Jean B. Gasen

Emerging issues in interpretive organizational learning

The interpretive perspective of organizational /earning emphasizes the underlying purpose and meaning of an organizations environment. It involves the development of individual environmental interpretations and the development of a shared understanding of the environment. Understanding and supporting the interpretive organizational /earning process is becoming increasingly important for the survival of todays organizations. The purpose of this paper is to synthesize information for researchers interested in interpretive organizational/earning by (1) presenting a conceptual mode/ of interpretive organizational/earning and (2) providing definitions and examples of constructs that are fundamental to understanding the interpretation process. The paper then identifies key steps and components in measuring interpretive organizational learning. Database design requirements, including support for maintenance, querying, and temporal tracing of individual and group interpretations, are also presented.

None of the above: what's really essential in HCI education?

As we look to the future of HCI education, it is clear that, despite major HCI curriculum initiatives [1, 2], there is little consensus in the CHI community about what the content of HCI education should include or about how and by whom that content should be delivered. This panel gives voice to both prevailing and minority opinions on the subject.

Collaborative Team Projects: Key Issues for Effective Learning

There are few occupations where people do not work together to achieve goals. Yet much of the education that students receive is individual, faculty-directed learning. Within all areas of education the need for teamwork is being recognized. This is particularly so in computing disciplines, where it is assumed that after graduating many students will join development teams. In addition, the availability of better communications systems such as e-mail and desktop video conferencing encourages collaboration between geographically separated people. If students are to benefit from the experience of collaborative team projects, faculty must resolve important issues concerning group dynamics, pedagogy, and administration.

HCI education: past, present and future?

Golden anniversaries are always special. Whether celebrating the birth of an organization, such as ACM, or the lasting bond of commitment between couples, such events invite reflective thought. As the field of HCI continues to grow and increase its importance within ACM, it is interesting to reflect on both the growth of the field, and its relationship to HCI in higher education. Table 1 represents a summary of major developments, perspectives and events within HCI in general, and HCI education in particular.

Update on the HCI Education Survey

The HCI Education Survey was originally designed to collect and maintain a databse of information on courses, faculty and programs that focus on Human Computer Interaction in higher education. The database was intended to provide prospective students (particularly graduate students) information about educational opportunities, and secondarily, to provide HCI educators information about other HCI educators. The survey also was designed to be accessed and updated in electronic form. It was based upon a review of other surveys (Ferguson, 1989; Human Factors Society, 1991; Mantei & Smelcer, 1984; Software Engineering Institute, 1991) and field-testing.

Designing the teaching of HCI: a CHI '94 workshop

Interest in HCI education is on the rise. As the HCI body of knowledge continues to grow, educators in academia and industry are seeking out ways to translate, present and incorporate such knowledge in textbooks, courses and even degree programs. The increasing number of faculty, courses, texts and programs focusing on HCI are testimony to this increasing interest.

What Shapes the Face of Human-Computer Interaction in Higher Education? A Framework of the Influences

IN THIS PAPER we analyze the influences that are shaping the development of human-computer interaction (HCI) in Higher Education. These influences come from two sources. Internal influences come from within the university, i.e., from faculty, students and administrative units responsible for shaping research, education and professional training. External influences come from outside the university and include business and industry, government agencies, and professional bodies. We also examine the nature and interrelationships among the components of HCI in higher education, namely, research, education, and professional training.We propose a framework of influences and show how it applies to two case examples. Then we discuss how this framework could be developed into a model with explanatory and predictive powers, which would be valuable for examining key questions about the development of HCI in higher education. The potential extension of this framework into other domains is also recommended.

Looking for footprints: evaluation issues in HCI education

As we create our connections in HCI education through curriculum, courses and workshops what footprints are we leaving for our students? How can we determine their size, shape and span of influence? Are we having a lasting impact or are student gains in knowledge, skills and perspective as ephemeral as those footprints in the sand? The questions are easy to ask, but the answers remain a challenge to tackle. 1

The ACM SIGCHI education survey

The HCI Education survey describes 68 programs, 162 faculty, and 139 courses in graduate-level education in human-computer interaction. In addition to the data files on each program, summary reports of programs, faculty, courses and other information have been generated. The survey was designed, conducted, analyzed, and distributed entirely online using Internet mail and ftp. The low cost and active nature of the medium of the survey administration and distribution makes it possible to have continuously updated information.

Encouraging social responsibility through collaborative team learning

How do we bring the real world into the classroom? How do we teach students to see and appreciate its complexities without overwhelming them? How do we encourage them to value collaborative teamwork and multi-disciplinary approaches to problems? And how do we instill the importance of addressing larger social issues in their professional future? This poster will describe a multi-disciplinary team approach to teaching user-centered interface design. The course focused on the development of multimedia prototypes for the VCU Cancer Center. How the course impacted upon student motivation for learning, group process and interface design will be presented.