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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

Una infografía que muestra la gran viralidad que alcanzan las infografías en las redes sociales Aunque esta entrada tenga un título tan reiterativo, es la mejor forma de resumir lo que trato de exponer. Y es que, según parece, compartir infografías en las redes sociales es una de las mejores formas de conseguir redifusión y, en consecuencia, generar un mayor tráfico. Esta infografía nos muestra, en forma de porcentajes, el ratio que obtienen las infografías que compartimos en algunas de las principales redes sociales. Sin duda el caso más significativo es el de Twitter, donde el ratio de los tweets con infografías se eleva hasta un 832º, sobre el de los posts tradicionales. Por lo tanto las infografías, con sus detractores y defensores, son un excelente método para lograr una mayor viralidad en nuestras publicaciones sociales. Vía | Redes sociales

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

An Essay on the New Aesthetic | Beyond The Beyond An Essay on the New Aesthetic Bruce Sterling I witnessed the New Aesthetic panel at South by Southwest 2012. It was a significant event and a good thing to see. If you know nothing of the “New Aesthetic,” or if you have no idea what “SXSW” is, you should repair your ignorance right away. Go peruse this: Now, I know full well that many people never returned from that link I placed up there. You people are either exceedingly determined blog-readers, or else you already know something about the New Aesthetic. You people already know who you are. Joanne McNeil of Rhizome was right when she said at SXSW that things like the New Aesthetic often happen. The New Aesthetic is image-processing for British media designers. This is one of those moments when the art world sidles over toward a visual technology and tries to get all metaphysical. The New Aesthetic concerns itself with “an eruption of the digital into the physical.” He has company. It’s also deep.

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.

Vigilancia líquida, de Zygmunt Bauman y David Lyon  Hoy en día, los detalles más insignificantes de nuestras vidas son registrados y examinados como nunca antes, y a menudo quienes son vigilados cooperan voluntariamente con los vigilantes. Desde Londres y Nueva York hasta Nueva Delhi, Shanghái y Río de Janeiro, la presencia de cámaras de vídeo en los lugares públicos ya es algo habitual y aceptado por la población. En la actualidad, los viajes aéreos implican el paso por escáneres humanos y controles biométricos que se han multiplicado a raíz del 11-S. Diariamente Google y los proveedores de tarjetas de crédito apuntan el detalle de nuestros hábitos, preocupaciones y preferencias, y con ellos van elaborando estrategias de marketing personalizadas con nuestra activa y, en algunos casos, entusiasta cooperación. En este libro, Vigilancia líquida, el análisis de la vigilancia de David Lyon confluye con el mundo líquido moderno que Zygmunt Bauman ha descrito con su característica agudeza.

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.

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