Program

22:00 JST
09:00 EDT
15:00 CEST
Welcome and Introductions
22:10 JST
09:10 EDT
15:10 CEST
Paper Session I: Diversity & Inclusion (20 minutes)

Reflections on Remote Learning and Teaching of Inclusive Design in HCI

Kristen M. Byers, Salma Elsayed-Ali, Ebrima Jarjue, Rie Kamikubo, Kyungjun Lee, Rachel Wood, and Hernisa Kacorri (University of Maryland, College Park)

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Abstract
Impacted by the disruptions due to the pandemic as students, teaching assistants, and faculty, in this paper we employ a reflexive self-study to share our perspectives and experiences of engaging in an HCI course on Inclusive Design. We find that we were able to overcome some of the anticipated challenges of transitioning in-person experiential learning components. However, timing was critical with course meetings being too long for a Zoom setting but too short to fit all desired interactions. The lack of impromptu interactions and the steep learning curve of new technologies for blind students in the class of were also identified as critical obstacles.

Perspectives in HCI: A Course Integrating Diverse Viewpoints

Anna Slavina and Stephen B. Gilbert (Iowa State University)

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Abstract
This paper presents a course called Perspectives in HCI, which encourages students to explore HCI activities through traditionally ignored lenses. This course was an effort of a major HCI graduate program to add cross-cutting themes such as inclusion and accessibility into its HCI curriculum. The authors present the topics of the course, including HCI’s intersection with culture, HCI’s influence on cognition, HCI’s influence on behavior, and HCI and identity, along with suggested example readings for each topic. These resources are intended to be useful for other HCI instructors interested in broadening the participation of diverse voices within their courses.
22:30 JST
09:30 EDT
15:30 CEST
Discussion Session I: Designing in Context (45 minutes)

Where, Who, Why? Tools to Encourage Design In Context

Alan Dix, Anna Carter (Swansea University), and Miriam Sturdee (Lancaster University)

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Abstract
We need to teach our students 360-degree design, taking into account the physical and social context in which their designs are placed in addition to the screens or aural interactions users have with them. Unfortunately, the dominant tools in current UX practice are focused almost entirely on the screen. We want to understand the requirements for next generation design tools, and to take steps to fill the void. This snapshot of work in progress presents some examples that are driving our thinking, early prototypes of tool concepts, and our current work engaging with designers, developers and other stakeholders.
23:15 JST
10:15 EDT
16:15 CEST

Break (10 minutes)

23:25 JST
10:25 EDT
16:25 CEST
Paper Session II: Classroom Strategies (20 minutes)

Using Group Norms as a Teamwork Technique in an HCI Class

Eliane Wiese, Koriann South, and Kaylee Martin (University of Utah)

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Abstract
This Teachable Moments paper calls for the EduCHI community to explore pedagogical content knowledge for teaching teamwork skills in HCI courses. A structured activity for creating group norms is one way to help students plan their teamwork practices. The group norms process shares important similarities to the HCI design process overall, offering a particular lens on teamwork for HCI students. Reflections from two students and an instructor provide examples of common teamwork practices that students may not realize are problematic, and ideas for how to help students improve their teamwork.

Creative Pedagogical Activities for User Evaluation Methods Courses

Carine Lallemand (University of Luxembourg / Eindhoven University of Technology)

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Abstract
In this contribution, we present three teaching activities used during a User Evaluation Methods course (Bachelor level): a self-exploration of methods, scenario-based debates around methodological choices, and a flipped-classroom video assignment. These are hands-on activities, brief and modular, that can be used or adapted to any similar course on user evaluation methods (on-campus or remote teaching). We describe each activity and reflect on their use, supported by students’ reflections on the course and insights from our teaching practice.
23:45 JST
10:45 EDT
16:45 CEST
Discussion Session II: Teaching HCI Online (45 minutes)

Disrupting Tertiary User-Centered Design Course with Design Thinking 2.0

Eunice Sari (UX Indonesia) and Ellya Zulaikha (Institut Teknologi Sepuluh Nopember)

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Abstract
COVID-19 pandemic has disrupted the way teaching and learning have been conducted at the university in Indonesia. None of us have experienced tackling this extraordinary situation. Prior to the pandemic, face-to-face learning mode has been the primary preference in university education. Some universities in Indonesia have used online mode as a support for the main offline teaching and learning, but the focus was more on administrative activities, such as: submitting assignments, sharing resources, and sending announcements. However, the COVID-19 pandemic has left the universities with no choice, but to switch their education from offline to fully online. However, in the case of Design Thinking courses, offline interaction might not be the best as intense interaction is required to achieve the goals. This study investigates the challenges and potentials of conducting online Design Thinking courses, which is in this case, the Design Research course. Using the Design Thinking 2.0 framework, we have analyzed and identified several interventions that we propose in this paper to leverage and transform the current course.
00:30 JST
11:30 EDT
17:30 CEST

Break (10 minutes)

00:40 JST
11:40 EDT
17:40 CEST
Paper Session III: Curriculum Design (20 minutes)

HCI-Collab: Collaborative Network Supporting HCI Education in Iberoamerican Countries

Huizilopoztli Luna-García (Universidad Autonóma de Zacatecas), César A. Collazos (Universidad del Cauca), Jaime Muñoz-Arteaga (Universidad Autónoma de Aguascalientes), and Antoni Granollers (Universidad de Lleida)

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Abstract
As computer science has developed, the Human-Computer Interaction area has gradually become part of the curriculum. Human-Computer Interaction (HCI) is one of the most promising research areas in the Computer Science field. However, in some countries, this area is in an initial phase. To support HCI teaching in some Iberoamerican countries, a collaborative network of HCI specialists has been created called HCI-Collab. This paper depicts this initiative and some of the most valuable results during the last years.

Research and Education in Accessibility, Design, and Innovation (READi) Training Program: Preparing Graduate Students for Careers in Accessibility Research and Design

Jin Kang, Chantal M. J. Trudel, Audrey Girouard, and Adrian D. C. Chan (Carleton University)

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Abstract
In this workshop paper, we present an innovative training program—Research and Education in Accessibility, Design, and Innovation (READi)—dedicated to prepare graduate students of diverse disciplines for employment in the growing number of markets defined by accessibility requirements. The program has strategically designed five training components to promote experiential, affective and cognitive learning towards accessibility. Its flagship component, called the Action Team Project (ATP), bridges the link between theory and practice by offering students the opportunities to work and learn with external community partners. We briefly introduce each training component and discuss our future assessment plan of the program. Our motivation for this paper lies at opening up a dialogue among HCI educators and scholars on the future directions of accessibility education.
01:00 JST
12:00 EDT
18:00 CEST
Discussion Session III: Academic-Industry Partnerships (45 minutes)

Shaping UX Academia-Industry Alignment: A Strategic Partnership Through an Industrial Advisory Board

Nadya Shalamova, Amii LaPointe (Milwaukee School of Engineering), Rob Nero (Spotify), and Michael DelGaudio (Google)

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Abstract
Industrial Advisory Boards (IABs) are a common practice in academic programs, but little is known about the role of IABs in User Experience (UX) university programs as a model of partnership between UX industry and academia. In this paper, we address this gap by outlining the key areas of collaboration between an emerging undergraduate UX program and its IAB. We argue that in the absence of industry-wide UX competencies, academic curriculum standards and an accreditation body, an IAB can serve as a valuable partner and resource to help UX programs curate and validate their curricular, determine educational demands for UX professionals, and build bridges between UX industry and academia. We hope that the critical activities and lessons learned through our experiences and strategic relationship can trigger further discussions in HCI and UX educational communities about the role of IABs in the UX educational programs. And, by forming this type of strategic partnership both parties involved—industry and academia—will reap the benefits of this collaboration and contribute to shaping the field of UX.
01:45 JST
12:45 EDT
18:45 CEST
Closing: The Future of the HCI Education Community of Practice
Sun, 16 May
21:30 JST
08:30 EDT
14:30 CEST
EduCHI 2021 x HCI4SA Joint Social Event

Join other attendees and organizers from both the EduCHI 2021 symposium and HCI for South Asia workshop for an informal (virtual) social gathering.

Access instructions will be sent via email to all registered attendees.