[ COURSE SYLLABUS ]
COURSE PROJECT & ASSIGNMENTS
1. LEARNING MEDIA DESIGN INQUIRY PROJECT Anchoring learning media methods course work is a real world design challenge. The Carnegie Museum of Natural History (CMNH) is developing a new exhibition We are Nature: Welcome to the Anthropocene scheduled to open Fall 2017. With this exhibition the Museum seeks to engage the public in the contentious topic of human induced environmental change and the underlying science which suggests we are entering a new geologic era based on the impacts of human activity on Earth systems. We will be working with Becca Shreckengast, Director of Exhibition Experience and Laurie Giarratani, Director of Education. Early in the course, the CMNH exhibits team will provide a design brief and set of exhibit concepts currently under development. Using these initial ideas as our starting point, students will work in small interdisciplinary teams to explore, prototype and refine the design of these exhibit experiences utilizing a range of qualitative research and design inquiry methods to ensure exhibit experiences effectively engage diverse groups of museum visitors. Teams will present their final projects to CMNH representatives and an invited review panel. Each group should plan a 15-minute presentation that documents key insights from your design research process, describe a set of theory-informed design principles that your group established to guide the exhibit development process, and provide a logic model that links learning goals to embodied features in the design and to learning outcomes which could be assessed. The presentation should also convey the engagement cycle a learner (or group of learners) would experience when engaging with your concept. Exhibition details and the design brief can be found under the CMNH Resources. *Please do not share this IP material beyond the class* |
2. READING ASSIGNMENTS
a. Written Reflections
Many of the class sessions are structured around a selected set of readings to support in-class discussion and related activities that will engage us in thoughtful analysis of the author(s)’ arguments, method usage, and findings, and which will inform our design inquiry process. To ensure this class discussion and knowledge-building activity is vibrant, it is critical that each student comes to class having read the assigned materials, and spent time considering the relevance and applicability of the ideas to course assignments and the learning media design challenge.
When reading reflections are assigned, students will be expected to produce a short written summary (approx. 400 words) on the topic, and post these reflections at least 1-hour before the next class as comments on the Course blog. These posts can be conversational in tone, but should include a brief summary of the key ideas/arguments presented in the articles, note the methods used to study learning outcomes, comment on any limitations or challenge the findings. More importantly, consider what design implications could be drawn from the examples and ideas in the readings, and comment on how they might influence or improve your group’s approach to the learning media design challenge.
Reading reflection assignments are worth 3 points. Responses submitted after class will be docked 1 point. Reflections that do not thoughtfully address criteria above, simply paraphrases language, are error-ridden, or fall significantly short of the word count will also lose 1 point.
(Optional) I encourage you and/or your group to consider starting a project blog, or some media-rich method for systematically documenting your design thinking and process for this class. Not only is this a good design practice, but also it will be useful in the preparation your final group presentation. For students in the IDeATe Learning Media concentration and minor, an online design process book will be a required course element for the Fall 2017 Learning Media Design [05-6/291] course.
a. Written Reflections
Many of the class sessions are structured around a selected set of readings to support in-class discussion and related activities that will engage us in thoughtful analysis of the author(s)’ arguments, method usage, and findings, and which will inform our design inquiry process. To ensure this class discussion and knowledge-building activity is vibrant, it is critical that each student comes to class having read the assigned materials, and spent time considering the relevance and applicability of the ideas to course assignments and the learning media design challenge.
When reading reflections are assigned, students will be expected to produce a short written summary (approx. 400 words) on the topic, and post these reflections at least 1-hour before the next class as comments on the Course blog. These posts can be conversational in tone, but should include a brief summary of the key ideas/arguments presented in the articles, note the methods used to study learning outcomes, comment on any limitations or challenge the findings. More importantly, consider what design implications could be drawn from the examples and ideas in the readings, and comment on how they might influence or improve your group’s approach to the learning media design challenge.
Reading reflection assignments are worth 3 points. Responses submitted after class will be docked 1 point. Reflections that do not thoughtfully address criteria above, simply paraphrases language, are error-ridden, or fall significantly short of the word count will also lose 1 point.
(Optional) I encourage you and/or your group to consider starting a project blog, or some media-rich method for systematically documenting your design thinking and process for this class. Not only is this a good design practice, but also it will be useful in the preparation your final group presentation. For students in the IDeATe Learning Media concentration and minor, an online design process book will be a required course element for the Fall 2017 Learning Media Design [05-6/291] course.
3. DESIGN RESEARCH ASSIGNMENTS
In this class, you will gain experience using a range of HCI, learning science, evaluation, and research methods to inform front end and formative development of museum learning experiences. These assigned user studies build to a final project presentation and report deliverable that will be shared with the Carnegie Museum of Natural History. Assignments are graded on a 10-point scale for timeliness, thoroughness, effort and creativity. Requirements and specific grading criteria will be covered in class with protocols in the Box assignment folder and linked to via the Course Grid. Completed assignments should be uploaded to the Box folder, using the following naming convention (Lastname_A1.filetype) in the associated numbered folder (A1, A2, A3, A4, A5, A6). Late assignments are liable to lose a half to full letter grade.
Assignment 1: Observing Learning Interactions in the Museum (individual)
DUE: 28 March, Observation notes and summary
Assignment 2: Basecamp Exhibit Area Timing & Tracking Study (individual)
DUE: 7 April findings and heat maps ready for class presentation, submit by next class
Assignment 3: Personal Meaning Mapping Study (project team)
DUE: 11 April for class presentation, and submit by next class.
Assignment 4: Design Probe / Experience Prototype Findings v1 & 2 (project team)
DUE: 25 April, 2 May for class presentations
Assignment 5: Exhibit Concept Learning Logic Model Poster (project team)
DUE: 27 April for class presentations
Final Deliverable: Final Project Team Presentation and Inquiry Findings Brief
DUE: 9 May for class presentation; final documentation submitted by 5/12/15 at 5pm
In this class, you will gain experience using a range of HCI, learning science, evaluation, and research methods to inform front end and formative development of museum learning experiences. These assigned user studies build to a final project presentation and report deliverable that will be shared with the Carnegie Museum of Natural History. Assignments are graded on a 10-point scale for timeliness, thoroughness, effort and creativity. Requirements and specific grading criteria will be covered in class with protocols in the Box assignment folder and linked to via the Course Grid. Completed assignments should be uploaded to the Box folder, using the following naming convention (Lastname_A1.filetype) in the associated numbered folder (A1, A2, A3, A4, A5, A6). Late assignments are liable to lose a half to full letter grade.
Assignment 1: Observing Learning Interactions in the Museum (individual)
DUE: 28 March, Observation notes and summary
Assignment 2: Basecamp Exhibit Area Timing & Tracking Study (individual)
DUE: 7 April findings and heat maps ready for class presentation, submit by next class
Assignment 3: Personal Meaning Mapping Study (project team)
DUE: 11 April for class presentation, and submit by next class.
Assignment 4: Design Probe / Experience Prototype Findings v1 & 2 (project team)
DUE: 25 April, 2 May for class presentations
Assignment 5: Exhibit Concept Learning Logic Model Poster (project team)
DUE: 27 April for class presentations
Final Deliverable: Final Project Team Presentation and Inquiry Findings Brief
DUE: 9 May for class presentation; final documentation submitted by 5/12/15 at 5pm
GRADING & ATTENDANCE
Your grade will be determined by your class attendance, the timely submission of thoughtful reflections on readings, participation in class discussions, and your performance in course assignments and the final group presentation. Grading rubrics will be given with assignments.
You will be graded on a percentage scale:
• Reading Reflections & Participation [25%]
• Design Research Assignments [40%]
• Final Project Presentation (Design Concept & Learning Outcomes Statement) [30%]
Late written reflections will be docked 1 point each time. Late assignments will lose a half to a full grade.
You are required to attend class every session. You may miss one session without penalty to your grade; however, for each additional session missed without prior approval, you will lose half a letter grade from your final grade. Please notify me at least two weeks in advance if you know you must miss class for a scheduled reason or medical appointment. In case of an emergency or religious obligation, we can discuss adjusting the assignment due dates.
Your grade will be determined by your class attendance, the timely submission of thoughtful reflections on readings, participation in class discussions, and your performance in course assignments and the final group presentation. Grading rubrics will be given with assignments.
You will be graded on a percentage scale:
• Reading Reflections & Participation [25%]
• Design Research Assignments [40%]
• Final Project Presentation (Design Concept & Learning Outcomes Statement) [30%]
Late written reflections will be docked 1 point each time. Late assignments will lose a half to a full grade.
You are required to attend class every session. You may miss one session without penalty to your grade; however, for each additional session missed without prior approval, you will lose half a letter grade from your final grade. Please notify me at least two weeks in advance if you know you must miss class for a scheduled reason or medical appointment. In case of an emergency or religious obligation, we can discuss adjusting the assignment due dates.
PARTICIPATION & COLLABORATION EXPECTATIONS
The teaching team will do our best to ensure equitable participation in class by maintaining the following norms in class discussion and group activities:
The teaching team will do our best to ensure equitable participation in class by maintaining the following norms in class discussion and group activities:
Attention is a form of respect and participation.
During class time, you may not use online devices and social media applications for communication and pursuits not directly related to the course. Unwarranted use and distraction from class activities will affect your participation grade. Listen carefully to everyone’s ideas and build on them. Everyone’s ideas are worthy of your consideration. Making use of others’ ideas when you speak in class conveys your respect for the person and their contribution. Referencing another’s idea doesn’t mean you have to agree with it, When making claims, support them with evidence. When you make a claim in class or in an assignment, support it with evidence. In this class, empirical evidence can be drawn from course readings, visitor quotes and your own research findings. Experience and anecdote counts, too, especially where it offers an alternative perspective on findings from research. Take personal responsibility for contributing to the intellectual life of the classroom, and to improving your understanding of the material and learning new collaboration skills. You are in charge of your own learning. What you get out of the class depends on what you put in. Stretch yourself, try out new premises, ideas, and tools for thinking, revising and expressing your design ideas. You share responsibility for the collective learning that happens in class, during breakout sessions and through the group work. |
ACADEMIC SUPPORT
The easiest and most reliable way to get in touch with the instructor is by email <[email protected]>. Please feel free to contact me if you have questions related to the course. I will respond as soon as I can, but not always instantaneously. After most class sessions I will be available to meet for 30 minutes, either in Studio B or in the IDeATe Faculty offices on the second floor. If you’d like to schedule a meeting time with instructor to discuss the readings, projects, assignments, or other considerations related to the course, please email me to arrange a mutually convenient time during the week.
IDeATe FACILITIES & SUPPORT
Please read and become familiar with the IDeATe lending and purchasing policies, which can be accessed at resources.ideate.cmu.edu.
The IDeATe facilities are shared student resources and spaces. As such, all members of the IDeATe community are expected to be respectful of the equipment, the spaces, and fellow students and their projects. Always clean up after completing your work, put things back in their correct place, and leave the lab in better condition than you found it. Students may be required to purchase materials to complete class projects. For convenience, some materials are available for borrowing and for purchase at IDeATe Lending (Hunt A29). IDeATe now has open access hours Monday thru Friday from 4:30 - 5:30.
For questions related to IDeATe facilities and equipment use, first please check the web site http://ideate.andrew.cmu.edu/ or ask the IDeATe facilities person on duty. For additional information, contact P. Zach Ali by email [email protected], or phone 412.913.1951.
The easiest and most reliable way to get in touch with the instructor is by email <[email protected]>. Please feel free to contact me if you have questions related to the course. I will respond as soon as I can, but not always instantaneously. After most class sessions I will be available to meet for 30 minutes, either in Studio B or in the IDeATe Faculty offices on the second floor. If you’d like to schedule a meeting time with instructor to discuss the readings, projects, assignments, or other considerations related to the course, please email me to arrange a mutually convenient time during the week.
IDeATe FACILITIES & SUPPORT
Please read and become familiar with the IDeATe lending and purchasing policies, which can be accessed at resources.ideate.cmu.edu.
The IDeATe facilities are shared student resources and spaces. As such, all members of the IDeATe community are expected to be respectful of the equipment, the spaces, and fellow students and their projects. Always clean up after completing your work, put things back in their correct place, and leave the lab in better condition than you found it. Students may be required to purchase materials to complete class projects. For convenience, some materials are available for borrowing and for purchase at IDeATe Lending (Hunt A29). IDeATe now has open access hours Monday thru Friday from 4:30 - 5:30.
For questions related to IDeATe facilities and equipment use, first please check the web site http://ideate.andrew.cmu.edu/ or ask the IDeATe facilities person on duty. For additional information, contact P. Zach Ali by email [email protected], or phone 412.913.1951.
POLICIES
Familiarize yourself with CMU’s Academic Standards. Definitions of plagiarism and cheating are available at the Policy on Academic Integrity and include (1) submitting work that is not your own for papers, assignments, or exams; (2) copying ideas, words, or graphics from a published or unpublished source without appropriate citation; (3) submitting or using falsified data; and (4) submitting the same work for credit in two courses without prior consent of instructor. Any student who is found cheating or plagiarizing on any work for this course will receive no credit for that work. Further action will also be taken if necessary.
Program Grievance Procedures:
IDeATe students’ respond to a Faculty Course Evaluation anonymously for all courses they have taken in a given year. In addition, students are welcome to talk over any concerns they might have with the instructor, teaching assistant and the IDeATE Program Manager, Kelly Delaney <[email protected]>.
STUDENT WELL BEING
We as a community have to look out for each other. If you or anyone you know experiences any academic stress, difficult life events, or feelings like anxiety or depression, we strongly encourage you to seek support. Counseling and Psychological Services (Caps) is here to help: call 412-268-2922 and visit their website at http://www.cmu.edu/counseling/. Consider reaching out to a friend, faculty or family member you trust for help getting connected to the support that can help.
Familiarize yourself with CMU’s Academic Standards. Definitions of plagiarism and cheating are available at the Policy on Academic Integrity and include (1) submitting work that is not your own for papers, assignments, or exams; (2) copying ideas, words, or graphics from a published or unpublished source without appropriate citation; (3) submitting or using falsified data; and (4) submitting the same work for credit in two courses without prior consent of instructor. Any student who is found cheating or plagiarizing on any work for this course will receive no credit for that work. Further action will also be taken if necessary.
Program Grievance Procedures:
IDeATe students’ respond to a Faculty Course Evaluation anonymously for all courses they have taken in a given year. In addition, students are welcome to talk over any concerns they might have with the instructor, teaching assistant and the IDeATE Program Manager, Kelly Delaney <[email protected]>.
STUDENT WELL BEING
We as a community have to look out for each other. If you or anyone you know experiences any academic stress, difficult life events, or feelings like anxiety or depression, we strongly encourage you to seek support. Counseling and Psychological Services (Caps) is here to help: call 412-268-2922 and visit their website at http://www.cmu.edu/counseling/. Consider reaching out to a friend, faculty or family member you trust for help getting connected to the support that can help.