This document outlines the syllabus for a course titled "WWW: Image, Interaction, Experience" taught at PNCA during the Spring 2007 term. The course will explore designing effective interactive websites through group and individual projects. Students will redesign existing websites in collaborative groups and pursue personal explorations based on their objectives. The class will involve guest speakers, discussions, and work time for the projects. Students will be graded on their group project, personal explorations, and participation according to the school's grading criteria.
ArtReach Grant Writing: Workplans by Fonna SeiduFonna Seidu
The workplan section of Grant Writing 101 (for the 2018 ArtReach Grant). This interactive session explored the basics of preparing a grant application for ArtReach's upcoming 2018 deadline. This presentation will discuss visions, goals, objectives, activities, important dates, risk management, evaluation, and will provide tips for creating a clear and concise application.
How a Web Redesign Drives Organizational Change: A Cautionary TaleSorel Denholtz
Few people set out to change their organization when they begin redesigning a website, but the process of creating an effective user experience can reveal gaps in an organization's strategy/business processes/etc.
To improve user experience in a sustainable way, while achieving business goals, your job may extend beyond wireframes and content outlines and require you take a seat at the table where business decisions are being made.
Presented 4.28.16 at University of Illinois WebCon #UofIWebCon
Few people set out to change their organization when they begin redesigning a website, but the process of creating an effective user experience can reveal gaps in an organization's strategy, business processes, staffing, and more.
To improve user experience in a sustainable way, while achieving business goals, your job may extend beyond wireframes and content outlines and require you take a seat at the table where business decisions are being made.
ArtReach Grant Writing: Workplans by Fonna SeiduFonna Seidu
The workplan section of Grant Writing 101 (for the 2018 ArtReach Grant). This interactive session explored the basics of preparing a grant application for ArtReach's upcoming 2018 deadline. This presentation will discuss visions, goals, objectives, activities, important dates, risk management, evaluation, and will provide tips for creating a clear and concise application.
How a Web Redesign Drives Organizational Change: A Cautionary TaleSorel Denholtz
Few people set out to change their organization when they begin redesigning a website, but the process of creating an effective user experience can reveal gaps in an organization's strategy/business processes/etc.
To improve user experience in a sustainable way, while achieving business goals, your job may extend beyond wireframes and content outlines and require you take a seat at the table where business decisions are being made.
Presented 4.28.16 at University of Illinois WebCon #UofIWebCon
Few people set out to change their organization when they begin redesigning a website, but the process of creating an effective user experience can reveal gaps in an organization's strategy, business processes, staffing, and more.
To improve user experience in a sustainable way, while achieving business goals, your job may extend beyond wireframes and content outlines and require you take a seat at the table where business decisions are being made.
The 21st Century Skills Maps for the Young Entrepreneur Challenge, hosted by College Apprentice in Boston, MA, USA from 7-12 July 2014 on Boston University's campus. Email hello@youngentrepreneurchallenge.com for more information
A User Experience Model For Online Graduate Design EducationHumanCentered
Research and design development are reported on an improved and expansive model for graduate-level professional design education. The model proposes a comprehensive learning experience for blended groups of face-to-face and online learners. The current state of enterprise application software for online education was studied and followed by focused user research of online learners and graduate-level designers. A needs- clustering technique was employed to assess and group salient student needs. From these insights, design teams explored ways of coordinating and delivering a high quality learning experience to graduate designers.
My Resume - Sam Scott, Industrial Designer. Seeking a full-time position or internship. Updated April 2017. Please feel free to contact me regarding Industrial Design openings
IDBM x Slush – Service Leadership Minor HandbookIDBMAalto
University should be where the students are. Discover the innovative IDBM x Slush Service Design/Leadership Minor programme designed to amplify the Slush team lead experience to the next level.
Aligning the Website with the Center's MissionKaleem Clarkson
In the “Age of the Network,” websites have become key to establish Centers’ presence on campus (Sorcinelli et al. 2005). Still, the website remains a largely unexamined tool in educational development. Our conference has only featured 5 sessions in the past 10 years and no articles have addressed it explicitly in TIA. The most common functions for a website are publicizing center events (McDaniel & Bruff 2010) and archiving resources, but this session will re-envision the website as a strategic tool with multiple functions, that can engage multiple audiences (John 2014), support strategic goals (Hativa and Clarkson 2011), and assess/document our accomplishments (Plank and Kalish 2010) for internal and external purposes.
Educational App Development
course proposal (its offering in 2016/2017 might be discussed in spring/summer 2016)
Department of Information Technology and Technical Education
Faculty of Education, Charles University in Prague
The course gives a professional and academic introduction to cross-platform (web) educational application development founded on the understanding of the role of ICT in contemporary education.
What Is Learning Experience Design (And Does Adopting It Require You to Leave...Saul Carliner
Over the past few years, the term “learning experience design” has crept into the
instructional design lexicon. But what is it really? This session provides an overview.
Specifically, taking a design- sprint approach, this session engages participants in performing some the essential practices of learning experience design, including the development of use cases and personas, learning journeys, and prototyping; explains the benefits of these practices; explores the benefits of learning experience design to the overall effectiveness of instructional programs; and suggests how these practices integrate into the I4PL Competencies and existing instructional design processes
Institute for New Paradigms - poster materials (higher ed) Eileen O'Connor
These poster session slides overview the development and evaluation of an institute that was launched from within a higher education master's program at SUNY Empire State College (the Masters of Arts in Learning and Emerging Technology (MALET)). The intent of the institute is to provide an ongoing forum for graduate students to develop their understanding of innovative and creative uses of technology for education and communication. Alumni, other educators / innovators have joined the group. There are monthly meetings to address conceptual / education / communication topics and to share new technologies that can serve education and communication. Topics and technologies have included: 360 camera, augment reality, virtual reality, healthcare and technologies, visual learning, experiential learning,
The 21st Century Skills Maps for the Young Entrepreneur Challenge, hosted by College Apprentice in Boston, MA, USA from 7-12 July 2014 on Boston University's campus. Email hello@youngentrepreneurchallenge.com for more information
A User Experience Model For Online Graduate Design EducationHumanCentered
Research and design development are reported on an improved and expansive model for graduate-level professional design education. The model proposes a comprehensive learning experience for blended groups of face-to-face and online learners. The current state of enterprise application software for online education was studied and followed by focused user research of online learners and graduate-level designers. A needs- clustering technique was employed to assess and group salient student needs. From these insights, design teams explored ways of coordinating and delivering a high quality learning experience to graduate designers.
My Resume - Sam Scott, Industrial Designer. Seeking a full-time position or internship. Updated April 2017. Please feel free to contact me regarding Industrial Design openings
IDBM x Slush – Service Leadership Minor HandbookIDBMAalto
University should be where the students are. Discover the innovative IDBM x Slush Service Design/Leadership Minor programme designed to amplify the Slush team lead experience to the next level.
Aligning the Website with the Center's MissionKaleem Clarkson
In the “Age of the Network,” websites have become key to establish Centers’ presence on campus (Sorcinelli et al. 2005). Still, the website remains a largely unexamined tool in educational development. Our conference has only featured 5 sessions in the past 10 years and no articles have addressed it explicitly in TIA. The most common functions for a website are publicizing center events (McDaniel & Bruff 2010) and archiving resources, but this session will re-envision the website as a strategic tool with multiple functions, that can engage multiple audiences (John 2014), support strategic goals (Hativa and Clarkson 2011), and assess/document our accomplishments (Plank and Kalish 2010) for internal and external purposes.
Educational App Development
course proposal (its offering in 2016/2017 might be discussed in spring/summer 2016)
Department of Information Technology and Technical Education
Faculty of Education, Charles University in Prague
The course gives a professional and academic introduction to cross-platform (web) educational application development founded on the understanding of the role of ICT in contemporary education.
What Is Learning Experience Design (And Does Adopting It Require You to Leave...Saul Carliner
Over the past few years, the term “learning experience design” has crept into the
instructional design lexicon. But what is it really? This session provides an overview.
Specifically, taking a design- sprint approach, this session engages participants in performing some the essential practices of learning experience design, including the development of use cases and personas, learning journeys, and prototyping; explains the benefits of these practices; explores the benefits of learning experience design to the overall effectiveness of instructional programs; and suggests how these practices integrate into the I4PL Competencies and existing instructional design processes
Institute for New Paradigms - poster materials (higher ed) Eileen O'Connor
These poster session slides overview the development and evaluation of an institute that was launched from within a higher education master's program at SUNY Empire State College (the Masters of Arts in Learning and Emerging Technology (MALET)). The intent of the institute is to provide an ongoing forum for graduate students to develop their understanding of innovative and creative uses of technology for education and communication. Alumni, other educators / innovators have joined the group. There are monthly meetings to address conceptual / education / communication topics and to share new technologies that can serve education and communication. Topics and technologies have included: 360 camera, augment reality, virtual reality, healthcare and technologies, visual learning, experiential learning,
Institute for New Paradigms - poster materials (higher ed)
Image, Interaction, Exp 1.8.07
1. PNCA | WWW: IMAGE, INTERACTION, EXPERIENCE | SPRING TERM 2007 | P1
WWW: IMAGE, INTERACTION, EXPERIENCE
ADVANCED INTERACTIVE DESIGN | SYLLABUS
PNCA | SPRING TERM 2007 | COMMUNICATION DESIGN DEPARTMENT
INSTRUCTOR: DRU MARTIN | 503.914.5832 | DM@MOTOINTERACTIVE.COM
COURSE NUMBER: GR 3511
MEETING TIME: WEDNESDAY 11AM - 3PM
CREDITS: 3
PREREQUISITES: GR 241-242 (DESIGN STUDIO I), GR 250-251 (WWW: FUNDAMENTALS OF
INTERACTIVE MEDIA), GR 350 (WWW: INTERFACE AND STRUCTURE), OR INSTRUCTOR CONSENT.
COURSE DESCRIPTION
This course will explore the ideas and skills required to evaluate,plan,conceive,design and
develop custom interactive web communications that affect change (commercial & social) with
emotional impact,clear information design,and excellent usability.The main construct of the
class will be based on group/collaborative efforts to evaluate and redesign existing websites from
the ground up,as well as parallel personal explorations that allow each student to pursue specific
areas of interactive interest,based on their unique objectives.
ASSIGNMENTS & EXPECTATIONS
• GROUP PROJECT: REDESIGN WEBSITES IN A COLLABORATIVE ENVIRONMENT
• PERSONAL EXPLORATIONS: STUDIES BASED ON INDIVIDUAL OBJECTIVES
• READING: WEB DESIGN PROCESS, INTERFACE DESIGN, HUMAN INTERACTION
• PROGRAMMING: LEVEL WILL VARY, BASED ON PERSONAL APTITUDES/OBJECTIVES
• DISCUSSIONS: STUDENTS WILL CONTRIBUTE HEAVILY IN GROUPS AND IN CLASS
LEARNING OBJECTIVES
• EVALUATE, CRITIQUE, DESIGN & DELIVER EFFECTIVE WEBSITES
• DESIGN MEMORABLE, ENGAGING & ‘AFFECTIVE’ WEB EXPERIENCES
• PLAN & BUILD WEBSITES WITH HTML, CSS, FLASH & OTHER TECHNOLOGIES
• WEB DEVELOPMENT PROCESS: SCHEDULING, BUDGETING, PLANNING FOR CHANGE
• LEARN WHEN TO MOVE QUICKLY VS. PLAN CAREFULLY
TIME COMMITMENT
Students should plan to invest 8-12 hours each week,outside of class,depending on varying
personal objectives & class assignments.Web development takes dedication.
GRADING
Students will be graded by their group privately,as well as by the instructor on a 100 point scale.
Grading is based on progress as well as the final result,which varies based with each challenge:
• GROUP PROJECT: 50 POINTS
• PERSONAL EXPLORATIONS: 30 POINTS
• ATTENDANCE & PARTICIPATION: 20 POINTS
SUGGESTED READING
• “WEB DESIGN 2.0,’ KELLY GOTO
• ALISTAPART.COM > DESIGN > UI DESIGN
• CLASS WEBSITE > ARTICLES
2. PNCA | WWW: IMAGE, INTERACTION, EXPERIENCE | SPRING TERM 2007 | P2
COURSE OUTLINE (WED, JAN 17TH
- WED, MAY 9TH
)
CL 1 JAN 17 REVIEW CLASS EXPECTATIONS, STUDENT OBJECTIVES, BIBLIOGRAPHY, DISCUSS
MAIN PROJECT & PERSONAL EXPLORATION PROJECTS
ASSIGNMENT: READ: HUMAN UI, SITE DEV PROCESS, FAVORITE SITES, WHY?
CL 2 JAN 24 STUDENTS SHARE SITES THAT WORK, DISCUSS FACTORS THAT MAKE EFFECTIVE
INTERACTIVE EXPERIENCES, IMAGES, FLASH, HIERARCHY, TYPE USE, EMOTION
ASSIGNMENT: REVIEW A SITE THAT NEEDS REDESIGN, CHOOSE PERSONAL
PROJECT TO PURSUE, WRITE YOUR GOALS FOR LEARNING
CL 3 JAN 31 GUEST SPEAKER: DYNAMIC WEBSITES, DATABASES, SMART SITE BUILDING,
STUDENTS PRESENT REVIEWS, CREATE 3 GROUPS OF 5 WITH BALANCED SKILLS
& CHOOSE 1 SITE FOR GROUP REDESIGN, PERSONAL PROJECTS
ASSIGNMENT: GROUPS MEET, WRITE SITE SPEC
CL 4 FEB 7 GUEST SPEAKER: ACCESSIBILITY & DISCUSS REDESIGN PROCESS, STUDENTS
PRESENT SPECS, DISCUSS EACH TO REFINE, PERSONAL PROJECTS
ASSIGNMENT: GROUPS MEET, REFINE SITE SPEC, PREPARE PERSONAL PLAN
CL 5 FEB 14 STUDENTS PRESENT PERSONAL EXPLORATION PLANS, DISCUSS ARCHITECTURE,
WIREFRAMES, GROUP WIREFRAME & CONCEPT TIME, PERSONAL PROJECTS
ASSIGNMENT: GROUPS MEET, FINALIZE WIREFRAMES, CONCEPTS
CL 6 FEB 21 GUEST SPEAKER: HTML, CSS , WORK WITH EACH GROUP
ASSIGNMENT: GROUPS MEET, BEGIN DESIGN
CL 7 FEB 28 GUEST SPEAKER: FLASH, WORK WITH EACH GROUP
ASSIGNMENT: GROUPS MEET
CL 8 MAR 7 GUEST SPEAKER: NEW TECHNOLOGIES, WORK WITH EACH GROUP
ASSIGNMENT: GROUPS MEET
CL 9 MAR 14 STUDENTS PRESENT PERSONAL PROJECTS, PERSONAL PROJECTS
ASSIGNMENT: GROUPS MEET
CL 10 MAR 21 INTERIM GROUP PROJECT PRESENTATION, GROUP REVIEW, PERSONAL PROJECTS
ASSIGNMENT: GROUPS MEET
SPRING BREAK NO CLASS
CL 11 APR 4 WORK WITH EACH GROUP
ASSIGNMENT: GROUPS MEET
CL 12 APR 11 WORK WITH EACH GROUP
ASSIGNMENT: GROUPS MEET
CL 13 APR 18 ALPHA REVIEW
ASSIGNMENT: GROUPS MEET
SPRING FOCUS NO CLASS
CL 14 MAY 2 BETA REVIEW
ASSIGNMENT: GROUPS MEET
CL 15 MAY 9 FINAL REVIEW, GROUP & PERSONAL PROJECTS
DATES AND INFORMATION ON THIS CALENDAR ARE SUBJECT TO CHANGE. IT IS THE STUDENT’S
RESPONSIBILITY TO KEEP UP WITH HAND-OUTS AND ASSIGNMENT SHEETS FOR CURRENT INFORMATION
ABOUT THIS CLASS.
3. PNCA | WWW: IMAGE, INTERACTION, EXPERIENCE | SPRING TERM 2007 | P3
PROJECT DESCRIPTIONS
GROUP PROJECTS
These will be the main projects for the class.We’ll create small groups of students with
complementary skill sets,with the objective to discover,review,choose and create a plan for
redesigning a website that would benefit from new thinking.Students will have an opportunity
to learn each of the professional processes for web development.This presents an ideal situation
to encourage collaboration,which is critical to the website/interactive development process.
PERSONAL INTERACTIVE EXPLORATIONS
This aspect of the class will be an excellent opportunity for students to explore what interests
them,with the benefit of a guide to help them learn organically.Students will present a plan
with goals at the beginning of the term,and will be graded based on how well they explore
and meet those goals.The intent is to accommodate varying technical aptitudes,as well as allow
the students the freedom to stretch their capabilities without the constraints of class-imposed
objectives.Success will be unique to each student.While some will choose to follow purely
aesthetic pursuits,others will pursue programming,while others may experiment with particular
applications to better their unique skill sets.
• DESIGN SOMETHING BEAUTIFUL, FUNCTIONAL & INFORMATIVE: EACH COULD BE
IMPLEMENTED AS A SEPARATE PIECE. START THINKING ABOUT HOW THE RELATIONSHIP
BETWEEN THESE FACTORS MAKES LEADING INTERACTIVE EXPERIENCES.
• EXPLORE SOUND: AMBIENT, EFFECTS, WAYS THAT SOUND MIGHT BE USED IN THE FUTURE
• JUST CONCEPT: DEVELOP/DESIGN HOME PAGE CONCEPTS FOR EXISTING ‘BRAND’ SITES
• EXPLORE INFORMATION: DESIGN A SITE THAT IMPROVES ON AN EXISTING INFO SYSTEM
• TECHNOLOGY: CREATE A PLAN AND LAYOUTS TO COMBINE EMERGING TECHNOLOGIES TO
CREATE NEW AND USEFUL APPLICATIONS
• EXPLORE ANIMATION: IMPROVE AN EXISTING EXPERIENCE WITH ANIMATION
• DEVELOP A BLOG ABOUT WEB DESIGN: FIND GREAT DESIGNS AND WRITE REVIEWS
BASED ON USABILITY, EMOTIONAL IMPACT, OVERALL IMPRESSIONS, ETC.
• OR, PRESENT YOUR OWN IDEA TO EXPLORE...
4. PNCA | WWW: IMAGE, INTERACTION, EXPERIENCE | SPRING TERM 2007 | P4
PNCA GRADING CRITERIA
This is the institutional grading policy for all PNCA students.Grades are distributed after the end
of each semester.
GRADE A: Student performance is outstanding.Student exhibits excellent achievement and
craftsmanship in all aspects of work.Student exceeds the problem criteria and consistently
challenges himself/herself to seek fresh solutions to assigned problems.Student exhibits a
commitment to expanding ideas,vocabulary and performance.Student’s attendance,participation
and class involvement are excellent.
GRADE B: Student performs beyond requirements of assignments.Student exhibits above-
average progress and craftsmanship in all work.Student meets and exceeds the problem criteria.
Student exhibits above-average interest in expanding ideas,vocabulary and performance.
Student’s attendance,participation and class involvement are above average.
GRADE C: Student performance is average and all requirements are fulfilled.Student exhibits
an average level of progress and improvement in all work.Student meets the problem criteria.
Student exhibits interest in expanding ideas,vocabulary and performance.Student’s attendance,
participation and class involvement are adequate.
GRADE D: Student performance is uneven and requirements are partially fulfilled.Student’s
output is minimal.Student exhibits minimal improvement in work.Student does not meet
the problem criteria in all assignments.Student exhibits minimal interest in expanding ideas,
vocabulary and performance.Student’s attendance,participation and class involvement are less
than adequate.
GRADE F: No credit earned.Student fails to meet a minimum performance level.Student does
not exhibit achievement,progress or adequate levels of craftsmanship in all assignments.Student’s
work is consistently incomplete or unsuccessful.Student’s attendance,participation and class
involvement are inadequate.
PASS/FAIL GRADE: A Pass/Fail grade will be given for designated courses in which the
course content is such that direct faculty oversight of the learning experience is not possible,
and evaluation on the present grading scale would be difficult.“Pass”implies a“C”grade or
above.“Fail”implies less than a“C”grade and course work graded as“Fail”does not apply to
the degree.Pass/Fail grades are not calculated in the grade point average.This grading applies to
Internships.Graphic Design Co-op uses traditional letter grades.
INCOMPLETES
In certain situations,a student may request an“Incomplete”grade in a class.You may petition for
an“Incomplete”only if your situation meets both of these conditions:
1.An extenuating circumstance exists and it has prevented you from completing the coursework
(Extenuating circumstances are illnesses,family,emergencies,etc.),
2.You are currently in good standing in the class.
See the Student Handbook for more information about Grades and Incompletes.
5. PNCA | WWW: IMAGE, INTERACTION, EXPERIENCE | SPRING TERM 2007 | P5
NOTICE: PNCA is in compliance with federal law requiring colleges to provide reasonable
accommodations for students with documented physical and/or learning disabilities.If you
have a disability that might affect your performance in this class,please make it known to the
instructor or to Michael Hall,Dean of Students.
STUDENT INFORMATION AND RESPONSIBILITIES
Students are expected to have in their possession a current edition of the Student Handbook.
Students are responsible for all the information contained in the handbook,and should refer
to the handbook frequently for deadlines,policies,procedures,and responsibilities. Student
Handbooks are available in the office of Student Services.
Students are expected to check their student mailboxes frequently for communications from
their instructors or from the administrative offices of the college.
WeekTwo is the last week that you may add or drop a class with no penalty.
Week Eight is the last week that you may withdraw from a class with a“W.”