New learning design
Description:
In this activity, the students will first create 10-min. videos, showing both visual aspects of their design, as well as a summary of the changes in their design iteration (how it compares to the previous design), how they addressed the peer feedback of the heuristic evaluation, all of which is backed up with a thorough rationale for their design decisions based on concepts introduced in the course.
Students then perform a peer evaluation of these 10-min. videos, where they discuss their design iteration and rationale behind their design decisions.
I’ll provide a rubric to grade these videos based on a fixed set of criteria, and based on this filled-in rubric, I will afterwards be able to see which of the criteria (or aspects) they struggle with most. I will use the exact same rubric to grade the students 5-min. videos myself afterwards (as well as their report).
I will then organize a lecture to highlight the issues students struggled with, and provide additional explanations and feedback, based on analyzing some examples of the videos. Before the lecture, I will additionally provide opportunities for the students to bring up additional issues they are struggling with or would like to know more about, which I will then use to prepare the topics I will address in my lecture.
Intended Learning Outcomes:
- name, define and use HCI theories, principles and guidelines to analyze and criticize user interfaces and motivate user interface design decisions
- evaluate user interface designs with respect to usability
- prototype interactive systems
| Resources | Tasks | Supports | |||
|---|---|---|---|---|---|
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Pre-activity |
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| ← |
Course textbook, feedback provided by teaching staff on previous design iterations, heuristic evaluation reports by peers |
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Redesign user interface design ↓ |
← |
TA sessions, Blackboard discussion forum |
| ← |
New user interface design, course textbook, feedback provided by teaching staff on previous design iterations, heuristic evaluation reports by peers |
← |
Write a report to clarify the differences between the original and modified design based on the three heuristic evaluation reports and to reflect on design choices using the concepts introduced in the course ↓ |
← |
TA sessions, Blackboard discussion forum |
|
Actual activity |
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| ← |
Written report, course textbook, feedback provided by teaching staff on previous design iterations, heuristic evaluation reports by peers |
← |
Create a 10 min. video that summarizes the differences between the original and modified design based on the heuristic evaluation reports and reflects on design choices using the concepts introduced in the course ↓ |
← |
TA sessions, Blackboard discussion forum, existing video tools |
| → |
Peer evaluation of videos produced by students, assignment scheme so the students know which video to evaluate, rubric to grade the videos based on a fixed set of criteria |
→ |
Peer evaluation of 10 min. videos, based on the provided rubric. Each individual student will evaluate 2 videos from other groups. ↓ |
← |
Blackboard to upload and view peer evaluations of the videos. |
| → |
Their own videos (and peer evaluation, so also row 4). |
→ |
Fill in questionnaire on Blackboard to list additional issues the students are struggling with or would like to know more about (based on a set of predefined suggestions, and open text fields for additional suggestions). This will serve as inspiration for the flipped lecture. ↓ |
← |
TA sessions, Blackboard discussion forum |
|
Flipped lecture |
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Video and peer evaluation of other videos (row 4 & 5). |
→ |
Attend the flipped lecture, which will highlight the issues students struggled with, and provides additional explanations and feedback, and will additionally use group activities and discussions |
← |
Mentimeter |
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Additional information
Note: this is often a mix of resources produced and used by the learners (e.g. course textbook + heuristic evaluation reports from peers), so I'd like to have arrows go both ways.
I could only select up to row 3 for what informed some of the other ones, not 4 & 5, even though that would have been useful in rows 5 & 6.
It was not clear to me whether the flipped lecture should also be part of this, or if LDTool is mostly meant for out-of-class activities.