1.10.2008 Lecture Liveblog

Don’t just be a passive receptor.  In order to engage, interpret, and generally get the knowledge from these readings you should consider:

Doing the readings.

  • If you can’t do the readings. Do a half-ass job at the readings.
  • When you read alone, you make connections to what you’re doing in your own life (e.g. research projects or just everyday phenomena encountered in daily life)

Write about the readings and on the readings.

  • By logging notes on your readings, you create your own personal interface to navigating the readings itself.

Write informally about the readings.

  • The sheer process of articulating your thoughts through writing will tremdously help you in (i) understanding the concepts in reading and (ii) developing your perspective on the issues.
  • Start Blogs!! Your own blog, a group blog, the interaction culture blog, or a secret blog.
  • Also, send e-mails to Jeff or me or other classmates.
  • Take notes in class.

Participation could be more difficult with such a big class.

  • When you’re doing the readings write down a single question (at least) AND bring that question to class.
  • Remember: not everything you say in this class has to be high quality discourse. While we’re in the ::ehem:: esteemed presence of Dr. Jeffery Bardzell’s presence, we’re not in the old, dusty halls of Cambridge.

Try to be inclusive of everyone in the room.

  • The heterogeneous mix of national and international students presents a melting pot of valuable perspectives. Engage your fellow students—even the ones you don’t know—, they might challenge you to think in different ways.
  • For instance, my shoe collection is far superior to Jeff’s, however I still take into consideration his thoughts (most of the time).

3 Wave of HCI  (Bodker Reading)

This paper offer a comparable perspective on the three paradigms of HCI.

1st Wave (1970s-1980s)

  • Rigid guidelines & testing
  • Human factors, ergonomics
  • Fairly machine-centric view of “the user”
  • Unity of everything on the desktop
  • Emphasis on Cognitive, Experimental Psychology
  • Weakness (according to Bodker): too narrow

2nd Wave (1990s)

  • Context (defined boundaries)
  • Workspace (in the expanded sense)
  • Distributed Cognition
  • Continued focus on producing objectively reproducible results
  • While still an emphasis on  user-centered design, but a shift in rhetoric began to occur userà human
  • Ethnomethodology, Situated Action , Activity Theory
  • Design-as-Science
  • Weakness: too focused on work & rationality

3rd Wave (2000s)

  • Context (loosely defined boundaries)
  • Leisure
  • Home
  •  Emotion
  • Felt experience
  • Multiple Mediators (systems, interfaces, devices)
  • Take it or leave it—more interpretive, less scientifically objective approach
  • Now designing for LifeWorld—totality of your own personal, subjective life
    • The richest, most nuanced notion of what it means to be a human being that HCI has ever has attempted to deal with
  • Design-as-art , Phenomenology, Cultural Studies, Ethnography
  • Emphasis on non-goal oriented activity
  • Weakness: too artsy-fartsy 

 Big message: can’t leave behind the 2nd wave for the 3rd wave.

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6 Responses to 1.10.2008 Lecture Liveblog

  1. Tyler Pace says:

    Carry on my wayward lecture liveblogging son, carry on.

  2. chmbrigg says:

    The torch has been passed. May it not burn your hair.

  3. esteemed presence of Dr. Jeffery Bardzell’s presence

    Wodom is clearly overwhelmed by the esteemed presence of my presence. He can’t even spell my first name. Well, as far as presences go, my presence is astonishingly present, with a here-and-nowness rating of exact 1.0.

  4. Tyler Pace says:

    I request photos of the neck tie mandate every Thursday to accompany the liveblog.

  5. Wodom says:

    Wow it didn’t take long for the prankitudiness discourse to begin, and continue it shall.. Oh, and I might have to tone down the neckties–I wouldn’t want to distract the class.

  6. Tyler Pace says:

    It’s a regular scramble-bam-damble in here.

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