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Vol.28 No.1, January 1996
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Vol.28 No.1, January 1996 |
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Golden anniversaries are always special. Whether celebrating the birth of an organization, such as ACM, or the lasting bond of commitment between couples, such events invite reflective thought. As the field of HCI continues to grow and increase its importance within ACM, it is interesting to reflect on both the growth of the field, and its relationship to HCI in higher education. Table 1 represents a summary of major developments, perspectives and events within HCI in general, and HCI education in particular.
The rows represent different ways of viewing HCI -- the body of knowledge itself, how the knowledge is organized administratively within higher education, how the learning is structured for students, and what students learn. The columns of the table represent four eras -- beginning with the 1960's and ending with the future, 1996 and beyond. Although the choice of eras is really somewhat arbitrary, the decreasing number of years within each era are meant to be indicative of the increasing rapidity of change within the field.
From a overview of Table 1, direct relationships between the growth of the field and its representation in higher education are evident. For example, the roots of HCI came from a number of separate disciplines, including computer graphics, human factors, ergonomics etc. (Hewett et al., 1992). In higher education, HCI was also represented as separate disciplines and sub-disciplines with separate courses or modules within the various disciplines.
In contrast, the 1980's began to recognize the multi-disciplinary nature of the field. Conferences such as SIGCHI and books on HCI (e.g. Baecker & Buxton, 1987; Card, Moran & Newell, 1983; Norman, 1988; Shneiderman, 1987) appeared that brought the various disciplines together in new ways. The development of individual courses centered on HCI also reflected this multidisciplinary recognition (Gasen, Perlman & Attaya-Kelo, 1994).
During the 1980's, the PC explosion helped stimulate the growth of the field, with increasing numbers of users from a variety of backgrounds. Designing interfaces for users of all types became both an intellectual and commercial challenge for the HCI community. The use of PC's for software development and testing brought these tools into the classroom as well. Rapid prototyping tools, such as Hypercard for the Apple, opened up new possibilities for teaching the design process to students in an active, hands-on learning environment (Gasen et al., 1994).
The 1990's witnessed the explosion of telecommunications linking PC's with LAN's in client-server environments. HCI interests moved from multidisciplinary to interdisciplinary. That is, the integration of multiple perspectives took on new importance. The possibility of both asynchronous and synchronous electronic communication with others spurned an increasing interest in Computer Supported Cooperative and Collaborative Work (CSCW) issues. The development of small, portable computers also brought about interest in anytime/anyplace collaboration and telecommuting. Finally, the growth of the World Wide Web is radically increasing user access to electronic information on a global level. User interface issues centering on information filtering and navigation in large information spaces are a direct result of the opportunities provided by these incredible developments.
HCI education also has grown rapidly during the 1990's. Surveys of educators (Mantei & Smelcer, 1984; Gasen, Perlman & Attaya-Kelo, 1994) indicate that an increasing number of courses are being offered in the field of HCI. In addition, greater emphasis is being placed on teamwork and inter-disciplinary collaboration (Gasen, 1995c). An increasing number of books on HCI (e.g. Preece et. al., 1994, Dix et al., 1993;) and updated additions of books originally published in the 1980's (e.g. Baecker, Grudin, Buxton & Greenberg, 1995; Shneiderman, 1992) geared for higher education are another indication of this growth. For some of the leading computer science institutions, such as Carnegie-Mellon, U. of Toronto, Virginia Tech. and others, individual courses have grown into multiple courses and specializations at the graduate level.
The last column of the table hints at some possibilities. The field of HCI may be reaching a critical juncture. The increasing specialization within the field, evident in more narrowly defined conferences and journals, is a double-edged sword. Such developments reflect the maturing and deepening of our body of knowledge, a healthy indication to be sure. On the other hand, HCI runs the risk of fractionalizing both the body of knowledge and the HCI community as a whole by such specialized focus. Maintaining a broad, interdisciplinary view may become more difficult as the field advances.
The future of HCI education is very difficult to predict. However, the hope that HCI will grow and influence the computer science curriculum is one definite possibility. Leading academic institutions may set the model for change in other institutions. The demands from industry also may provide the catalyst for change in institutions where such forces play a role in influencing curriculum development.
The pervasive availability of electronic access to information will continue to influence HCI education in a myriad of ways. Access to electronic teaching materials, increased use of hypermedia across networks for individualized distance learning, libraries of reusable interface components etc. all may become commonplace in the years ahead. Increased collaboration with industry via faculty and student internships will increase as companies recognize and support efforts to give learning real-world contexts.
The emphasis on the social contexts of computing will become more important as everyone considers ways in which technology is metamorphosing communication on a global level. Courses and projects that bring faculty and students together to address significant global social issues may become possibilities for the future.
Finally, an increased focus on educational processes and outcomes will be inevitable as we look for ways to be most effective in providing the best quality educational experience for students. Both short term and long term evaluation research studies, looking at how HCI education is influencing the careers and practices of our graduates should follow (Gasen, 1995b). An expanded definition of HCI research that includes research on knowledge acquisition, synthesis and dissemination along with research on educational impact will increase our understanding of the links between HCI research, education and practice (Gasen, 1995a).
Both options are possible. While technological advancements will continue at a feverish pace, it will be up to the HCI community to play a proactive role in the design and utilization of such developments to meet real human needs. The entire HCI community, represented by researchers, educators and practitioners, will be needed. Working together to ensure a continued priority on the human side of technology may become the single, most important influence as future generations reflect back on the impact of the next 50 years.
This paper is based upon a presentation given by Jenny Preece and me at the Virginia Polytechnic Institute and State University's HCI Research Symposium, in October, 1993. My thanks to Jenny for allowing me to present a revised version here.
HCI In Higher 1960's-1970's 1980's 1990-1995 1996 +
Education
Body of Knowledge Separate disciplines & Multi-disciplinary Interdisciplinary integra- Further integration and
What is HCI? sub-disciplines recognition tion possible disintegration
Computer graphics, Expanded user base, CSCW, teleconferencing, into specialist areas
Disciplines, sub-disci- human factors, ergo- PC revolution, social communications, HCI WWW information explo-
plines, Issues within nomics, design, indus- sciences, anthropol- design for everyone, sion offers both opportuni-
knowledge domain of trial engineering, ogy, linguistics increased focus on graphic ties, large and small
HCI cognitive psychology, design conferences, specialty jour-
cognitive science nals
Key developments Sketch pad, CAD/CAM, Screen design, WYSI- Embedded computation, New modalities, very tiny
flight displays, mouse, WYG, direct manipu- portability, wider social and embedded interfaces,
hypertext, time sharing, lation, VLSI, usability, concern, innovation in virtual worlds and very
beginning principles of birth of SIGCHI input large bodies of information
interactive design, dyna-
book
Knowledge Organi- Topics within course / Individual classes Specialization -- fragmenta- Permeating computer sci-
zation class Some specialization tion due to breadth, and ence and psychology curric-
How is knowledge Occasional class modules depth ulum at undergraduate
organized in higher Specialization particularly level, further specialization
education? at graduate level at graduate level
e.g. classes, courses, Increased presence of
modules, specializa- graphic and industrial
tions, undergraduate, design in curriculum
graduate
Learning Frame- Traditional formats, Increasing numbers of HCI bibliography/ educa- Library of reusable inter-
works mostly teacher driven books emerging on tion survey on line faces, design components
How do students get Some use of Computer sub-topics & a few More books and modules Increased use of hyperme-
knowledge? Assisted Instruction/ general books on HCI dia & individual learning
What are the learning Computer Assisted Use of prototyping Continuing education Increased collaboration
frameworks (e.g. Learning, tools in teaching demand with industry
teacher, student, text, Little overlap/communi- Distance learning Increased networking Increased funding for
technology-centered) cation among disciplines among HCI educators applied research in HCI --
Teleconferenced courses by government and indus-
and modules try -- with student intern-
Increased focus on design ships & projects
process for multi-user sys-
tems
Educational Out- Mastery of subdisci- Increased focus on Emphasis on team skills and Increased understanding of
comes plinary topics end-users reflective practice social needs
What do students Little integration, fitted Iterative design Greater knowledge of social Communication and infor-
learn? within systems develop- Participatory design contexts of computing and mation
Concepts: knowledge ment life cycle and Consideration of CSCW visualization very impor-
of parts project management whole and not just Prime focus: concepts, skills tant
Skills: techniques for Little focus on end-user parts and processes Further emphasis on pro-
using concepts learned Primary focus: concepts Tensions between gen- cess
Processes: Ways of eralists and specialists Greater focus on iterative
linking techniques, i.e. Primary focus: con- educational design, evalua-
methods cepts and skills tion and accountability
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Vol.28 No.1, January 1996 |
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