ACM SIGCHI CHAPTER 3.doc

CHAPTER 3: Courses in HCI第三章：人机交互课程Table of Contents 3.1 The Four Proposed Courses p. 30 4个建议课程 3.2 Sequencing Courses p. 32 后续课程 3.3 Structure of the Course Descriptions p. 25 课程描述结构o Shared Objectives of the Courses. 课程共同目标o Shared Prerequisites for the Courses. 课程共同的预备条件o Shared Goals for Coverage of Content. 内容覆盖面的共同目标o Common Suggestions for Schedules and Exercises. 进度和练习的通用建议o General Resources for the Courses. 课程通用资源 3.4 Course Descriptions p. 38 课程描述o 3.4.1 CS1: User Interface Design and Development p. 39 CS1：用户界面设计和开发o 3.4.2 CS2: Phenomena and Theories of Human-Computer Interaction p. 43 CS2:人机交互现象和理论o 3.4.3 PSY1: Psychology of Human-Computer Interaction p. 47 PSY1：人机交互心理学o 3.4.4 MIS1: Human Aspects of Information Systems p. 50 MIS1：信息系统的人因方面In informal discussions with our advisory panel and with people attending SIGCHI conference special interest group meetings on HCI education, there was a recurring request for help in preparing a first and perhaps a second course on HCI, much more so than for a detailed curriculum. In this chapter, we make recommendations for introductory courses in HCI. Our work draws upon experiences teaching a variety of courses in many departments. The result consists of four course designs, based on a mapping of the content of HCI outlined in Chapter 2 into course structures designed for particular audiences. 在和我们咨询小组以及出席SIGCHI会议特别兴趣组的人关于人机交互教育的非正式讨论中，多次提出要求筹备第一阶段和第二阶段的人机交互课程，更甚于要求一个详细的课程。在本章中，我们推荐人机交互的入门课程。我们的研究来自于多个领域的教学经验。最终根据在第2章中能够描绘的人机交互的内容蓝图和为特定群体的教学结构需要建议四门课程设计。 Given our ACM SIGCHI charter, we directed our initial attention to courses that could be offered in a computer science department, but given the multidisciplinary background of the CDG, we also discussed courses that could be offered to students from other departments, especially psychology, human factors, or industrial and systems engineering departments. Finally, we have tried to provide for the fact that those individuals working in a teaching environment which differs markedly from the one envisioned here may need to instantiate a different course, or courses, by suitable modification of the order and the relative balance of topics in one or more of our proposed courses, or by judicious picking and choosing from the content inventory to shorten or lengthen the course. In other words, each course recommendation is intended to be a representative of a family of possible courses which might be fashioned from the content inventory provided in Chapter 2. 鉴于我们的章程，我们改变我们初衷只关注在计算机科学专业的课程内容，而是转向多学科的背景。我们也探讨能提供其他专业背景的学生的课程，特别是心理学、人因学、工业和系统工程等专业。最后，我们尽力考虑一个事实是那些在教学环境中的个人有显著的差异，他们可能通过适当的修改顺序、平衡内容主体或者明智的挑选目录或者缩短和延长课程，从而得到一个实例化的不同课程。换句话说，每门课程的建议都是代表了一门课程的可能情况，都是从第章中提供的内容演变而来。TABLE 2. Course Emphases on the Content of HCI CONTENT AREAS (course length assumed to CS1: UI CS2: Phen PSY1: MIS1: be 14 weeks with 42 contact hours total) Design & Thy Psych Human & Devel. of HCI of HCI Aspects of ISN The Nature of HCI N1 (Meta-)Models of HCI 2 2 2 1U Use and Context of Computers U1 Human Social Organization and Work 2 4 4 4 U2 Application Areas 1 1 1 4 U3 Human-Machine Fit and Adaptation 2 2 4 3H Human Characteristics H1 Human Information Processing 1 9 4 1 H2 Language, Communication and Interaction 1 5 2 2 H3 Ergonomics 1 2 1 1C Computer System and Interface Architecture C1 Input and Output Devices 2 0 3 2 C2 Dialogue Techniques 3 0 4 3 C3 Dialogue Genre 1 0 1 1 C4 Computer Graphics 1 0 1 1 C5 Dialogue Architecture 1 0 1 0D Development Process D1 Design Approaches 4 2 4 4 D2 Implementation Techniques 5 2 2 4 D3 Evaluation Techniques 5 6 4 3 D4 Example Systems and Case Studies 3 2 2 4P Project Presentations and Examinations 7 5 2 4表人机交互课程重点 内容领域MIS1课时为周课时周用户界面设计与开发人机交互现象和理论人机交互心理学信息系统的人因方面人机交互本质人机交互元模型计算机应用及情景人类社会组织和工作应用领域人机适应人类特征人类信息处理语言、通信与交互工效学计算机系统和界面架构输入和输出设备对话技术对话风格计算机图形学对话架构开发过程设计方法实施技巧和工具评估技巧实例系统和案例研究项目展示和实验3.1 The Four Proposed Courses Table 2 relates the content of HCI and the emphases of each topic for each of four proposed courses. This table also reflects the compromises in goals and philosophy of the members of the Curriculum Development Group, and requires some explanation. For different types of students, different orientations are necessary. The proposed courses can be broadly characterized as either technology oriented (CS1: User Interface Design and Development and CS2: Phenomena and Theories of Human-Computer Interaction) or human oriented (PSY1: Psychology of Human-Computer Interaction and MIS1: Human Aspects of Information Systems), and as moving from a general professional/practical orientation (CS1 and MIS1) to one that is more specialized and research oriented (CS2 and PSY1). 四门推荐课程表是四门推荐课程的教学主题的重点所在，此表也反映了课程开发团队的折中意见和理念，需要作出一些解释。对不同类型的学生，需要不同的导向。这些推荐课程可以从广义角度分为面向技术的课程（和）和面向人的课程（PSY1和MIS1），也可以分为面向业务/实践的课程（CS1和MIS1）和面向更转深研究的课程（CS2和PSY1）CS1 and CS2. The first two courses are the ones that would most probably be offered as a sequence in a computer science department, but they could be offered in a more general information systems department or in a more specialized software engineering department. The CS1 course (User Interface Design and Development) stresses practical software development concepts and would be a natural complement to a software engineering course or program. CS1 also focuses on how students in a computer discipline, notably software engineering, can produce better user interfaces. It has a major project that requires that students work on design, implementation (using tools like window libraries and UIMSs), and practical evaluation methods with their artifact, with a major goal being the realization that user interfaces are demonstrably imperfect and can be improved.CS1和CS2。这两门课程最适合作为计算机专业的后学课程，也能够作为信息系统专业或者软件工程专业的后续课程。课程CS1强调实用的软件开发理念，能作为软件工程课程或项目的自然补充。CS1也关注计算机专业学生，特别软件工程专业能产生出更好的用户界面。它的主要工程是要求学生探究设计、实施（使用像Windows Libraries 和UIMSs的工具）以及对他们工作的实际评估方法，其主要目的是认识到用户的界面能被确认为不完美的而且可以改善的。 The CS2 course (Phenomena and Theories of Human-Computer Interaction) looks at HCI in a broader context, focusing on the phenomena and theories of HCI, and is intended for students interested in specializing in HCI. In CS2, the design and evaluation techniques are more refined, and there is a greater emphasis on scientific foundations of HCI. A design/implementation/evaluation project in this course begins with less well-defined requirements than in CS1 (User Interface Design and Development). The project requires that students focus more on users and on task analysis.课程CS2着眼于在更广泛的范围看待人机交互，关注人机交互现象和理论，面向对人机交互有特别兴趣的学生。在CS2中，设计和评估技术更为精炼，强调人机交互的基础研究。课程项目对设计/实施/评估的需求要比CS1课程稍微欠缺。这个项目要求学生多关注用户和任务分析。PSY1. The Psychology of Human-Computer Interaction course might be offered in a psychology, human factors, or industrial engineering department. It stresses the theoretical and empirical foundations of the field much more than the courses based in computer science. The course design presented here assumes this to be the only HCI course available to students. It also assumes that students have the prerequisites of human information processing psychology (especially cognitive) and a background in applied statistics (especially experimental design, data collection and analysis). It takes this knowledge and applies it to HCI, with special emphasis on design and evaluation techniques particularly relevant to HCI. Although implementation per se is not a major component of the course, tools such as HyperCard should be used as a design/implementation prototyping environments to allow evaluation and redesign to begin during the early stages of design/implementation.PSY1.人机交互心理学可作为心理学、人因学、或工业工程等专业的课程。它强调这个领域的理论和实证基础更多于计算机科学。课程设计上假定这是唯一提供给学生的人机交互课程。它也假定学生有信息处理心理学（特别是认知）方面的先决只是以及应用统计学方面（特别是实验设计、数据收集和分析）的背景。将这些知识应用到人机交互，特别强调与人机交互有关的设计和评估技术。尽管实施不是这一课程的主要组成，但是一些工具如HyperCard在设计/实施的初期阶段被应用到设计/实施环境中来评估和重新设计。MIS1. The Human Aspects of Information Systems course is designed to give professional non-technically oriented users (and managers of users) a better understanding of the HCI issues in the systems with which they interact. End-users must make decisions on which systems to buy and use, and the purpose of this course is, in effect, to increase consumer awareness of issues. Understanding the role of computers in organizations and how to evaluate the suitability of technological solutions is a major emphasis. Although not thought of as system builders, many students in this course may well become involved in program design and implementation with widespread tools like spreadsheets and databases, both of which have considerable prototyping and programming capability. MIS1.信息系统的人因方面课程是面向非技术领域的用户（以及用户的管理者）更好的理解与系统交互时的人机交互问题。终端用户要作出决定购买和使用何种系统，实际上本课程的目的是增加消费者对这类问题的意识。了解计算机在组织中的角色以及如何评价技术解决问题的适宜性是主要的重点。尽管不一定是系统的建设者，但是许多这门课程的学生将有可能参与到项目的设计和实施，以及诸如电子表格和数据库等工具的推广。这些都有相当的原型和编程能力。3.2 Sequencing Courses In a computer discipline, the CS1 course (User Interface Design and Development) might well be the first and perhaps the only course taken by many students. However, for more advanced study and a broader perspective, students would take CS2 (Phenomena and Theories of Human-Computer Interaction) as the second in a sequence. Similarly, if a version of all of the proposed courses actually existed on a single campus, then students coming from a psychological discipline would probably begin with PSY1 (Psychology of Human-Computer Interaction), and then move on to the CS2 course (Phenomena and Theories of Human-Computer Interaction) which has less emphasis on implementation than does CS1 (User Interface Design and Development). However, if both CS1 and CS2 were offered as a sequence many computer science departments would be hard-pressed to find resources or even faculty for both courses. There are potential solutions to this problem. 3.2 后学课程在计算机学科，CS1可能是第一个以及唯一一个被学生学习的课程。然而，从更深入和广阔的角度来看，学生们应该将课程CS2作为后学课程。同样如果在同一校园里存在所有推荐的课程，那么来自于心理学科的学生有可能开始学习PSY1课程，接着学习CS2课程，该课程比CS1较少的关注实施方面。然而，如果CS1和CS2都作为计算机学科的后学课程将使得资源的寻找非常困难甚至两门师资师资也很缺乏。这个问题有可能能得到解决。For example, given the broader perspective of CS2 (Phenomena and Theories of Human-Computer Interaction), it might well be based in a different department than CS1 (User Interface Design and Development) and cross listed (as is the case for a few similar courses currently offered in some institutions). Alternatively, if one could arrange to coordinate an HCI course in a computer discipline with an HCI course in a psychological discipline, those two courses could be a lot like CS1 and PSY1 (Psychology of Human-Computer Interaction), but with the relative balance of material in the former being shifted to include more emphasis on Computer System and Interface Architecture topics, and with the relative balance of material in the latter being changed to increase the emphasis on Human Characteristics topics while decreasing the emphasis on Computer System and Interface Architecture topics. 例如，由于CS2更为广泛，它可能设在与CS1和交叉学科（在某些机构中已提供了类似的课程）不同的学科中。另外，如果能够协调计算机科学中的人机交互课程和心理学领域的人机交互课程，就像CS1和PSY1一样，但是要作些相应的平衡，前者要把重点多方在计算机系统和界面构架主题，后者把重点多放在人类特性主题上同时降低对计算机系统和界面架构主题的关注。Other Specialization Courses. In instructional environments where there is a rich concentration of expertise in HCI, one could also envision a spectrum of advanced level courses that would be of benefit to students. For example, the students who have completed PSY1 (Psychology of Human-Computer Interaction) might profit from a special topics HCI Laboratory course in which the main focus was on the foundational empirical research work on HCI. The more research-oriented students in a computer discipline might also move on to the HCI Laboratory course after completing CS2 (Phenomena and Theories of Human-Computer Interaction), whereas the more development oriented students might better be offered an HCI Project course after completing CS2.其他专业课程。在拥有丰富的专业知识的人机交互的教学环境中，人们还设想一些高级课程对学生有所裨益。例如，已经修完PSY1课程的学生可以从人机交互实验课程中的一些主题中有收获，该课程关注了人机交互的实证研究。在计算机学科中面向研究的学生也可能在修完CS2课程后转而学习人机交互实验课程，而面向开发设计的学生在学完CS2课程后可以转向学习人机交互工程课程。 After having completed either CS1 (User Interface Design and Development) or CS2 (Phenomena and Theories of Human-Computer Interaction), it would also be appropriate for interested students in a computer discipline to take on more advanced courses on topics such as User Interface Specification and User Interface Management Systems, Window Systems, or Hypertext Engineering. After having completed PSY1 (Psychology of Human-Computer Interaction), it would be appropriate for interested students to take a course on topics such as Cognitive Engineering, Theoretical Models of Human-Computer Interaction, or Computer Supported Cooperative Work. Given the orientation of MIS1 (Human Aspects of Information Systems) students whose primary interests and goals are satisfied by such a course are not seen as taking other specialist courses in HCI. 在修完CS1和CS2课程后，对计算机科学的学生来说如果有兴趣可以接受一些高深的课程如人机交互规范和人机管理系统，视窗系统或者超文本工程。在完成PSY1后，有兴趣的学生可以接受一些课程如认知工程学，人机交互理论模型或者计算机辅助协同工作。考虑到这些课程已经能够满足MIS1的学生的主要兴趣和目标，不必接受其他的专业课程。Multidisciplinary Courses. As a capstone experience, it should also be possible to have students from both computer and psychological disciplines combining their complementary skills in a course HCI Practicum which combines the goals of the HCI Project and the HCI Laboratory courses and which would challenge the students from different backgrounds to apply their education and skills and learn to work in project groups during the design and development of a usable and useful interactive software project. In some institutions it may also be possible to involve students from film, video, and the graphic design disciplines as well. Naturally, the sequence that such students would follow would depend heavily on the specific course content at a university. 多学科课程。作为一个顶峰经验，有可能学生中既有来自计算机专业又有来自心理学专业的，结合两者的能力的课程是人机交互实习，该课程结合了人机交互项目和人机交互实验的目标，能够挑战不同背景学生的所受的教育和能力以及学习在设计开发一个有用的和可用的交互式软件时的在项目组中工作。在一些机构，也可能有学生来自电影、电视和图形设计学科。当然，这些学生的后续学习将主要取决于大学里的专业课程内容。Integrating HCI Into Existing Courses. Although we are not making specific recommendations for integrating HCI into existing courses, we recommend that in general the mention of major important HCI topics and issues be incorporated into all technology oriented courses. Too often, the only evaluative component of software engineering, for example, is the testing of the correctness of software or the analysis of performance, while ignoring the impact of user misconceptions and user efficiency. When a user makes a mistake, the correctness of some software may not be relevant, and any investments of time and money in the efficiency of the software can be lost many times over as a result of loss of user productivity. For these important reasons, we recommend that iterative design, usability testing and user productivity be at least mentioned as issues of concern in courses at all levels, along with the traditional complementary issues in software engineering. The goals are to develop in students an appreciation for the importance of HCI issues in the overall acceptance and success of interactive software and to offer them pointers to appropriate courses. 纳入现有课程的人机交互。尽管我们没有具体建议如何将人机交互纳入现有课程，我们推荐人机交互中重要的议题和问题被纳入到以技术为导向的课程中。通常，在软件工程学中唯一的评价内容是对软件正确性或者性能的分析，而忽略了用户误解和用户效率的影响。当用户出错时，可能与软件的正确性无关。并且为了软件效率而在时间和金钱的投资有可能丢失更多倍用户效率。鉴于这些重要原因，我们推荐反复设计、可用性测试和用户效率至少要作为在所有层面上都要关心的问题，并和软件工程的其他传统问题一起。 其目的是培养学生对人机交互问题对软件的整体接受和取得成功的重要性的认识，并为他们提供适当的课程指南。3.3 Structure of the Course Descriptions This section provides a description of the generic structure and common background for each recommended course. Each description, with a title and alternate title, will have the following parts: 3.3 课程描述结构本节提供描述每一门推荐课程的总体结构和通用背景。每一个描述包括一个标题和子标题，将有以下部分：1. a general course catalog description; 2. students and prerequisites describe who might take the course, in what department(s), and what skills and knowledge they should have in preparation; 3. philosophy and objectives explain what we think the student should get out of the course; 4. a content outline with level of treatment (emphasis) matched to topics in Table 3.1, with terminology (knowledge units) matched to that in Chapter 2 of this report; 5. an implied schedule geared for a course with 14 3-hour weeks; and 6. a short set of suggested resources, materials and/or sources of information for teaching the specific course (these sections are very brief and intended primarily to provide a flavor for the type of material and to serve as pointers into Appendix A: Resources for Human-Computer Interaction).1 一般课程目录说明2 学生和先决条件描述谁将接受该课程，在哪个专业，以及先要准备的技能和知识。3 理念和目标解释我们希望学生能从课程中收获什么