Minding the gap: Bridging Computing Science and Business Studies with an Inte...Simon Fraser University
For today’s information technology organization, working in teams across functional and even organizational boundaries has become an integral part of every project. When asked about these projects, practitioners regularly report on how grave differences between business professionals and tech- nology teams have negatively affected project performance. The serious gap between how the two sides think, talk and work is systemic already in the training and education of both Business and Computer Science students at the univer- sity level. This paper describes the design of a competitive SFU Innovation Challenge which aims to bridge that gap by tasking interdisciplinary groups to create iPhone application prototypes and related business innovation roadmaps. This document then summarizes the objectives of the SFU Inno- vation Challenge, and reports on the difficulties and posi- tive results that materialized when students combined their technological problem- solving techniques and managerial strategies for effectively confronting real-world problems.
This paper introduces the concepts of Hypermedia and Hypertext systems as tools for managing information in the field of architecture and enhancing the landscape of education. An application developed by the author is used to illustrate the use of Hypertext programs in architectural education. Paradox, a powerful relational database program, is used to develop an application illustrating the works and philosophies of twentieth century masters of architecture. The paper recommends the development of similar applications to be available for students through computer networks, as tools for managing growing amounts of information and enhancing the landscape of learning.
Minding the gap: Bridging Computing Science and Business Studies with an Inte...Simon Fraser University
For today’s information technology organization, working in teams across functional and even organizational boundaries has become an integral part of every project. When asked about these projects, practitioners regularly report on how grave differences between business professionals and tech- nology teams have negatively affected project performance. The serious gap between how the two sides think, talk and work is systemic already in the training and education of both Business and Computer Science students at the univer- sity level. This paper describes the design of a competitive SFU Innovation Challenge which aims to bridge that gap by tasking interdisciplinary groups to create iPhone application prototypes and related business innovation roadmaps. This document then summarizes the objectives of the SFU Inno- vation Challenge, and reports on the difficulties and posi- tive results that materialized when students combined their technological problem- solving techniques and managerial strategies for effectively confronting real-world problems.
This paper introduces the concepts of Hypermedia and Hypertext systems as tools for managing information in the field of architecture and enhancing the landscape of education. An application developed by the author is used to illustrate the use of Hypertext programs in architectural education. Paradox, a powerful relational database program, is used to develop an application illustrating the works and philosophies of twentieth century masters of architecture. The paper recommends the development of similar applications to be available for students through computer networks, as tools for managing growing amounts of information and enhancing the landscape of learning.
Asia eBIT @ UCSC: Implementing the paradigm shift from Teaching to Learning t...Gihan Wikramanayake
G N Wikramanayake, K P Hewagamage, G I Gamage, A R Weerasinghe (2007) "Asia eBIT @ UCSC: Implementing the paradigm shift from Teaching to Learning through e-learning framework" In:25th National Information Technology Edited by:Chrisantha Silva et al. pp. 68-81. Computer Society of Sri Lanka, Colombo, Sri Lanka: CSSL Sep 19-20 ISBN: 978-955-9155-15-7
CLE-based learning model is based on the implementation of Constructivist Learning Environments that focus on problem-solving scenarios where students can create innovative solutions with the aid of technology as well as tutors' support.
An effective method for semi automatic construction of domain module from ele...eSAT Journals
Abstract Information and Communication Technologies impact on academic institutions, lead to a growing need for effective creation and management of digital content. Technology Supported Learning (TSL) systems have proved to be beneficent in numerous learning circumstances. TSLSs need, regardless of the technology or the paradigm, an appropriate domain module. The domain module is described as the pedagogical representation of the domain to be learnt and is considered as key of any TSLSs as it presents the information about a subject matter to be conveyed to the beginner. The domain module authoring techniques are cost and labor exhaustive. The development cost can be reduced by benefiting from semi-automatic domain module authoring approaches and promoting reuse of knowledge. The proposed system uses heuristic reasoning, Natural Language Processing (NLP) techniques, and ontologies for the semi-automatic generation of the domain module from electronic textbooks. The Domain Module encrypts knowledge at two distinct levels: Learning Domain Ontology (LDO) which recognizes domain topics and pedagogical relationships between them and Learning Objects (LO) where didactic resources used during the process of learning are recognized and gathered. An electronic textbook has been evaluated to test how it would help in domain module authoring process; the automatically generated knowledge has been contrasted against the domain module developed manually by the instructional designers. The automatically gathered knowledge reduces the time complexity and is domain independent, relies entirely on the electronic textbook provided. Keywords: Ontology Design, Knowledge Acquisition, Pedagogical Representation, Domain Engineering
CLE-based learning model is based on the implementation of Constructivist Learning Environments that focus on problem-solving scenarios where students can create innovative solutions with the aid of technology as well as tutors' support.
Presentation of research findings into the provision of course in Computer Science in upper second level education internationally at the NCCA Seminar on the introduction Computer Science in the Leaving Certificate. Dublin Castle 21st February 2017.
Research project led by Neil Keane & Clare McInerney of the Irish Software Research Centre.
Supported by an expert research group of Prof. Kevin Ryan, Prof. Tiziana Margaria, Prof. Rory O’Connor, Dr. Chris Exton (from Lero), Dr. Oliver McGarr, Prof. Sibel Erduran (from National STEM Centre at the School of Education University of Limerick)and Mr. Ted Parslow (Third Level Computing Forum).
Il Terzo Settore di fronte all'evoluzione dell'ICTRoberto Polillo
Articolo pubblicato nel report dell'Osservatorio ICT per il Non-Profit 2012 (Milano, Museo della Scienza e della Tecnologia, 21 Marzo 2012).
Gli altri articoli del report possono essere scaricati dal sito della Fondazione Think! www.thinkinnovation.org
Asia eBIT @ UCSC: Implementing the paradigm shift from Teaching to Learning t...Gihan Wikramanayake
G N Wikramanayake, K P Hewagamage, G I Gamage, A R Weerasinghe (2007) "Asia eBIT @ UCSC: Implementing the paradigm shift from Teaching to Learning through e-learning framework" In:25th National Information Technology Edited by:Chrisantha Silva et al. pp. 68-81. Computer Society of Sri Lanka, Colombo, Sri Lanka: CSSL Sep 19-20 ISBN: 978-955-9155-15-7
CLE-based learning model is based on the implementation of Constructivist Learning Environments that focus on problem-solving scenarios where students can create innovative solutions with the aid of technology as well as tutors' support.
An effective method for semi automatic construction of domain module from ele...eSAT Journals
Abstract Information and Communication Technologies impact on academic institutions, lead to a growing need for effective creation and management of digital content. Technology Supported Learning (TSL) systems have proved to be beneficent in numerous learning circumstances. TSLSs need, regardless of the technology or the paradigm, an appropriate domain module. The domain module is described as the pedagogical representation of the domain to be learnt and is considered as key of any TSLSs as it presents the information about a subject matter to be conveyed to the beginner. The domain module authoring techniques are cost and labor exhaustive. The development cost can be reduced by benefiting from semi-automatic domain module authoring approaches and promoting reuse of knowledge. The proposed system uses heuristic reasoning, Natural Language Processing (NLP) techniques, and ontologies for the semi-automatic generation of the domain module from electronic textbooks. The Domain Module encrypts knowledge at two distinct levels: Learning Domain Ontology (LDO) which recognizes domain topics and pedagogical relationships between them and Learning Objects (LO) where didactic resources used during the process of learning are recognized and gathered. An electronic textbook has been evaluated to test how it would help in domain module authoring process; the automatically generated knowledge has been contrasted against the domain module developed manually by the instructional designers. The automatically gathered knowledge reduces the time complexity and is domain independent, relies entirely on the electronic textbook provided. Keywords: Ontology Design, Knowledge Acquisition, Pedagogical Representation, Domain Engineering
CLE-based learning model is based on the implementation of Constructivist Learning Environments that focus on problem-solving scenarios where students can create innovative solutions with the aid of technology as well as tutors' support.
Presentation of research findings into the provision of course in Computer Science in upper second level education internationally at the NCCA Seminar on the introduction Computer Science in the Leaving Certificate. Dublin Castle 21st February 2017.
Research project led by Neil Keane & Clare McInerney of the Irish Software Research Centre.
Supported by an expert research group of Prof. Kevin Ryan, Prof. Tiziana Margaria, Prof. Rory O’Connor, Dr. Chris Exton (from Lero), Dr. Oliver McGarr, Prof. Sibel Erduran (from National STEM Centre at the School of Education University of Limerick)and Mr. Ted Parslow (Third Level Computing Forum).
Il Terzo Settore di fronte all'evoluzione dell'ICTRoberto Polillo
Articolo pubblicato nel report dell'Osservatorio ICT per il Non-Profit 2012 (Milano, Museo della Scienza e della Tecnologia, 21 Marzo 2012).
Gli altri articoli del report possono essere scaricati dal sito della Fondazione Think! www.thinkinnovation.org
La presenza sul web delle organizzazioni non profit: esperienze e lezioni app...Roberto Polillo
Presentato all'Osservatorio ICT per il Non-Profit 2012, 21 marzo 2012 (Milano, Museo della Scienza e della Tecnologia).
Gli atti completi sono reperibili sul sito della Fondazione Think!
Slides dalle lezioni del corso di Interazione Uomo Macchina per il corso di laurea in Informatica - Università di Milano Bicocca - Prof.R.Polillo (a.a.2014-15) - Lezione dell'8 aprile 2015
Slides dalle lezioni del corso di Interazione Uomo Macchina per il corso di laurea in Informatica - Università di Milano Bicocca - Prof.R.Polillo (A.A.2014-15) - lezione del 4 marzo 2015
Slides dalle lezioni del corso di Interazione Uomo Macchina per il corso di laurea in Informatica - Università di Milano Bicocca - Prof.R.Polillo (a.a.2014-15) - Lezione del 17 marzo 2015
Slides dalle lezioni del corso di Interazione Uomo Macchina per il corso di laurea in Informatica - Università di Milano Bicocca - Prof.R.Polillo (a.a.2014-15) - Lezione del 25 marzo 2015
Slides dalle lezioni del corso di Interazione Uomo Macchina per la laurea in Informatica - Università di Milano Bicocca - Prof.R.Polillo (a.a.2014-15) - Lezione del 19 marzo 2015
Un semplice modello Excel per tracciare il profilo di qualità di un sito web (1.0) secondo la metodologia del libro "Il check-up dei siti Web" di Roberto Polillo (ed.Apogeo, 2004)
Corso di Laboratorio Internet / Laboratorio di progettazione del Prof.R.Polillo - Università di Milano Bicocca - DISCO - AA. 2009-2010 -
(vedi anche www.rpolillo.it)
Slides dal corso di Interazione Uomo Macchina per gli studenti del corso di laurea in Informatica - Università di Milano Bicocca - Prof.R.Polillo (a.a.2014-15), lezione dell'11 marzo 2015
Slides dalle lezioni del corso di Interazione Uomo Macchina per il crso di laurea in Informatica - Università di Milano Bicocca - Prof.R.Polillo (a.a.2014-15) - Lezione del 14 aprile 2015
16. Evoluzione dei paradigmi di interazione uomo macchina (I)Roberto Polillo
Slides dalle lezioni del corso di Interazione Uomo Macchina per il corso di laurea in Informatica - Università di Milano Bicocca (a.a.2014-15) - Prof.R.Polillo - Lezione del 28 aprile 2015
17. Evoluzione dei paradigmi di interazione uomo macchina (I)Roberto Polillo
Slides dalle lezioni del corso di Interazione Uomo Macchina per il corso di laurea in Informatica - Università di Milano Bicocca (a.a.2014-15) - Prof.R.Polillo - Lezione del 29 aprile 2015
Slides dalle lezioni del corso di Interazione Uomo Macchina per il corso di laurea in Informatica - Università di Milano Bicocca - Prof.R.Polillo (a.a.2014-15) - Lezione del 6 maggio 2015
Slides dalle lezioni del corso di Interazione Uomo Macchina per il corso di laurea in Informatica - Università di Milano Bicocca - Prof.R.Polillo (a.a.2014-15) - Lezione del 13 maggio 2015
18. Paradigmi di interazione uomo macchina (III)Roberto Polillo
Slides dalle lezioni del corso di Interazione Uomo Macchina per il corso di laurea in Informatica - Univesrità di Milano Bicocca - Prof.R.Polillo (a.a.2014-15) - Lezione del 5 maggio 2015
Slides dalle lezioni del corso di Interazione Uomo Macchina per il corso di laurea in Informatica - Università di Milano Bicocca - Prof.R.Polillo (a.a.2014-15) - Lezione del 31 marzo 2015
Teaching HCI to Undegraduate Computing Students: the Quest for the Golden RulesRoberto Polillo
Presentation held at the HCI@Large workshop, at the CHItaly 2011 Conference, Alghero, 13 Sept 2011.
The paper can be found in the document section of slideshare
Paper presented at EDUCON 2012 (April), talking about an experience of using social network, web2.0, microblogging and virtual worlds in the teaching of programming techniques.
The use of ICTs to facilitate work integrated learning in engineering educati...STADIO Higher Education
Presentation made in the session: Improving Pedagogy and Practice of Undergraduate Engineering Teaching
session at the Higher Education Partnership Models for South Africa: A co-design workshop, CSIR International Convention Centre, 8 June 2015.
Social networks, microblogging, virtual worlds, and Web 2.0 in the teaching o...Gonçalo Cruz Matos
With the goal of lessening barriers to the learning of
advanced programming techniques, we put into place a trial which required students to get involved with online communities of programmers. Using a course assignment on software architecture styles, students had study a problem, find basis for a tentative approach, and discuss it online with programmers. The expectation was that students would find motivation for their studies from both the contact with communities of programmers, and from having to study and reflect upon their problem well enough to be able to draw the interest of members of those communities. We present the strategy we used, the developments and outcomes, and ideas for further application of this approach.
Paper presented at IEEE EDUCON - Engineering Education 2012, Marrakesh, Morroco.
It is impossible to separate the human factors from software engineering expertise during
software development, because software is developed by people and for people. The intangible
nature of software has made it a difficult product to successfully create, and an examination of
the many reasons for major software system failures show that the reasons for failures
eventually come down to human issues. Software developers, immersed as they are in the
technological aspect of the product, can quickly learn lessons from technological failures and
readily come up with solutions to avoid them in the future, yet they do not learn lessons from
human aspects in software engineering. Dealing with human errors is much more difficult for
developers and often this aspect is overlooked in the evaluation process as developers move on
to issues that they are more comfortable solving. A major reason for this oversight is that
software psychology (the softer side) has not developed as extensively
A vast majority of students in computing and related disciplines expect to interact with their systems and computing devices using a graphical user interface. Any other means of interacting with a device is deemed unseemly and is quickly met with frustration and rejection. This can partly be attributed to the fact that most operating systems and the tools that run on these platforms offer a rich “point-and-click” interface in an effort to make their systems user friendly. However, in contrast, when it comes to the study of system and cyber security, a mastery over the console and the command-line interface is imperative. In our experience in teaching most courses on system and cyber security, students seem to have the greatest difficulty in using the console/command-prompt/shell. This issue is further exacerbated since many security and related open source forensics tools are designed to run in a Unix-based environment, typically a shell, and even fewer students are familiar with the UNIX environment and find the entire experience all the more daunting. Even the simple command-prompt, ubiquitous on all Microsoft Windows operating systems, is met with significant disdain by today's students, both at the graduate and undergraduate levels. There are several solutions that have been proposed and designed to alleviate this exact issue in the field of computer programming. Video tool, Dragon Drop Pictorial Programming, Alice and Jpie are various stand-alone tools introduced to ease the inherent challenges in learning a new programming language and environment. To alleviate this situation, in this paper, we propose the first tool of its kind, to the best of our knowledge, which aims to tutor a console application using a graphical interface and adapts to the students' progress. The ultimate aim is to eliminate students' dependence on graphical interfaces and convert her to a power user of a system. Our tool, called Interactive Bash Shell Adaptive Tutoring System (iBaTs), enables students to familiarize themselves with the UNIX environment and the Bash Shell on a Windows operating system. In this work, we discuss the architecture of our tutoring program and demonstrate that our system sports several innovative pedagogical features that makes it a unique, fun, encouraging and adaptive learning environment. To the best of our knowledge, this is the first such effort that aims to address this issue.
Capella Days 2021 | Using MBSE to Integrate Engineering Undergraduate Courses...Obeo
The use of MBSE into the undergraduate courses brings the opportunity to integrate the curriculum through an Integrated Design Model. This lecture will: (i) explain the incorporation of Capella into an Airspace Engineering Curriculum; (ii) describe the experience in each discipline, allowing to keep the context, expanding through systemic perspectives; and (iii) present some results, feedbacks and lessons learned.
The lecture will close with how the Brazilian Secretary of Education changed the Brazilian Engineering Courses Guidelines to incorporate Systems Thinking and the opportunity to use Arcadia, and Capella – being free/opensource – as a common Systems Engineering Core.
University of Maine's Brunswick Engineering Program Implements PTC software i...PTC
In this Whitepaper, written by the head of the Brunswick Engineering Program's Alex Friess, examines how PTC Creo and PTC University eLearning were successfully implemented into their integrated curriculum.
Secondo CDIO, conoscenze Techniche e capacità di analisi , abilità e caratteristiche Professionali e Personali , capacità Interpersonali (teamwork & comunicazione) costituiscono le fondamenta sulle quali costruire le conoscenze, abilità e caratteristiche ingegneristiche necessarie alle attività di ideazione, progettazione, realizzazione e gestione operativa di prodotti e sistemi, nell'impresa e nel contesto sociale.
L’ambiente di apprendimento Technology-Enhanced deve essere basato su: Integrazione disciplinare (Integrated Course Block); Project-based learning; Learning by thinking-doing-use;
Realizzazione di progetti, per il mondo reale, sperimentando le varie fasi del ciclo di vita di un prodotto/sistema dalla ideazione alla gestione operativa.
Empowering Small Liberal Arts Institutions: Designing an In-Depth Curriculum ...IJITE
The integration of artificial intelligence (AI) and machine learning (ML) into academic curricula has
become increasingly important in contemporary institutions. However, small liberal arts institutions face
unique challenges in adapting their programs to meet the growing demand for AI and ML expertise. This
article explores the significance of providing computer science graduates from these institutions with a
comprehensive understanding of AI and ML systems. The proposed curriculum encompasses problemsolving techniques, algorithm design, data preprocessing, model training, and ethical considerations
specific to AI and ML. Pedagogically, an emphasis is placed on practical assignments, projects, and
collaborative learning to foster critical thinking and creative problem-solving skills among students.
Furthermore, integrating AI and ML concepts across disciplines enables students to explore these
technologies' broader implications and ethical dimensions. Small liberal arts institutions can capitalize on
their distinctive educational environments to promote interdisciplinary collaborations and provide students
with a holistic understanding of AI and ML applications. In conclusion, adapting small liberal arts
institutions to incorporate AI and ML education is crucial for preparing computer science graduates to
meet the evolving demands of the modern workforce. By embracing these advancements and tailoring their
programs accordingly, these institutions can empower their students with the essential skills and
knowledge to thrive in an AI-driven world. The article also discusses the advantages, limitations, and
potential future steps in integrating AI and ML education into small liberal arts institutions.
Empowering Small Liberal Arts Institutions: Designing an In-Depth Curriculum ...IJITE
The integration of artificial intelligence (AI) and machine learning (ML) into academic curricula has
become increasingly important in contemporary institutions. However, small liberal arts institutions face
unique challenges in adapting their programs to meet the growing demand for AI and ML expertise. This
article explores the significance of providing computer science graduates from these institutions with a
comprehensive understanding of AI and ML systems. The proposed curriculum encompasses problemsolving techniques, algorithm design, data preprocessing, model training, and ethical considerations
specific to AI and ML. Pedagogically, an emphasis is placed on practical assignments, projects, and
collaborative learning to foster critical thinking and creative problem-solving skills among students.
Furthermore, integrating AI and ML concepts across disciplines enables students to explore these
technologies' broader implications and ethical dimensions. Small liberal arts institutions can capitalize on
their distinctive educational environments to promote interdisciplinary collaborations and provide students
with a holistic understanding of AI and ML applications. In conclusion, adapting small liberal arts
institutions to incorporate AI and ML education is crucial for preparing computer science graduates to
meet the evolving demands of the modern workforce. By embracing these advancements and tailoring their
programs accordingly, these institutions can empower their students with the essential skills and
knowledge to thrive in an AI-driven world. The article also discusses the advantages, limitations, and
potential future steps in integrating AI and ML education into small liberal arts institutions.
Artificial Intelligence
International Journal on Integrating Technology in Education (IJITE)IJITE
The integration of artificial intelligence (AI) and machine learning (ML) into academic curricula has
become increasingly important in contemporary institutions. However, small liberal arts institutions face
unique challenges in adapting their programs to meet the growing demand for AI and ML expertise. This
article explores the significance of providing computer science graduates from these institutions with a
comprehensive understanding of AI and ML systems. The proposed curriculum encompasses problemsolving techniques, algorithm design, data preprocessing, model training, and ethical considerations
specific to AI and ML. Pedagogically, an emphasis is placed on practical assignments, projects, and
collaborative learning to foster critical thinking and creative problem-solving skills among students.
Furthermore, integrating AI and ML concepts across disciplines enables students to explore these
technologies' broader implications and ethical dimensions. Small liberal arts institutions can capitalize on
their distinctive educational environments to promote interdisciplinary collaborations and provide students
with a holistic understanding of AI and ML applications. In conclusion, adapting small liberal arts
institutions to incorporate AI and ML education is crucial for preparing computer science graduates to
meet the evolving demands of the modern workforce. By embracing these advancements and tailoring their
programs accordingly, these institutions can empower their students with the essential skills and
knowledge to thrive in an AI-driven world. The article also discusses the advantages, limitations, and
potential future steps in integrating AI and ML education into small liberal arts institutions.
EMPOWERING SMALL LIBERAL ARTS INSTITUTIONS: DESIGNING AN IN-DEPTH CURRICULUM ...IJITE
The integration of artificial intelligence (AI) and machine learning (ML) into academic curricula has
become increasingly important in contemporary institutions. However, small liberal arts institutions face
unique challenges in adapting their programs to meet the growing demand for AI and ML expertise. This
article explores the significance of providing computer science graduates from these institutions with a
comprehensive understanding of AI and ML systems. The proposed curriculum encompasses problemsolving techniques, algorithm design, data preprocessing, model training, and ethical considerations
specific to AI and ML. Pedagogically, an emphasis is placed on practical assignments, projects, and
collaborative learning to foster critical thinking and creative problem-solving skills among students.
Furthermore, integrating AI and ML concepts across disciplines enables students to explore these
technologies' broader implications and ethical dimensions. Small liberal arts institutions can capitalize on
their distinctive educational environments to promote interdisciplinary collaborations and provide students
with a holistic understanding of AI and ML applications. In conclusion, adapting small liberal arts
institutions to incorporate AI and ML education is crucial for preparing computer science graduates to
meet the evolving demands of the modern workforce. By embracing these advancements and tailoring their
programs accordingly, these institutions can empower their students with the essential skills and
knowledge to thrive in an AI-driven world. The article also discusses the advantages, limitations, and
potential future steps in integrating AI and ML education into small liberal arts institutions.
Similar to Teaching HCI to Undergraduate Computing Students: the Quest for the Golden Rules (20)
Teaching HCI to computing students: some considerationsRoberto Polillo
Slides presented at the workshop on "New perspectives to improve quality, efficacy and appeal of HCI courses", CHITALY 2015 Conference, Rome, La Sapienza, Sept 28, 2015
Slides dalle lezioni del corso di Strumenti e applicazioni del Web per il corso di laurea magistrale in Teoria e tecnologia della comunicazione - Università di Milano Bicocca - Prof.R.Polillo (a.a.2014-15) - Lezione del 28 maggio 2015
Slides dalle lezioni del corso di Interazione Uomo Macchina per il corso di laurea in Informatica - Università di Milano Bicocca - Prof.R.Polillo (a.a.2014-15) - lezione del 28 maggio 2015
Slides dell'intervento al workshop su "Responsabilità Sociale di Impresa - ICT come strumento per lo sviluppo sociale" (Milano, Assolombarda, 25 maggio 2015)
Editoria e industria dei media di fronte alla rivoluzione digitaleRoberto Polillo
Slides utilizzate nell'incontro con Marco Polillo, durante il corso di Strumenti e applicazioni del Web per il corso di laurea magistrale in Teoria e tecnologia della comunicazione, Università di Milano Bicocca - Prof.R.Polillo (a.a.2014-15), lezione del 20 maggio 2015
Slides dalle lezioni del corso di Interazione Uomo Macchina per il corso di laurea in Informatica - Università di Milano Bicocca - Prof.R.Polillo (a.a.2014-15) - Lezione del 12 maggio 2015
Slides dalle lezioni del corso di Strumenti e applicazioni del Web per il crso di laurea magistrale in Teoria e tecnologia della comunicazione - Università di Milano Bicocca - Prof.R.Polillo (a.a.2014-15) - lezione del 5 maggio 2015
Slides dalle lezioni del corso di Strumenti e applicazioni del Web per il corso di laurea in Teoria e tecnologia della comunicazione - Università di Milano Bicocca - Prof.R.Polillo (a.a.2014-15) - lezione del 29/4/2015
Slides dalle lezioni del corso di Strumenti e applicazioni del Web per il corso di laurea magistrale in teoria e tecnologia della comunicazione - Università di Milano Bicocca - Prof.R.Polillo (a.a.2014-15) - lezione del 28/4/2015
Slides dalle lezioni del corso di Strumenti e applicazioni del Web per il corso di laurea magistrale in Teoria e tecnologia della comunicazione, Università di Milano Bicocca - Prof.R.Polillo (a.a.2014-15) - Lezione del 22 aprile 2015
Slides delle lezioni del corso di Strumenti e applicazioni del Web per il corso di laurea magistrale in Teoria e tecnologia della comunicazione - Università di Milano Bicocca- Prof. R.Polillo (a.a.2014-15) - Lezione del 21 aprile 2015
Slides dalle lezioni del corso di Interazione Uomo Macchina per gli studenti del corso di laurea in Informatica - Università di Milano Bicocca - Prof.R.Polillo (a.a.2014-15) - Lezione del 15 aprile 2015
Slides dalle lezioni del corso di Strumenti e applicazioni del Web per il corso di laurea magistrale in Teoria e tecnologia della comunicazione - Università di Milano Bicocca - Prof.R.Polillo (a.a.2014-15) - Lezione del 15 aprile 2015
Slides dalle lezioni del corso di Strumenti e applicazioni del Web per il corso di laurea magistrale in Teoria e tecnologia della comunicazione - Università di Milano Bicocca - Prof.R.Polillo (a.a.2014-15) - lezione del 9 marzo 2015
Slides dalle lezioni del corso di Strumenti e applicazioni del Web per il corso di laurea magistrale in Teoria e tecnologia della comunicazione - Università di Milano Bicocca - Prof.R.Polillo (a.a.2014-15) - Lezione dell'8 aprile 2015
Slides delle lezioni del corso di Strumenti e applicazioni del Web per il corso di laurea magistrale in Teoria e tecnologia della comunicazione - Università di Milano Bicocca - Prof.R.Polillo (a.a.2014-15) - Lezione del 1 aprile 2015
Slides dalle lezioni del corso di Strumenti e applicazioni del Web per il corso di laurea magistrale in Teoria e tecnologia della comunicazione - Università di Milano Bicocca - Prof.R.Polillo (a.a.2014-15) - Lezione del 31 marzo 2015
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Introduction to AI for Nonprofits with Tapp Network
Teaching HCI to Undergraduate Computing Students: the Quest for the Golden Rules
1. Teaching HCI to Undergraduate Computing Students:
the Quest for the Golden Rules
Roberto Polillo
DISCO - University of Milano Bicocca
Viale Sarca 336, 20123 Milano (Italy)
+39-335-219668
roberto.polillo@unimib.it
courses are not listed, so their number is not known, but often the
ABSTRACT offering is limited to a single HCI course per degree.
I discuss a methodological framework for implementing effective As a consequence, HCI literacy and skills among computing
Human-Computer Interaction courses in undergraduate computing students is still largely unsatisfactory because time allocated to
university degrees, and propose some “golden rules” for teaching, HCI concepts and practice is extremely limited. Since in many
derived from my 10 years of experience in such courses at the programs HCI courses are not mandatory, a large number of
University of Milano Bicocca. students will graduate totally unaware even of the basic notions
related to the design of usable systems.
Categories and Subject Descriptors Teachers of HCI courses are in a difficult position because they
K.3.2. [Computers and Education]: Computer and Information have to combat on a double front. On one side, they must struggle
Science Education – computer science education, information to get teaching space from “harder” subject matters, like computer
systems education, curriculum. programming, operating systems, mathematics or theoretical
computer science. On the other side, they have to cope with the
General Terms students themselves, who may be uneasy with the unexpected
Design, Human Factors. “fuzziness” of the practice of the design of usable systems. Even
the students who have voluntarily chosen an elective course on
HCI - perhaps attracted by the glamour of innovative interaction
Keywords technologies - may be disappointed when faced with the lack of
HCI, Human Computer Interaction, Interaction Design. clearly defined rules of the discipline. Computing students are
accustomed to more technical courses and may perceive HCI
1. INTRODUCTION topics as common sense not worth much attention [2]. Many
For a number of years, courses on Human Computer Interaction colleagues teaching HCI can easily share the frustration expressed
(HCI) have been offered in most university undergraduate by Terry Winograd in the foreword to an HCI textbook [7]:
computing degrees. These courses are not aimed at forming “In years of teaching human-computer interaction, I have often
professional interaction designers or usability specialists, their felt frustrated in trying to capture for students the experience of
goal being – simply – to introduce students of the different creating useful, useable and likeable interactive systems”.
computer careers to the main concepts and methods of HCI. This
has been a slow process because the computer mainstream The purpose of this short paper is to stimulate a discussion among
community has been slow to recognize the importance of user teachers of HCI courses, to identify ways of improving their
interface design and HCI issues in computer education. Today, effectiveness. To this end, I will summarize a number of
the importance of HCI courses in undergraduate computing suggestions, from my 10-year experience in teaching an
programs is recognized in all computing curricula developed by introductory HCI course for third-year undergraduate students in
the joint working groups of ACM and the IEEE [1]. These Informatics (Laurea Triennale in Informatica) at the University of
curricula usually suggest a number of “core” (i.e.mandatory) Milano Bicocca. It is a one-semester elective course, with an
classroom hours on specified knowledge units of the HCI attendance of 80-120 students (4 to 6 credits, depending on the
knowledge area. Regrettably, this number is still small because year). It is compliant with ACM-IEEE recommendations and has
HCI must compete with many other knowledge areas, which also been recently developed in a textbook [6].
demand the attention of students and teachers. Section 2 will summarize the space allocated to HCI in the ACM-
In Italy the development of HCI courses has been even slower. IEEE undergraduate computing curricula. Section 3 will mention
For example, while in the University of Milano the first degree in the challenges and opportunities in designing an introductory HCI
Informatics dates back to 1981, the first HCI courses started about course. Section 4 will propose a teaching approach drawn from
two decades later. GRIN1 data show that in 2009 only one third of my experience. Section 5 will summarize the key points.
the 52 GRIN-certified first level degrees in Informatics of Italian
universities have one mandatory HCI course in at least one of the 2. HCI IN ACM-IEEE CURRICULA
offered curricula (mostly one-semester, 6 credit courses). Elective The first consolidation of HCI as a discipline can be traced back
to 1992, when ACM SIGCHI issued a first set of
recommendations for education in HCI [3]. This document, now
1 considered obsolete, had an enormous impact on HCI teaching for
GRIN (Gruppo di Informatica, http://www.grin-informatica.it) many years. It gave a very broad definition of HCI, as “a
certifies and collects data on Informatics degrees in Italian discipline concerned with the design, evaluation and
public universities.
2. implementation of interactive computing systems for human use where it is defined as one of the five “pillars” of IT, together with
and with the study of major phenomena surrounding them”, and programming, network, databases and Web systems. This is not
organized the HCI topics as shown in Table 1. surprising, since the IT degree focuses on the integration between
Table 1. HCI topics, according to SIGCHI curriculum [3] information technologies and business processes. But the teaching
space is still only 20 core hours, or 6.4% of the total.
Topics and Subtopics
The Nature of HCI: (Meta-)Models
3. CHALLENGES AND OPPORTUNITIES
Use and Context of Computers: Human Social Organization and Work. All ACM-IEEE curricula contain detailed descriptions of the
Application Areas. Human-Machine Fit and Adaptation.
suggested HCI basic course, so there is plenty of material to start
Human Characteristics: Human Information Processing. Language, with. Nevertheless, defining an undergraduate HCI course is a
Communication, Interaction. Ergonomics.
challenging task:
Computer Systems and Interface Architecture: Input and Output Devices.
Dialogue Techniques. Dialogue Genre. Computer Graphics. Dialogue • Suggested HCI topics are very heterogeneous, ranging from
Architecture. human factors to widget development. There is always too
Development Process: Design Approaches: Implementation Techniques. much to teach in a single course. On the other hand, in real
Evaluation Techniques. Example Systems and Case Studies. life good design solutions can only be devised when the full
Project Presentation and Examination. range of issues involved is taken into account.
• The teaching space available is limited: even if the course is
mandatory (as it should always be, and usually is not), it will
The document suggested that “all computer science students
be normally the unique HCI course offered in a 4 year
should be exposed to the issues and concerns of HCI as part of
program (3 years in Italy).
their fundamental courses”, and defined a set of alternative 4
introductory HCI courses (42 hours each) in which the above • Computer students are analytically-minded, and more at ease
topics had different emphasis, depending on the course audience. with hacking at a computer keyboard than with the “fuzzy”
These courses were broadly characterized as either technology problems posed by humans, which may sometimes be
oriented (CS1: User Interface Design and Development and CS2: considered uninteresting or even trivial [2].
Phenomena and Theories of HCI) or human oriented (PSY1:
• Theory must be interiorized with practice, therefore large
Psychology of HCI and MIS1: Human Aspects of Information
space should be allocated to project work, and this further
Systems), and as moving from a general professional/practical
stresses the time constraints.
orientation (CS1 and MIS1) to one that is more specialized and
research oriented (CS2 and PSY1), and were intended to be • Linking theory with practice (e.g. specific design solutions to
personalized according to particular situations. The document specific usability guidelines) requires experience, and
stressed the importance of having the students understand basic individual coaching is necessary. The teacher should discuss
HCI concepts, terminology, facts and principles and be able to with each project group, on a step-by-step basis, the
apply them in real life situations. advancement of their work, pinpointing the possible
consequences of their choices. This is extremely demanding
In subsequent years various work groups were jointly established
when large classes are involved, even if now some coaching
from ACM and IEEE, to define undergraduate university
can be done online with suitable tools.
curricula for different computing areas. The 2001 Curriculum for
Computer Science (CS) undergraduate programs included HCI as • Team work on projects is advisable because it helps to
one of the 14 core knowledge areas and recognized the need for analyze problems from a plurality of point of views,
HCI courses, but the core (i.e. mandatory) classroom hours encourages knowledge transfer between individuals, and
allocated to it were only 8 (out of a total of 280). The HCI course prepares for real-life situations. This makes it difficult to
description contained both ergonomic issues and technical aspects evaluate the individual contributions of the group members.
of GUI development. In the following years, other curricula were • Design projects and usability assessments give best results
developed: Information Systems (IS: 2002, 2010), Software when they cope with real problems, involving real
Engineering (SE: 2004), Computer Engineering (CE: 2004), stakeholders, and they may not be always available.
Information Technology (IT: 2006, 2008). The Computing
Curricula 2005 [1] gives a comparative summary of these On the other side, HCI courses have some advantages with
documents, which can be downloaded from the education section respect to other more technical courses:
of the ACM Web site. All curricula contain an HCI course, but its • Lab structures and expensive tools are not necessary. For
space is not much higher than in CS (Table 2). Interestingly, HCI introductory HCI courses, students only need their laptops.
gains its best credit in the 2008 revision of the IT Curriculum, Useful software tools (e.g. for prototyping or usability
testing), are often freely available. If not, free trial periods
are usually enough to complete student projects.
Table 2. Summary of HCI space in ACM-IEEE curricula
• HCI courses may be fun. Humans and human behaviors are
strange and interesting subjects. Lots of video material is
available on the net, to easily organize media-rich lessons.
• HCI design projects can spur student creativity. Because
initial prototyping is usually involved, students can
concentrate on innovation, without being overwhelmed with
detailed implementation problems.
3. 4. PLANNING AN HCI COURSE
4.1 HCI Course Dimensions
Topics suggested for an introductory HCI course in the ACM- At every cycle, the instructor reviews the prototype, tracing back
IEEE curricula are very heterogeneous, ranging from human weaknesses and strengths to design decisions, mentioning
cognitive processes to implementation techniques. This leaves an applicable general principles and techniques, and helping students
enormous space to teacher choices. As suggested in [3], mapping to conceptualize – ex post – what has been made and relating it to
the course topics on a two dimensions schema (Figure 1) may be the theory. The design-prototype-evaluate cycle allows touching
very useful for tailoring the course to a certain degree. Any all the major topics of an HCI introductory course: the most
content item can be presented in different ways according to the effective way to understand HCI concepts is through design.
quadrant in which the course is placed. Let’s consider, e.g., the
topic of multi-touch interaction. While A-courses might examine Actual projects may vary from case to case, both in content (what
device characteristics and performances, B-courses might require is designed) and in size (small group projects vs a single project
that students practice with it. C-courses might describe involving the whole class). Although every choice may be
applications using it. D-courses might model the user interaction. justified, working with small groups of 3-4 students, who choose
their own project of interest, often is better. Indeed, interaction
during revision is more direct, and projects may be tailored to
actual student interests and experiences.
Of course, there are also lots of facts that should be mentioned in
an introductory course, requiring more structured classroom
presentations. These should be allocated in suitable moments
according to progress of project work, in order to maximize
theory ↔ practice feedbacks.
4.3 Ten Golden Rules for Design Projects
The above suggestions may seem obvious, and certainly the
benefits of a project-based experiential learning have been largely
discussed in the education literature. But if we consider the
mentioned constraints (the short time available and the broad
range of HCI topics suggested in the computing curricula), they
are not easily implemented. Moreover, most popular HCI
textbooks do not help: they adopt a top-down, concepts-first
Figure 1. Dimensions of an HCI course. approach, extensively developed in hundreds of pages. Inevitably,
if not explicitly, they suggest a rather traditional, lecture-first
4.2 Project-Based Experiential Education teaching. In my experience, to get good learning results in the
The importance of having students practice in lab projects is short timeframe available, it is necessary to renounce trade-offs,
common sense, and there is no need to comment on it. All and adopt a radical teaching approach, where direct, coached
mentioned curricula stress the importance of practical exercises design experience has top priority over systematic
and projects, and team work. While this is applicable to most conceptualization. Since the short space available here does not
computer courses, for HCI this requires a rather radical approach. permit a longer discussion, in the following I will summarize in
Experience shows that presenting theory first and applying it later 10 short “golden rules” what I have learned in my courses after
does not work. Interspersing theory and teacher-narrated years of trials and errors.
examples does not work either. HCI concepts may seem obvious
if tackled out of a concrete problem solving context. Which 4.3.1 Practice first, concepts follow
student would not agree with Nielsen heuristics? They are Assign project work as soon as possible, ideally at the very start
perceived as obvious and… immediately forgotten and never of the course.
applied. 4.3.2 Situated design, not simulation
Introductory HCI courses require a project-based experiential Use real problems for design projects, with real constraints and
education approach [8][9]. This is opposed to the traditional way real stakeholders which can be interviewed by the students.
of teaching, in which the instructor presents facts and concepts to Simulated problems have fictitious constraints, which are easily
the classroom and prescribes textbook study and learning disregarded or relaxed. Instead, real stakeholders (customers and
exercises in which facts and concepts are applied. Project-based users) are difficult to cope with, and are not always right. They
experiential education uses projects as the central focus of may have preconceptions leading to bad design; trying to
instruction. The instructor acts as a coach, leading students along convince them is very instructive (e.g., see [4]). Whenever
a learning loop: possible, pursue a situated learning approach [5].
Concrete experience → observation and reflection on that 4.3.3 Interaction, not description
experience → formation of abstract concepts based on reflection Ask students to build interactive prototypes, not simply a
→ testing the new concepts in new situations. description of the proposed system. Interaction cannot be
narrated, it must be experienced. Charts, storyboards, interaction
Although this approach could in principle be implemented with a
diagrams and the like do not tell the whole story, and are not
variety of project assignments, it matches perfectly well with
enough to evaluate a design. Learning a design language is not the
iterative design projects, where the cycle is:
4. goal of an HCI course. We need a prototype, and it must be 5. CONCLUSIONS
interactive, so we can put our hands on it, and let users do the Since the late 1980’s, HCI has been recognized as a core
same. knowledge area in almost all ACM-IEEE curricula for computing
4.3.4 Mostly coaching, not teaching undergraduate students, and detailed course descriptions have
Allow a very substantial percentage of teacher hours for planned been proposed, including a broad range of content topics. There is
coaching. Revise frequently the output of each project group, and also general agreement on the importance of having students
discuss it with students, relating project issues to design principles practice in concrete projects to learn HCI. But implementing an
when appropriate. Since HCI is not an exact science, involve effective HCI course is still very difficult, since the subject matter
different reviewers whenever possible. They will have different, is very broad, and the available teaching space is limited, because
even conflicting, points of view: confronting them is extremely HCI competes with many other important knowledge areas. In
instructive. Involve other students as reviewers. Professors are this short paper I have summarized a methodological framework
not always right: letting students discover it is part of the which may help in organizing effective HCI courses for
teaching. undergraduate computer students, based on my 10 years trials-
and-errors in teaching HCI courses to undergraduate students in
4.3.5 User testing is mandatory computing. It advocates a radical project-based, experiential
Ask students to perform user testing of every prototype. Every learning approach, in which small groups of students design
student must experience usability testing, as a user, as a simple interactive systems in real environments, using a coached
facilitator, as a developer of the tested system. The simplest iterative process, with the help of elementary prototyping tools
setting is the fittest: a table and chairs, a laptop with a webcam, and extensive user testing. This approach is summarized in ten
free software to capture and synchronize video, audio and screen proposed “golden rules”, and is called radical in the sense that
action, think-aloud protocol. Usability labs are harmful: they design practice and project coaching have absolute priority over
suggest that user testing requires expensive settings, which is not traditional lectures, which might be kept to a very minimum:
true. concepts should develop from projects, and not the other way
4.3.6 Iterate prototypes until “Wow!” around.
Pursue perfection. Never accept an almost-good prototype:
always ask to improve it. Seeing how a prototype slowly changes 6. ACKNOWLEDGMENTS
from poor to excellent is an essential part of HCI learning. One I am strongly indebted with Piero Schiavo Campo, for his support,
or two iterations are never enough. Big problems hide small over many years, to my courses at University of Milano Bicocca,
problems, which become visible only later in the cycle. But a and for many discussions on how to improve them.
moment will always arrive in which everything goes to its place,
and everybody will immediately recognize it. This is the “Wow! 7. REFERENCES
moment”. Never stop earlier. [1] ACM–IEEE. 2005. Computing Curricula 2005 – Overview
Report.
4.3.7 Make students learn design, not design tools
Use paper prototyping for lo-fi prototypes, and simple [2] Aberg, J. 2010. Challenges with Teaching HCI Early to
presentation programs (such as Power Point) for medium-fi Computer Students. In Proc. of the 15th Conference on
prototypes. The best tools have zero learning time, as there is no Innovation and Technology in Computer Science Education
time to do otherwise in an HCI course. An incredible number of (Ankara, Turkey, June 2010). ITiCSE’10. ACM.3-7
interesting systems can be effectively prototyped using a simple [3] Hewett, T.T. (ed.). 1992. ACM SIGCHI Curricula for
presentation program. There is no need to look elsewhere. Human-Computer Interaction. ACM, New York, N.Y.
4.3.8 Ban any intrusive prototyping tools http://old.sigchi.org/cdg/
Prohibit the use of tools which may influence system look-and- [4] Koppelman, H. and Van Dijk, B. 2006. Creating a Realistic
feel and interaction style, such as HTML generators for non-Web Context for Team Projects in HCI. In Proceedings of
systems, or computer animation tools, even when students are ITiCSE’06 (Bologna, Italy, June 2006). ACM.58-62
expert user of these tools. Once again, use presentation tools. [5] Lave, J. and Wenger, E. 1991. Situated Learning. Legitimate
4.3.9 Use the Web as a resource Peripheral Participation. Cambridge University Press.
The Web can be helpful in many ways: to support group [6] Polillo, R. 2010. Facile da Usare – Una moderna
communication and online coaching; to investigate the technical introduzione all’ingegneria dell’usabilità. Apogeo, Milano.
feasibility of the designed system; to find similar systems already
[7] Rosson, M.B. and Carroll, J.M. 2002. Usability Engineering
available; to download useful software tools and stencil galleries
– Scenario-Based Development of HCI. Morgan Kaufmann.
for prototype development. Learning to use this resource should
be a primary goal of any HCI course. [8] Sas, C. 2006. Learning Approaches for Teaching Interaction
Design. In HCI Educators Workshop (Limerick, Ireland, 23-
4.3.10 Capitalize on student specific experiences 24 March 2006).
Do not assign a unique, one-size-fits-all class project. Ask each [9] Thimbleby, H. 2009. Teaching and Learning HCI. In
student team to propose a different project, based on their specific Universal Access in Human-Computer Interaction.
interests and expertise. Hobbies, job experiences, previous school Addressing Diversity. LNCS 2009, Vol.5614/2009, 625-635
careers make every student unique. Mixing diverse and interesting
experiences in a project group may produce a formidable boost to
creativity.