles and do not necessarily represent those of the Interaction Group, British Computer Society or any associated organisation. Interfaces does not accept responsibility for the views expressed by contributors and unless explicitly stated (where authors are publishing at the behest of an organisation or group), authors are acting in a personal capacity and expressing personal opinions that may or may not represent the views and opinions of any organisation, employer, person or group attributable to them. © 2009 the Interaction Group Advertise in Interfaces Magazine: email [email protected] for rates