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Introduction to the course Hans Põldoja IFI7313.DT Interaction Design Methods
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Introduction to the course Hans Põldoja
IFI7313.DT Interaction Design Methods
Hans Põldoja
Head of studies, lecturer of educational technology Tallinn University, School of Digital Technologies
Education: Aalto University, School of Arts, Design and Architecture (2016) Tallinn Pedagogical University (2003)
[email protected] http://www.hanspoldoja.net
Introductions round
Course objectives
• Practical: overview of interaction design methods, practical IxD skills and group work skills
• Theoretical: working with academic literature on the field, presenting design research in MA thesis
Structure of the course
• 4 ECTS / 104 hours
• 7 meetings (28 hours)
• work on a group project (58 hours)
• work on literature (18 hours)
Week 1: Idea generation
February 2–4
Week 3: Requirements analysis
February 16–18
Week 5: Prototyping
March 2–4
Week 7: UI Design
March 16–18
Idea generation, competitive reviews
Personas, scenario-based design
Thursday Friday Saturday
Week 9: Final presentations
March 30 – April 1
User stories, information architecture
Developing paper prototypes
Designing high-fidelity prototypes
Final presentations
Testing and revising paper prototypes
Independent work: Finalizing personas, organizing scenario-based design sessions
Independent work: Writing user stories, designing information architecture
Independent work: Testing paper prototypes
Independent work: Designing high-fidelity prototypes
Week Theme Contact hours Group assignments
Reading Total
30.01.2017 Idea generation 8 4 2 14
06.02.2017 Personas and scenarios 8 2 10
13.02.2017 User stories 4 4 2 10
20.02.2017 Information architecture 6 2 8
27.02.2017 Prototyping 8 6 2 16
06.03.2017 Prototyping 4 2 6
13.03.2017 User interface design 4 6 2 12
20.03.2017 User interface design 12 2 14
27.03.2017 Final presentations 4 8 2 14
28 58 18 104
Group projects
• Types of projects:
• Web applications
• Mobile applications
• Content-driven projects
• Group size: 3…4 members
Learning environment
• Course blog: https://ifi7313.wordpress.com
• Group blogs
• Moodle for readings and grading: https://moodle.hitsa.ee
• GitHub
• SlideShare, YouTube, etc.
Assessment and grading
Assessement
• Exam
• 6 graded assignments
• 2 optional assignments
• Grading based on open badges achieved for the assignments
(Class Hack, n.d.)
(Open Badges, 2013)
Põldoja, H., Jürgens, P., & Laanpere, M. (2016). Design Patterns for Badge Systems in Higher Education. In M. Spaniol, M. Temperini, D.K.W. Chiu, I. Marenzi, & U. Nanni (eds.), Advances in Web-Based Learning — ICWL 2016 (Vol. 10013, lk 40– 49). Cham: Springer. http://dx.doi.org/10.1007/978-3-319-47440-3_5
Design Patterns for Badge Systems in Higher Education
Hans Põldoja(✉), Pirje Jürgens, and Mart Laanpere
Tallinn University, Narva mnt 25, 10120 Tallinn, Estonia{hans.poldoja,pirje.jurgens,mart.laanpere}@tlu.ee
Abstract. Open Badges as a method for assessment and recognition of learningoriginates from the context of informal learning. Thus, it cannot be introducedinto formal higher education without reconsidering the existing assessmentprocesses. This paper presents experiences from three years of using Open Badgesin a master level course. In each iteration, the badge system was revised based onlearners’ feedback. Special attention was given to supporting learners withdifferent learning styles. To summarize our findings, this paper proposes a set ofdesign patterns for developing badge systems in higher education. While thelearning styles proved to be useful as generic design guidelines for separating twoalternative learning pathways for the course, more research is needed on advancedlearning-style-based learning pathways.
Keywords: Open Badges · Assessment · Higher education
1 Introduction
Open Badges (OB’s) is a web technology for recognizing and verifying knowledge,competencies or involvements gained in online or offline settings. In a basic sense,badges are digital images that contain embedded information about the accomplish‐ments. The development of the Open Badges technology started in 2010, when a groupof open education activists came up with the initial concept during the Mozilla DrumbeatFestival. Inspired by the use of digital badges in gaming and various social apps, theyproposed that badges could be used for verifying learning. The technical specificationof the Open Badges Infrastructure (OBI) was developed together with the MozillaFoundation and released in 2012. While digital badges are typically used within a singleenvironment, OBI was developed as an open standard that allows people to collectbadges from different issuers. The initial scenarios about using open badges focused oninformal learning contexts [1]. However, in recent years there have been a number ofstudies about using badges in schools [2, 3] and in higher education [4–6].
Introducing open badges to formal higher education courses provides an opportunityto reconsider the existing assessment procedures. Recent research on open badges hasproposed a number of reasons for adopting badges. Ahn, Pellicone, and Butler [7] seebadges as motivators for behavior, pedagogical tools for promoting particular learningactivities, and credentials for recognizing learning achievements. While Jovanovic andDevedzic [8] identify similar roles for open badges, they discuss additional benefits suchas supporting alternative forms of assessment (e.g. peer-assessment), providing learners
© Springer International Publishing AG 2016D.K.W. Chiu et al. (Eds.): ICWL 2016, LNCS 10013, pp. 40–49, 2016.DOI: 10.1007/978-3-319-47440-3_5
Põldoja, H., & Laanpere, M. (2014). Exploring the Potential of Open Badges in Blog-Based University Courses. In Y. Cao, T. Väljataga, J. K. T. Tang, H. Leung, & M. Laanpere (Eds.), New Horizons in Web Based Learning (Vol. 8699, pp. 172–178). Cham: Springer. http://doi.org/10.1007/978-3-319-13296-9_19
Exploring the Potential of Open Badgesin Blog-Based University Courses
Hans Põldoja(&) and Mart Laanpere
Institute of Informatics, Tallinn University, Tallinn, Estonia{hans.poldoja,mart.laanpere}@tlu.ee
Abstract. Recent developments with personal learning environments and openonline courses have led educators to experiment with opening up their formalhigher education courses. In these courses, the online learning activities takeplace in open learning environments based on various Web 2.0 tools such asblogs. Although this type of courses have a number of pedagogical benefits, theyalso raise issues related to private grading of students’ works and recognizingthe learning of informal participants. This paper presents our exploratory studyon addressing these issues by introducing open badges to master’s level coursethat takes place in a blog-based learning environment. Students’ perspectives onusing open badges were evaluated through focus group interviews. The resultsof the study indicate, that badges could have a potential in formal higher edu-cation, if they are used more widely and provide an explicit choice of personallearning paths for learners.
Keywords: Open badges ! Assessment ! Blog-based courses
1 Introduction
One of the recent trends in education is the blending of formal and informal learning.This is supported by introducing social media, personal learning environments andvarious open educational practices to formal higher education [1, 2]. Students canenrich their learning experience by using open educational resources from other uni-versities and taking part in Massive Open Online Courses.
In many cases, such developments have led university lecturers and professors toincrease the degree of openness in their courses. One approach is to move onlinelearning activities to open learning environments that are based on social media andWeb 2.0 tools such as blogs. The use of blogs in online courses provides a number ofpedagogical benefits such as motivating learners, enhancing the development andexpression of ideas, fostering interaction, collaboration and group work, invitingfeedback from other learners, and enriching the learning environment [3]. The use ofblog-based learning environments also allows educators to open up their course forinformal participants or members of professional communities who are not officiallyenrolled to the course.
Open blog-based courses in formal higher education raise also a number of issuesthat are not present in traditional courses. For example, blog-based learning environ-ments typically lack special features that support private feedback and grading of
© Springer International Publishing Switzerland 2014Y. Cao et al. (Eds.): ICWL 2014 Workshops, LNCS 8699, pp. 172–178, 2014.DOI: 10.1007/978-3-319-13296-9_19
Badge Bronze Badge Silver Badge Golden Badge
Persona Creator 8 10 12
Scenario Writer 8 10 12
User Story Writer 5 7 9
Information Architecture Designer 8 10 12
Paper Prototyper 10 13 16
User Interface Designer 24 30 36
Total 63 80 97
Optional badges
Critic 5 10
Enlightener 10 15
Your project ideas?
This work is licensed under the Creative Commons Attribution-ShareAlike 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/4.0/
Hans Põldoja [email protected]
IFI7313.DT Interaction Design Methods https://ifi7313.wordpress.com
Tallinn University School of Digital Technologies
