1. on Education Gerrit C. van der Veer (gerrit@acm.org) most work done by Anne Bowser Elizabeth Churchill Jennifer Preece

2. CHI is multidisciplinary : Social Sciences (Psychology, Ethnography, Ergonomics) Computer Science / Engineering /Information Sciences Design (Arts, Architecture, Industrial Design) HCI

3. education one of our focal points : students’ membership fee and conference fees are below actual costs. 1992 SIGCHI published complete HCI Education curriculum.

4. world of HCI moves and broadens computer side of HCI develops too quickly to predict educational needs long in advance.

5. world of HCI moves and broadens computer side of HCI develops too quickly to predict educational needs long in advance. education differs in different parts of the world, and develops into new directions e.g., the European national education models changed drastically as a result of the Bologna treaty in 1999.

6. SIGCHI installed a project t eam Goal: to better understand the current state of academic and practitioner education needs. Not only: available body of knowledge But especially: education needs – for practice, research, students

7. The project team recently produced their first report: pilot survey - 177 respondents → 54 follow-up interviews → e-questionnaire - 283 respondents worldwide

8. Objectives (1)What HCI skills, knowledge and methods are taught worldwide? (2)What is actually needed (3) How might SIGCHI support HCI education? Limitations not really worldwide (yet) only preliminary ideas for (3)

9. Possible outcomes Education community support Curriculum advice Courses plan Discussion of quality control, outcome measures and mechanisms for sharing content in a “living curriculum”

10. Demographics - Age

11. Demographics – HCI Experience

12. First results: 48% academic, 38% industry professional, 28% students (some choose multiple labels). central topics, emerging trends, critical challenges

13. For Students Top concerns are about jobs Advice/curriculum tends to be academic oriented

14. For Students Top concerns are about jobs Advice/curriculum tends to be academic oriented Emphasis on theory rather than practice Jobs in industry emphasize practice

15. For Students Top concerns are about jobs Advice/curriculum tends to be academic oriented Emphasis on theory rather than practice Jobs in industry emphasize practice Students tend to use academic jargon Focus on UPA by professionals whereas academics focus on CHI etc.

16. For Students Top concerns are about jobs Advice/curriculum tends to be academic oriented Emphasis on theory rather than practice Jobs in industry emphasize practice Students tend to use academic jargon Focus on UPA by professionals whereas academics focus on CHI etc. Finally: Students should not be “jack of all trades” Domain knowledge important e.g. health

17. For Academics Challenge of fit across departments – who teaches what & interdisciplinary approach

18. For Academics Challenge of fit across departments – who teaches what & interdisciplinary approach Stress collaboration but limits on group projects

19. For Academics Challenge of fit across departments – who teaches what & interdisciplinary approach Stress collaboration but limits on group projects Many academics require education in a specific field e.g. health, business, etc.

20. For Academics Challenge of fit across departments – who teaches what & interdisciplinary approach Stress collaboration but limits on group projects Many academics require education in a specific field e.g. health, business, etc. Desire partnership with industry, particularly for project work so students are prepared for both

21. For Professionals Believe that university courses are geared to academic

22. For Professionals Believe that university courses are geared to academic Rift between academia and industry – relevance and collaboration?

23. For Professionals Believe that university courses are geared to academic Rift between academia and industry – relevance and collaboration? Students would need more partnership, to prepare for academia & industry HCI Ed would benefit from having more adjuncts from industry

24. Q: Which aspects are foundational? Answer options: No education in CS/SE should be required Sufficient knowledge to work with computer scientists/ software engineers Methods in CS/SE including the software development lifecycle The skills to build interactive prototypes Deep knowledge of CS/SE (which topics?)

25. Foundations in HCI

26. Subjects & topics Design very important 75% participants: interaction design, experience design.

27. Interfaces, displays & devices Mobile Tablet Desktop Shared, large, embodied important to some students

28. Input modalities Touch Gesture Voice Many believe the focus should be on theory over applications

29. Design paradigms & perspectives Interaction design Agile/interactive Experience Participatory Rapid interaction & testing (RIT)

30. Design methodologies Interviews Low fidelity prototyping (eg paper) General prototyping Observation Usability testing Field study/ethnography Brainstorming Scenarios & story telling Interactive/high fidelity prototyping

31. Empirical research & data analysis General qualitative General empirical General quantitative Analyzing & applying research Methods Data analysis Problem formation & experimental design Current research topics

32. Conferences CHI essential for discipline Others that are important to particular groups: CSCW, DIS, Mobile HCI, UbiComp, UIST Location specific (e.g. NordiCHI) & topic-specific (e.g. ASSETS) Local SIGS and Chapters also considered important by some Somewhat of a divide between academics & professionals

33. Journals Interactions seen as very important CACM, IJHCI, Interacting with Computers, TOCHI Professionals: Also CSCW, JCMC

34. Next steps? Standardized curriculum? NO How to evaluate different curricula? HARD CHI courses (modules) OPPORTUNITY Input 2012 CHI workshop for CS 2013? DIFFERENCE OF VISION

35. Some examples from Europe visual design patterns patternwizard.nl/pattern/wizard/ human information processing www.opener2.ou.nl/opener/hip/ task analysis www.nibuk.nl/taskanalysis/tool/