Section 1: M 2:30 PM - 5:30 PM, 209 BIST
TABLE OF CONTENTS
Please note, this is a live document. Changes announced in class and on the list server will be incorporated from time to time. Announcements in class and their mirror here are the definitive version.
This course provides students with theories, models, and analytic techniques regarding how users interact with information technology. Basic concepts of use, tied to how humans process information, are developed through projects, cases studies, examples, and discussion.
We will explore these topics through in-class presentations, discussions, readings (from both text and on-line sources), exercises (done in groups assigned the first week), and exams.
This course provides a balance between theory and practice, which are tightly intertwined in this area. Basic and more advanced readings will introduce the student to current thinking about facts, theories, and ways to gather new data. A small group project, drawing on the different backgrounds students bring to the program, will support integrating these various types of knowledge and applying them to an illustrative interface or system. The teaching philosophy includes working in groups and presentations.
There are three aspects to this topic, of users and technology, which will be developed in different ways.
1. Building interfaces. This could occur a little bit using tools you already know.
2. Modeling the user, both with formal tools and in the designer's head. This will occur to the limit of our time and abilities. This may include additional readings.
3. Evaluating the fit of the interface to the user and to their tasks. Methodologies will be taught for doing this as examples of the wide range of methodologies for doing this task.
At the conclusion of this course, students will be able to:
3.1 The IST 521 Web Site. This course has an active web page that contains the syllabus, assignments, links to useful sites, and other valuable material (such as how to correctly prepare assignments, citation templates, and other academic and recreational information). This page can currently be found at acs.ist.psu.edu/ist521, and later will be available through links from the IST home page via course listings.
3.2 The IST 521 Listserv. I think we can use an email list given the size of the course and the use of email filters. Please preface emails with "IST521". This will also help bring it to my attention.
Committee on Human-System Design Support for Changing Technology, & Richard W. Pew and Anne S. Mavor (Editors). (2007). Human-system integration in the system development process: A new look. Washington, DC: National Academy Press.
(ABCS) The ABCS of HCI. Ritter, F. E, & Churchill, E. 2010. Available from Kinko's (on the corner-ish of Atherton and College, ph. 238-2679) at cost, for about $34, approximately 340 pages.
Studies should be run under IRB where possible to support later publication. You will also need to be IRB qualified.
Papers and online references are available as supplements.
List of errata for all readings
Web of Science (You might also like to use the CAT in the PSU library)
[Lab 1 is to show you have used it. Do citation counts on two faculty, and on Pew, and find two interesting papers and get pdfs. 1 point lab]
Boehm & Hansen, 2001
ABCS 1, 2
Slides on Pew & Mavor 1-3 [PPT] [PDF]
Slides on Pew & Mavor 4 [PPT] [PDF]
Rossen & Carroll chapter
ABCS 3, 4
IRB at PSU [certification] [forms]
Lab 2: RUI, including Kukreja, Stevenson, & Ritter, 2005, and Ritter, Kukreja, & St. Amant, 2007
[RUI Lab is to use RUI to record behavior of interest and analyse it, or to check RUI accuracy using stats or other recorder]
Slides on Pew & Mavor 6, 7, 8 [PPT] [PDF] [be careful not to read 8 in detail, it is an overview]
Abstract 1 page on project
Ericsson & Simon 93 [read theory] and Appendix on how to run Ss
Week 5, 15 Feb
Slides on Pew & Mavor 9 [PPT] [PDF]
Short overview of Soar: Ritter 2003, Longer view of Soar: Psychological Soar Tutorial
ABCS 6, 7
Lab 3, 2-10 pages report, on 2 min. of protocol transcribed and analysed on your project. Due on 1 March.
Week 6, 22 Feb
Slides on Pew & Mavor 10 [PPT] [PDF]
Ritter, Freed, Haskett, 2005, Byrne et al. 1999, as examples pick one
John & Kieras, 1996 Kieras' GOMS site
Lab 4 on Herbal to do TA, due 15 March Herbal
Eclipse TA Lab GOMS to ACT-R compiler journal conference paper
Week 7, 1 march
Comments on Pew & Mavor
Ritter & Bibby, 2008 ; or 2001
ABCS 9, 12
Lab 5: Intro to SoarDiag (Soar) Lab, due 22 march
Week 9, 15 March
Lab 6 on CogTool, due 29 march
Ivory & Hurst paper
Week 10, 22 March
Booher & Minneger, 2003
Bobby or equivalent, such as Cynthia Says, or WebAIM
ABCS 14, 17
Automatic Testing Lab, due 5 april
[Lab 6 Run Bobby-like tool on a web site, if a tool like Bobby ends up being available, report on what it found, what it could have found, and what it would mean to expand this tool, and how you would expand it]
Week 11, 29 march
Campbell & Stanley, 1966
student paper 1
Week 12 or later, 5 april
Vatrapu, R., & Pérez-Quiñones, M. A. (2006). Culture and usability evaluation: The effects of
culture in structured interviews. Journal of Usability Studies, 1(4), 156-170.
student papers 2, 3, 4
Week 13, 12 april
student papers, 5, 6, 7, or snow day (unless used earlier)
Week 14 or later, 19 april
The Publication Manual of the APA as a guide to referencing, citing, and the formating of papers and manuscripts in general. Also see APA guide to online references, available online or interpreted here. Gopen's paper on the science of writing (password protected).
Agre on "Learning how to write"
The ACM HCI Special Interest Group (SIGCHI) is a good general site.
The Human Factors and Ergonomics Society web site
An HCI portal of sorts.
Bobby (www.cast.org/bobby) a site that provides working demo of tool that assesses the utility of web pages for people with disabilities.
How to write an abstract by Mary-Claire Van Leunen (password protected)
Roediger on how to write better papers
A better web: Web of Science
You earn your grade but it will be assigned by me. The criteria for each assignment will be discussed in detail, as will the grading scheme. Each written assignment will be evaluated on how well it addresses the questions posed, the clarity of thinking, the organization and presentation of the material, the quality of writing, and its timeliness.
Your grade will be based on 100 possible points. You earn points with each assignment (see below). As a maximum scale (i.e., cutoffs may be lowered): A: 100-94, A-: 93-90, B+ 89-87, B: 86-84, B-: 83-80, C+: 79-77, C: 76-70, D: 69-60, F: 59-0. (The cutoffs for each grade is the lower number, without rounding.)
Your learning will be assessed in
several ways. Please consult the schedule to see when papers /
assignments are due and exams scheduled. You will receive more
written instructions for each assignment well in advance of the due
date. Here is a brief summary of each:
You will do a variety of labs. Each lab writeup is nominally 20 points (some are smaller). Some lesser number of points will be taken to be the maximum lab grade (i.e., you can miss some points and get a perfect score). This score may be modified/moderated/adjusted by self and team evaluations.
Two copies required, one for Teacher, one for peer comments on 20 point labs, 1 copy for 1 point labs.
Mondays, beginning of class
Paper quizes and paper presentations
1 point quiz on each paper, 40 points kept out of about 46, and you will present a paper per group you want us to read in weeks 10-12 (10 points).
Your group may find an additional resource that addresses or relies upon topics covered that week in class. In one page or less, you will comment on how that resource relates to the class.
In class, taken individually
4 May 2010, midnight
Up to 10 errata in the readings can be reported for credit. These are worth 0.1 points each to the final grade.
Draft Schedule as pdf (not updated)
Each semester each group does a useful project. They might as well have some impact. There should be the possibility that your report can have some impact, and most have had. Here are several examples of places that will have impact. My connection or interest is shown in ().
The IST building's numbering scheme. Why are we in 209, near to the east by number but in the middle physically? why is 113 on the second floor in the middle to west? A group must choose this.
The computer science Department at the University of Iowa (contact there)
www.gnu.org/directory, the GNU Free Software Foundation (user, supportor of FSF)
Emacs speaks statistics
A caffeine simulator (partial developer)
A learning simulator (partial developer)
dTank (partial developer)
A larger example of this type of work is available in the following report:
Ritter, F. E., Freed, A. R., & Haskett, O. L. (2002). Discovering user information needs: The case of university department websites (Tech. Report No. 2002-3). Applied Cognitive Science Lab, School of Information Sciences and Technology, Penn State. acs.ist.psu.edu/acs-lab/reports/ritterFH02.pdf. Ritter, F. E., Freed, A., & Haskett, O. (2005). User information needs: The case of university department web sites. ACM interactions. 12(5). 19-27.
The laboratory portion of IST 521 provides students with the chance to become familiar with using the concepts and data about how people behave with respect to computers. It is essential for understanding the material and will be useful for passing the exams.
You have been put into small groups to do your labs because we believe this generally leads to better learning. That means that you must turn in one lab report per group, that in this case conferring within your group is not a violation of academic policy or of ethics on the lab section of this course, and that conferring with other groups *is* a violation of academic policy and ethics if it results in reports that are noticeably similar without citation.
The best way is to work on the lab and then meet to discuss and proofread the report. The worst way is to have each member of the group do (and thus learn) one of the sections. This will result in a noticeably inferior product. We suggest that you trade who leads the preparation of each write-up.
As we explore these topics, we will also practice skills in working together, analytical skills, and information problem-solving approaches.