Teacher(s)
Language
French
Main themes
· Project lifecycle
· Methodologies: SCRUM (méthode agile); UCD (User-Centered Design); AUCDI (Agile User-Centered Design Integration)
· Design: UCD; design thinking; creative problem solving
· Evaluation: analysis of user attitude and user behavior
· Planning, development and evaluation of digital strategies
· Methodologies: SCRUM (méthode agile); UCD (User-Centered Design); AUCDI (Agile User-Centered Design Integration)
· Design: UCD; design thinking; creative problem solving
· Evaluation: analysis of user attitude and user behavior
· Planning, development and evaluation of digital strategies
Learning outcomes
At the end of this learning unit, the student is able to : | |
| 1 |
Upon completion of this course, the student will be able to : · AA1: Describe the SCRUM and UCD methods · AA2: Explain the integration of SCRUM and UCD by illustrating different situations throughout the lifecycle of a project (phase, level of effort, deliverables, etc.) · AA3: Apply UCD methods and techniques that support the design and evaluation of interactive systems within project development · AA4: Analyze and compare several deliverables (e.g. two prototypes), and choose the most efficient by justifying their choice · AA5: Plan and evaluate development activities, and propose solutions that iteratively improve the digital strategy |
Content
Project management processes: plan, execute, analyze
Formal development methods: user-centered design, agile method
Project life cycle: needs analysis, design and evaluation
Design thinking, creative problem solving
Formal development methods: user-centered design, agile method
Project life cycle: needs analysis, design and evaluation
Design thinking, creative problem solving
Teaching methods
The pedagogical approach is blended teaching, which alternates face-to-face classroom teaching with online distance learning via Microsoft Teams. Teaching methods include flipped classroom and project-based learning:
- Flipped classroom: students study or complete an assignment at home and then meet with teachers and peers in a classroom to ask questions, get extra help or work in groups;
- Project-based learning: students develop a project by combining online learning (e.g. watching tutorials or completing assignments) and face-to-face meetings.
Evaluation methods
Continuous assessment without examination in January in three modes: knowledge tests (40% of final grade), group work in session (30% of final grade) and asynchronous group work (30% of final grade). In September, custom-made individual work to be handed in on the first day of the session.
Other information
All relevant information regarding these modalities and the progress of the activities (calendar, detailed instructions, evaluation criteria, etc.) are presented during the first session and are available on Moodle. Some resources (e.g. bibliographic resources, slides, explanatory videos) are in English.
Online resources
Moodle (asynchronous): course slides, bibliographic resources, calendar, models and rubrics, H5P exercises, tests, assignments, workshops with peer assessment, group choice, Q&A forum
Microsoft Teams (live): calendar, meetings, documents, discussion, lecture notes
Web links: how-to videos, websites, online software
Microsoft Teams (live): calendar, meetings, documents, discussion, lecture notes
Web links: how-to videos, websites, online software
Bibliography
Beck, K., et al. (2001). Manifesto for Agile Software Development. Web: www.agilemanifesto.org, last accessed 27-juin-18.
Beyer, H., & Holtzblatt, K. (1999). Contextual design. interactions, 6(1), 32-42.
Garcia, A., da Silva, T. S., & Selbach Silveira, M. (2017, January). Artifacts for agile user-centered design: a systematic mapping. In Proceedings of the 50th Hawaii International Conference on System Sciences. DOI=http://doi.org/10.24251/HICSS.2017.706
Kieffer, S., Ghouti, A., & Macq, B. (2017). The Agile UX Development Lifecycle: Combining Formative Usability and Agile Methods. In Proceedings of the 50th Hawaii International Conference on System Sciences (HICSS-50). IEEE, HI, 2017, 10 pages. DOI=http://doi.org/10.24251/HICSS.2017.070
Maguire, M. C. (2001). Methods to support human-centred design. International Journal of Human-Computer Studies, 55(4), 587-634. DOI=http://doi.org/10.1006/ijhc.2001.0503
Shneiderman, B., & Leavitt, M. (2006). Research-based web design & usability guidelines. U.S. Department of Health and Human Services, Washington, D.C.
Beyer, H., & Holtzblatt, K. (1999). Contextual design. interactions, 6(1), 32-42.
Garcia, A., da Silva, T. S., & Selbach Silveira, M. (2017, January). Artifacts for agile user-centered design: a systematic mapping. In Proceedings of the 50th Hawaii International Conference on System Sciences. DOI=http://doi.org/10.24251/HICSS.2017.706
Kieffer, S., Ghouti, A., & Macq, B. (2017). The Agile UX Development Lifecycle: Combining Formative Usability and Agile Methods. In Proceedings of the 50th Hawaii International Conference on System Sciences (HICSS-50). IEEE, HI, 2017, 10 pages. DOI=http://doi.org/10.24251/HICSS.2017.070
Maguire, M. C. (2001). Methods to support human-centred design. International Journal of Human-Computer Studies, 55(4), 587-634. DOI=http://doi.org/10.1006/ijhc.2001.0503
Shneiderman, B., & Leavitt, M. (2006). Research-based web design & usability guidelines. U.S. Department of Health and Human Services, Washington, D.C.
Faculty or entity
