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Learning to See

by Oliver Reichenstein Learning to design is learning to see, an adventure that gets more and more captivating the further you go. A love letter to my profession… Our mind is not a camera. Seeing is not a passive act. We see what we expect to see, or, as Anaïs Nin put it so beautifully: “We don’t see things as they are, we see them as we are.” The idea that our perception is as much a result of what we are able to know as of what we expect to find is not new. “Up to now it has been assumed that all our cognition must conform to the objects; but […] let us once try whether we do not get further […] by assuming that the objects must conform to our cognition.” In the meantime, cognitive psychology has followed Kant’s “Copernican Revolution-in-reverse”. “Perceptual set is a tendency to perceive or notice some aspects of the available sensory data and ignore others. […] perceptual set works in two ways: 1. The way expectation can influence our cognitive set can be illustrated quite easily: Related:  Teaching User-Centered Design

The UX of Learning While many desk-shackled students may wish they were napping rather than enduring yet another monotonous lecture, learning is by no means confined within the classroom. In fact, we engage in focused learning activities every day. Think of the last time you ordered a book, booked a flight, or bought a car. Learning is a complex process with distinct stages, each with corresponding tasks and emotions. A hierarchy of learning#section1 According to Benjamin Bloom’s landmark 1956 study, we can classify learning in a hierarchy of six levels, where each level forms the foundation for the next. Fig. 1: Bloom’s Taxonomy of Learning. Learning as a process#section2 While Bloom’s Taxonomy reveals the many levels of learning, understanding how these levels flow together in practice is crucial. Fig. 2: A representation of the learning process from Carol Kuhlthau’s paper “Inside the Search Process.” Initiation Initiation is the phase where you become aware that you need information. Explore#section4

Human-Centered Design Course Thread Bibliography | Course Threads Login or Sign Up Human-Centered Design more » Design is pervasive in our lives, as we spend most of our time interacting with human-made tools, objects, services, and information spaces. Check out Berkeley Institute of Design graduate student Lora Oehlberg's introduction of the Human-Centered Design Thread: More Pop-up Content Design is pervasive in our lives, as we spend most of our time interacting with human-made tools, objects, services, and information spaces. Common to all courses included in the Design Thread is the notion that designers have a unique practice or way of knowing what distinguishes design from art (creation which is accountable to the vision of the artist); engineering (the application of scientific and mathematical principles to practical ends); and science (the development of generalizable knowledge through observation, experimentation and hypothesis testing). Announcements March 13: Course Threads Movie Night- "Pi" Search for Courses View all

What Is Design If Not Human-Centered? The explosive growth of interest in human-centered design raises bigger questions about traditional design education, training, and practice. Late last week,—the nonprofit spinoff of design and strategy giant IDEO—announced a first-of-its-kind, five-week, experiential training program in the art and science of Human-Centered Design for Social Innovation. The program is run in partnership with +Acumen, the outreach arm of social impact investment pioneers, Acumen. Human-centered design expressly involves the investigation of social problems, analysis of knowledge, engagement of users, and prototyping or iteration of solutions. Beyond its projects, popular fellowship program, and new educational initiative,’s online network, HCD Connect, is perhaps the clearest indicator of the accelerating interest in this type of work. The explosive growth of interest in human-centered design raises bigger questions about traditional design education, training, and practice.

Home - UW HCDE 518 Master of Science in Human Centered Design & Engineering ACM SIGCHI Curricula for Human-Computer Interaction : 4. HCI Curriculum Designs Last updated: 2009-07-29 Accesses since 1997-04-17: 134,574 Table of Contents In 1985, the ACM SIGCHI workshop on curricula in HCI (Mantei, 1985) proposed the development of courses in HCI. Since then, numerous individual courses have been developed and instituted in many parts of the world. The previous chapter has extended this work by proposing and describing an integrated set of four prototypical courses. Some institutions, however, may wish to go further in structuring and providing HCI education for their students, and may even wish to take a leadership role in the development of entire curricula as opposed to only individual courses. We begin by suggesting one constraint that should be imposed on such designs, namely, that an HCI undergraduate curriculum generally should be embedded within an existing disciplinary curriculum rather than made to stand on its own. 4.1 HCI-oriented, not HCI-centered Programs {p. 56} 4.2 Base Disciplines for an HCI Orientation {p. 57}

HCI Education Survey Thank you for participating in this survey for the ACM SigCHI special project on HCI education needs. This survey is grounded in previous research. Between March and August of 2011, exploratory research was conducted with 177 survey participants and 52 interview participants. Data from this exploratory research was iteratively coded to identify overarching themes for further exploration. These themes generated the questions that you will answer below. The survey is broken down into five sections that are each one page in length. Survey results will be posted to and emailed to participants who provide an email address. Thanks again for your help! Elizabeth F.

Jon Kolko » Design strategy, product management, education & writing Jon Kolko » Now Hiring: The Most Liberal Art When most of us think of the word "design"—if we think of it at all—we imagine eccentric fashion, or expensive plastic toasters, or shiny new cars. That's because America has long celebrated objects. We're a culture that, for nearly a century, has enjoyed the convenience and status of owning things. But our world has changed, and things no longer represent a strong measure of success or target for our efforts. This triangulation of technological advancement, the "experience economy," and the offshoring of manufacturing has recast the word "design," and positioned design as a fundamental discipline for managing the complexity of the future. This is a discipline that's basking in unprecedented glory within technology circles. But there's a subtle irony to this perceived scarcity. And nothing could be further from the truth. Employers are demanding a workforce that can engage with complicated, ill-formed problems. Citation: Kolko, Jon (2013), "Now Hiring: The Most Liberal Art".

industrial design magazine + resource / Articles Archive Core77 Design Awards 2012: Congratulations to All 200+ Awardees! From Paris to Brasília, Seoul to San Francisco, Chengdu to Brooklyn, we hope you enjoyed tuning into our global celebration of design excellence! Thanks to all those who participated in this year's program and a special thank you to our jury teams who had the tremendous job of reviewing this year's submissions—we couldn't have done it without you! Case Study: Outlier on Creating the 21st Century Jean We've been fans of Outlier since they first launched, and as designers, cyclists and 21st-Century urbanites, we're duly impressed with Abe and Tyler's continued commitment to innovation in apparel and accessories. Visualizing Change: An Conversation between Designer's Accord and the Noun Project The Noun Project collects, organizes and adds to the lexicon of highly recognizable symbols that form the world's visual language so they can be shared in a fun and meaningful way. Redesigning Cape Town: Interview with Richard Perez

UX Career Development | Keith Instone I volunteered to be a part of the UXPA 2014 conference organizing team. I am helping Alberta Soranzo with the "Career development" topic, which means I will be part of a team that encourages submissions, manages reviews, and helps form this part of the program. I need your help! Read over the Career Development topic description and consider submitting something. Also, I have been tracking down and reading what has been written and presented over the years about User Experience Career Development, both to help me be a better reviewer and to help me find people to encourage to submit. I'd love to hear about your favorites on the topic. And feel free to tell me what you WANT to be a part of this topic at the UXPA 2014 conference, what UX Career Development issues and challenges you are facing today.