Duarte L. Sousa, Pedro F. Campos, Vanessa Cesário
pp. 6 – 22, download
(https://doi.org/10.55612/s-5002-052-001)
Abstract
We believe that challenging times demand HCI education to pay attention to current real-life, complex, systemic problems. Therefore, we suggest an integrated framework for teaching HCI that involves combining the transition design framework, which suggests long-term, future-oriented design on a large scale toward more sustainable lifestyles, and speculative and critical design. The integration of the two creates spaces for dialogues and debates enabling students to take a more critical perspective concerning possible futures and technology design. We suggest studio-based pedagogy and explicate various aspects of the course, including its theoretical and practical underpinnings, pedagogical approach, and provide examples of projects to illustrate how the framework was used and ways in which speculative and critical design and thinking were crucial for learning. Finally, we highlight six learning facets that might contribute to orienting students’ upcoming professional work towards desirable futures.
Keywords: HCI in the pandemic. Design Implications. Multi-User Interaction /Cooperation. User Experience based approaches. Distance learning approaches. Teaching communities. Learning communities. User-centred design
References
1. United Nations: Policy Brief: Education during COVID-19 and beyond, https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf
2. Mehrotra C., Hollister C.D., McGahey L.: Distance learning: principles for effective design, delivery, and evaluation, Sage Publications, Thousand Oaks, Calif, (2001) https://doi.org/10.4135/9781452232447
3. Moore M.G., Kearsley G.: Distance education: a systems view of online learning, Wadsworth Cengage Learning, Belmont, CA, (2012)
4. Holmberg B.: Distance education in essence: an overview of theory and practice in the early twenty-first century, Bibliotheks- und Informationssystem der Univ. Oldenburg, Oldenburg, (2003)
5. Simonson M., Schlosser C.: We Need a Plan – An Instructional Design Approach for Distance Education Courses (2014)
6. Van Lancker W., Parolin Z.: COVID-19, school closures, and child poverty: a social crisis in the making The Lancet Public Health, 5, pp. e243–e244 (2020) https://doi.org/10.1016/S2468-2667(20)30084-0
7. Kuhfeld M., Soland J., Tarasawa B., Johnson A., Ruzek E., Liu J.: Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement Educational Researcher, 49, pp. 549–565 (2020) https://doi.org/10.3102/0013189X20965918
8. Ammirato S., Linzalone R., Felicetti A.M.: Knowledge management in pandemics. A critical literature review Knowledge Management Research & Practice, pp. 1–12 (2020)https://doi.org/10.1080/14778238.2020.1801364
9. Sangster A., Stoner G., Flood B.: Insights into accounting education in a COVID-19 world Accounting Education, 29, pp. 431–562 (2020) https://doi.org/10.1080/09639284.2020.1808487
10. Verikios G., McCaw J.M., McVernon J., Harris A.H.: H1N1 influenza and the Australian macroeconomy Journal of the Asia Pacific Economy, 17, pp. 22–51 (2012) https://doi.org/10.1080/13547860.2012.639999
11. OECD: Education and COVID-19: Focusing on the long-term impact of school closures, https://www.oecd.org/coronavirus/policy-responses/education-and-covid-19-focusing-on-the-long-term-impact-of-school-closures-2cea926e/
12. Harmey S., Moss G.: Learning disruption or learning loss: using evidence from unplanned closures to inform returning to school after COVID-19 Educational Review, pp. 1–20 (2021) https://doi.org/10.1080/00131911.2021.1966389
13. Hanushek E.A., Woessmann L.: The Economic Impact of Learning Losses, https://www.oecd.org/education/The-economic-impacts-of-coronavirus-covid-19-learning-losses.pdf
14. Miller S.M., Ashdown B.K.: When COVID affects the community: The response of a needs-based private school in Guatemala Local Development & Society, 1, pp. 34–42 (2020) https://doi.org/10.1080/26883597.2020.1794758
15. Palinkas L.A., Horwitz S.M., Green C.A., Wisdom J.P., Duan N., Hoagwood K.: Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method Implementation Research Adm Policy Ment Health, 42, pp. 533–544 (2015) https://doi.org/10.1007/s10488-013-0528-y
16. Vogl S., Zartler U., Schmidt E.-M., Rieder I.: Developing an analytical framework for multiple perspective, qualitative longitudinal interviews (MPQLI) International Journal of Social Research Methodology, 21, pp. 177–190 (2018) https://doi.org/10.1080/13645579.2017.1345149
17. Henry D.B., Tolan P.H., Gorman-Smith D.: Cluster Analysis in Family Psychology Research. Journal of Family Psychology, 19, pp. 121–132 (2005) https://doi.org/10.1037/0893-3200.19.1.121
18. Holland J., Thomson R., Henderson S., London South Bank University, Families & Social Capital ESRC Research Group: Qualitative longitudinal research: a discussion paper, London South Bank University, London, (2006)
19. Bryman A.: Social research methods, Oxford University Press, Oxford; New York, (2012)
20. Mortensen D.H.: Stage 1 in the Design Thinking Process: Empathise with Your Users, https://www.interaction-design.org/literature/article/stage-1-in-the-design-thinking-process-empathise-with-your-users
21. Taherdoost H.: Sampling Methods in Research Methodology; How to Choose a Sampling Technique for Research SSRN Journal, (2016) https://doi.org/10.2139/ssrn.3205035
22. Liikkanen L.A.: Extreme-User Approach and the Design Energy Feedback Systems, http://l.kryptoniitti.com/lassial/files/publications/090903-energy_efficiency_xtreme_user.pdf
23. Moore M.G. ed: Handbook of distance education, Routledge, New York, NY, (2013) https://doi.org/10.4324/9780203803738
24. Kvale S., Brinkmann S.: InterViews: learning the craft of qualitative research interviewing, Sage Publications, Los Angeles, (2009)
25. Kallio H., Pietilä A.-M., Johnson M., Kangasniemi M.: Systematic methodological review: developing a framework for a qualitative semi-structured interview guide J Adv Nurs, 72, pp. 2954–2965 (2016) https://doi.org/10.1111/jan.13031
26. Marshall M.N.: Sampling for qualitative research Fam Pract, 13, pp. 522–526 (1996) https://doi.org/10.1093/fampra/13.6.522
27. Mcleod J.: Why we interview now–reflexivity and perspective in a longitudinal study International Journal of Social Research Methodology, 6, pp. 201–211 (2003) https://doi.org/10.1080/1364557032000091806
28. Burns A.: Collaborative action research for English language teachers, Cambridge University Press, Cambridge; New York, (1999)
29. Morse J.M., Niehaus L.: Principles and procedures of mixed methods design Walnut Creek, CA: Left, (2009)
30. Henry D., Dymnicki A.B., Mohatt N., Allen J., Kelly J.G.: Clustering Methods with Qualitative Data: a Mixed-Methods Approach for Prevention Research with Small Samples Prev Sci, 16, pp. 1007–1016 (2015) https://doi.org/10.1007/s11121-015-0561-z
31. Guest G., MacQueen K., Namey E.: Applied Thematic Analysis, SAGE Publications, Inc., 2455 Teller Road, Thousand Oaks California 91320 United States, (2012) https://doi.org/10.4135/9781483384436
32. Papert S.: Mindstorms: children, computers, and powerful ideas, Basic Books, New York, NY, (1993)
33. Cuban L.: Oversold and underused: computers in the classroom, Harvard University Press, Cambridge, Mass., (2001) https://doi.org/10.4159/9780674030107
34. Lima L.C.V. da S., Pino I.R., Adrião T., Almeida L.C., Ferretti C.J., Zuin A.Á.S., Souza S.M.Z.L., Goergen P., Moraes C.S.V., Silveira A.D., Ximenes S.B., Rambla X.: CONFINAR A EXPERIÊNCIA ESCOLAR NUM ECRÃ? Educ. Soc., 41, pp. e240846 (2020) https://doi.org/10.1590/es.240846
35. Noonoo S.: ‘Students Are Lonely:’ What Happens When Coronavirus Forces Schools Online | EdSurge News, https://www.edsurge.com/news/2020-03-02-students-are-lonely-what-happens-when-coronavirus-forces-schools-online
36. Merrill S.: Teaching Through a Pandemic: A Mindset for This Moment, https://www.edutopia.org/article/teaching-through-pandemic-mindset-moment
37. Sas C., Whittaker S., Dow S., Forlizzi J., Zimmerman J.: Generating implications for design through design research Proceedings of the SIGCHI Conference on Human Factors in Computing Systems. pp. 1971–1980. ACM, Toronto Ontario Canada (2014) https://doi.org/10.1145/2556288.2557357