NUS SoC, 2012/2013, Semester I HCI Design Studio (COM1 2-02) / Tuesdays 10:00-12:00
The peer presentation milestone is an integral part of this course's continual assessment. This milestone assesses the team's capability to present a chosen phenomenon or theory in HCI to their peers in a solid pedagogical manner.
Students will need to form mini-teams of 1-2 students each (these teams can be different or identical to those for the project) in Week 1. Min will then further group presentation teams with different background into presentation teams of 3-5 students in Week 2 for this assessment milestone. This is done to ensure that students have a chance to work with different students and with at least some new students that they do not know. N.B.: unlike the project milestone, mini-teams will not be able to state their preferences about whom to join for this assignment.
Once the final presentation teams are formed in Week 2, each team needs to ballot for a topic to present. Each team needs to choose three (3) topics to present, in order of preference. Each team also needs to rank the weeks (Weeks 6, 7 and 9) in terms of preference for their presentation. Min will do the allocation of a single topic to each team using the preferences as input.
The topics are:
|Human Information Processing (Week 6)||Levels of Processing / Norman's Seven Stages of Action||ACT-R and revisions (Anderson)||Hick-Hyman Law, Fitts' Law and Guiard's Bimanual Skill||Goals, Operators, Methods and Selection (GOMS) and Keystroke Level Model (KLM)||Selective Attention Theory (Spotlight, Zoom Lens Models)|
|Cognition and Context (Week 7)||Cognitive Dimensions of Notations (CD)||Ecological Interface Design (EID) / Skills Knowledge and Rules (SRK) Framework / Cognitive Work Analysis||Situated Action (Suchman) / Plans and Scripts (Abelson and Schank)||Distributed and External Cognition||Experience Framework (McCarthy and Wright)||Activity Theory (Vygotsky, Engelström, Leontiev, Rasmussen)|
|Social and Emotional (Week 9)||Social Loafing / Collective Effort Model||Conversation Analysis and Theory (Sacks)||Emotional Design Model (Ortony)||Pleasure Models (Jordan, Tiger)|
|Search (Week 9)||Berrypicking, Information Scent and Information Foraging (Pirolli)||Anomalous State of Knowledge (ASK; Belkin) / Principle of Uncertainty (Kuhlthau)|
...or you can propose your own theory or phenomena to study (with approval from Min).
You may find the following resources helpful:
Each team will make a 20-minute presentation describing the theory or phenomenon. You should make sure to clearly define the terms used, the references consulted, and use 1-2 examples to illustrate the concept. You should have read a minimum of 5 primary sources (e.g., research papers) that discuss the phenomena. The identity of these papers will need to be given to Min during the rehearsal.
Make sure you credit all your sources in your slides and presentation materials. This goes for scenarios or illustrations which you import from original sources. You are also welcomed and encouraged to present your own examples of the theories in action using you own interpretation (for example using recent technology or scenarios to motivate them, as some of the theories while relevant may use dated examples).
A distinguishing characteristic of a great presentation is that the excellent ones clearly define how the theory or phenomenon is different than other competing models or explanations, and how the team itself criticises this method and/or its suitability in certain situations.
The week before your group's actual presentation in class, your team will have to make an appointment with Min to go over the presentation. This meeting is not for grading, but to do quality assurance of each team's materials to be presented in the lecture. Min may optionally give some presentation feedback to you about what to correct. At the rehearsal, you'll need to have at least the presentation ready, but not necessarily (although encouraged) the peer quiz nor its grading rubrics (see below for more details on that part).
You may find some specific points about presentation preparation useful. Here is one guide compiled by Min's Ph.D. student and SoC TA. There are certainly numerous others that you can use (that may be more relevant; the one provided is for research paper presentations).
The presentation itself must be presented live by at least two different people in the group. Grades for the entire team presentation will be uniform (unless otherwise indicated by the group during rehearsal) so choose your best speakers. Note: the presentations don't necessarily need to be using presentation slides; use your imagination or creativity to enhance your presentations! They will be video recorded by Min and unless the team opts out by email, will be assumed to be openly republishable (via YouTube, Slideshare, etc.) for future classes' reference.
If the presentation is accompanied by slides, the final version of the slides of the presentation (in .pdf or .html 5) need to be handed into Min by 23:59 the day of the presentation in IVLE. Otherwise you will be judged only by the recorded video. Presentation materials (including the video) will be made available to all students in preparation for the final exam, which will contain some aspects of materials from the team presentations. No written report is needed (or allowed). Note: only the .pdf or .html 5 version of the slides will serve as the archived materials in the class web site, so make sure that the .pdf version has the same information as in the actual class presentation. As such, teams need to make sure that copyrighted information is not contained in the submitted presentation deck and that sources are duly attributed (plagiarism is not condoned).
Presentations will follow this rough order:
Total: 30 minutes.
Each team will be graded by the audience on their presentation. The audience will be given this paper form to assess their marks for the presentations in the individual weeks (for a total of 5% of your total class grade), which will be done after the The class will also be able to recalibrate their peer grades at the end of all team presentations in Week 9. Min will assign his own marks independently of the peer review. Note: due to learning effects, Min will likely grade more leniently for teams presenting at the beginning presentation weeks.
Your team will also need to create a quiz (and model answers for it) for your peers to take at the end of your lecture. It should take about 5-10 minutes for members of the student audience to take, and should have at least 3 questions (you'll need to pilot the quiz internally in your group). At least one of your questions need to be an essay or short answer. The questions should be structured in a way that most students who are paying attention to your lecture can get a passing (60%+) mark on your quiz, but also that few students can get an excellent mark (90+%). To be uniform, all quizzes need to be out of 20 marks.
Your team will need to grade the quizzes and give them to Min to verify and enter marks. Be sure to allocate some of your team's manpower to grade effectively. You'll need to grade all of the quizzes within a week of your presentation. The graded quizzes (with the original answer sheets) will need to be returned to Min for his verification, to provide back to the class within an additional week. To do the verification, Min will need the team to prepare a grading metric, outlining how marks were summed or deducted. Students will be assigned a random PIN to identify them instead of using their name or matric number (for anonymization).
Here's the checklist of what you'll need to turn in:
A week before your presentation, you'll need to:
In IVLE by 23:59 on the day of the presentation, you need to turn in:
One week after your presentation, turn into Min:
(*The grading metric describes how your team graded these non-MCQ questions. You should state how partially valid answers should be graded.)