Permalink
2017/2018 KAN-CBUSV2000U Human-Computer Interaction (HCI) in organizations (T)
| English Title | |
| Human-Computer Interaction (HCI) in organizations (T) |
Course information |
|
| Language | English |
| Course ECTS | 7.5 ECTS |
| Type | Elective |
| Level | Full Degree Master |
| Duration | One Semester |
| Start time of the course | Spring |
| Timetable | Course schedule will be posted at calendar.cbs.dk |
| Study board |
BUS Study Board for BSc/MSc in Business Administration and
Information Systems, MSc
|
| Course coordinator | |
|
|
| Main academic disciplines | |
|
|
| Last updated on 15-02-2017 | |
Relevant links |
| Learning objectives | ||||||||||||||||||||||||||||
To achieve the grade 12, students should meet the
following learning objectives with no or only minor mistakes or
errors: After the course the student should be able to:
|
||||||||||||||||||||||||||||
| Course prerequisites | ||||||||||||||||||||||||||||
| The course participants should have acquired
basic knowledge in interaction design, UX and HCI, for example from
courses such as HA(it.) "større systemer", or EBUSS
"Service Design" or "Design of Business IT".
NOTE! Students who do NOT have basic knowledge of HCI will be required to take a short crash course in Human-Computer Interaction that introduces key concepts and methods. The crash course is ONLY for students without basic knowledge, and its given in the first week of the course, outside normal class lectures. If you think you qualify for this, please contact the lecturer before course start. |
||||||||||||||||||||||||||||
| Prerequisites for registering for the exam | ||||||||||||||||||||||||||||
|
Number of mandatory
activities: 2
Compulsory assignments
(assessed approved/not approved)
Mid-term deliverable: Detailed description (5 page research proposal) of how to replicate a study (in small scale) done within one of the theoretical topics from the first part of the course [Learn assignment, graded pass/fail].
Requirements about active
class participation (assessed approved/not approved)
Participating in work analysis and design work (group of min. 2 people). This is also the exam group. 3 oral presentations of ongoing work analysis and design work. |
||||||||||||||||||||||||||||
| Examination | ||||||||||||||||||||||||||||
|
||||||||||||||||||||||||||||
| Course content and structure | ||||||||||||||||||||||||||||
|
Human-Computer Interaction (HCI) builds on the ideology of empowering the end-users of computers, so that they understand what is happening and can control the outcome (Nielsen, 2005). How does that work for HCI in organizations and societies? HCI researchers aim to produce new knowledge about the interfaces between people and computers, by analyzing how humans work, learn, and play, and by designing new interactions and interfaces that change what humans do and experience. While HCI historically has been based on applying cognitive psychology to understand the individual user (see e.g. The Psychology of Human-Computer Interaction, Card, Moran, & Newell, 1983), one strong trend in modern and contemporary HCI is to study applications in business, managerial, organizational, and cultural contexts.
When we want to change the HCI interfaces and interactions that people do and experience within and across organization, we may begin with exploring traditional organizational usability and UX. Appropriate measures may include user-system fit (the fit between the system and the user’s psychological characteristics, including cognitive processes and training), organization-system fit (the fit between system attributes and the structural characteristics of an organization, including its norms, task allocation, and communication channels), and environment-system fit (the fit between system attributes and the environment of the organization in which it is used, including the home-work ecology). More than that is needed to design the employer and customer experience, however, and taking business, managerial, organizational, and cultural views of HCI allow the organizational HCI researcher consultant to design for different organizational levels from top management to employers and customers, and to study traditional B-school topics and how HCI may shape these. We may want to look at topics such as HCI and corporate and public governance, HCI and interoperability, HCI and legacy systems, and the concept of ‘end-user’ in organizations. All of this will be sought integrated in an ‘artefact’ analysis, based on the idea that HCI artifacts themselves may be the most effective medium for theory development in HCI.
Hence, to design HCI for organizations, the big thing of this course is to do HCI design action research that constructs or modifies one or more HCI artefacts within their exisiting organizational contexts: sketches, prototypes, templates, running systems – anything that changes the interactions that people do and experience. The cases that students selects may be designing interactions in networks of organizations, creating mini-hacks for appropriation of workflows, designing the smart workplace, collaboration on big public screens, and more. The techniques and tools will be varied accordingly, but may include participatory design, work and workplace analysis, advanced interaction design, contextual personas, mass production of low fi prototypes (with e.g. balsamiq), remote UX evaluation (several tools exist), and various tools for data analysis. |
||||||||||||||||||||||||||||
| Teaching methods | ||||||||||||||||||||||||||||
| This course is intended as an advanced course in
HCI for students aiming to do their master thesis with a HCI topic,
aim at a carreer as a UX professional or UX manager, or simply has
a keen interest in the topic. Students will be asked within the
first two weeks to identify and contact organizations, including
start-ups, which could benefit from an analysis and change how
people do and experience HCI interactions. This can be banks and
service providing companies, but also manufactoring industry with
factory floors (e.g., human-robot interaction) and agricultural
business.
Student activities will be centered on their own case. |
||||||||||||||||||||||||||||
| Feedback during the teaching period | ||||||||||||||||||||||||||||
| Feedback in this course is given after each mandatory activity. Furthermore, all student presentations will begiven feedback. Feedback is also during office hours (see time on LEARN, make an appointment). | ||||||||||||||||||||||||||||
| Student workload | ||||||||||||||||||||||||||||
|
||||||||||||||||||||||||||||
| Expected literature | ||||||||||||||||||||||||||||
|
Indicative literature
Books: Button, G., & Sharrock, W. (2009). Studies of Work and the Workplace in HCI: Concepts and Techniques. Synthesis Lectures on Human-Centered Informatics, 2(1), 1-96. Papers (tentative)
Clemmensen, T., & Abdelnour-Nocera, J. (submitted manuscript, only to use for course work). THEORIZING ABOUT A SOCIOTECHNICAL APPROACH TO HCI.
Gardien, P., Djajadiningrat, T., Hummels, C., & Brombacher, A. (2014). Changing your hammer: The implications of paradigmatic innovation for design practice. International Journal of Design, 8(2).Lu, Y., & Roto, V. (2015). Evoking meaningful experiences at work: A positive design framework for work tools. Journal of Engineering Design, Special issue on Interaction and Experience Design 26(4-6), pp. 99- 20.
Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3(1), 71–92.
Gruber, M., De Leon, N., George, G., & Thompson, P. (2015). Managing by design. Academy of Management Journal, 58(1), 1-7.
|
||||||||||||||||||||||||||||