The Design Enterprise: Rethinking the HCI Education Paradigm
The Design Enterprise: Rethinking the HCI Education Paradigm
复制标题
设计企业：重新思考人机交互教育范式
作者：
A. Faiola
每个学科都有自己的发展道路，其从业者应该反思，以更好地评估未来。人机交互（HCI）领域也不例外。因此，有必要就HCI教育的发展及其对设计和部署技术的影响提出一些基本问题，这些技术正在日益改变我们在家庭和工作中的生活。在他们的论文“分布式认知：走向人机交互研究的新基础”的结论中，Hollan，Hutchins和Kirsh 1指出，对于HCI在新千年的发展，“我们需要更好地理解交互的新兴动态，其中重点任务不再局限于桌面，而是进入一个复杂的，网络化的信息和计算机介导的交互世界。他们认为，为了让人们在社会和物质世界中合作追求自己的目标，他们需要一个“新的理论基础和一个综合的研究框架”。[2] Hollan、Hutchins和Kirsh 3提出的主张质疑教育工作者是否关注课程开发，这种课程开发将允许新一代交互设计师4的出现，他们理解社会行为环境的动态，在这种环境中，交互系统可能是最好的构建方式。响应这一呼吁，Carroll 5表达了他对下一代HCI专业人员的担忧，他认为，他们可能很少或根本不了解HCI理论作为一门多学科科学。在过去的二十年里，人机交互的多学科发展表明，对于愿意解决当前传统课程内容与设计在战略规划和产品创作综合中的作用之间的紧张关系的学者来说，进一步需要先进的学习模型。如果他们不为学生提供知识领域，可以解释理解设计，社会背景和商业战略，除了计算。提供所有这些的课程只能通过重新思考人机交互教学法来实现，通过这种教学法，学生学习设计的理论和最佳实践，作为一种统一的方法。Hutchins和D. Kirsh，“分布式认知：Toward a New Foundation for Human-Computer Interaction Research，”ACM Transactions on Computer-Human Interaction 7：2（2000）：174-196. 2同上3同上4交互设计（ID）：“交互设计”一词的演变是因为人们越来越需要认识到“设计”在新兴技术发展中所起的作用。ID包括对新技术带给用户的特性、功能和能力的复杂性的特殊考虑。虽然交互设计借鉴了人机交互和界面设计的传统理论和实践，但它明确强调以人为本的设计是确保用户最期望的目标和偏好的主要模型。因此，设计师通常认为交互设计是一门更加强调用户体验（称为“用户体验设计”）以及针对人类和系统行为的设计过程的学科，以更好地解决用户日常面临的交互问题。与拥有计算机科学和认知心理学学位的传统人机交互专业人员相反，交互设计师通常来自视觉传达和工业设计的传统背景。在本文中，作者使用最广泛意义上的术语HCI来与HCI和交互设计教育工作者和专业人士交谈。5人机交互模型、理论和框架：走向新的多学科科学，J.M.卡罗尔编（San弗朗西斯科：Morgan Kaufmann，2003）。
Introduction Every discipline has its own evolutionary path upon which its practitioners should reflect to better assess the future. Having come of age, the field of human-computer interaction (HCI) is no exception. As such, it is appropriate to ask some fundamental questions regarding the development of HCI education and its impact on design and deployment of technologies that increasingly transform our lives at home and at work. In the conclusion of their paper, “Distributed Cognition: Toward a New Foundation for Human-Computer Interaction Research,” Hollan, Hutchins, and Kirsh1 state that for HCI to advance in the new millennium, “We need to better understand the emerging dynamic of interaction in which the focus task is no longer confined to the desktop, but reaches into a complex, networked world of information and computer-mediated interactions.” They argue that, for people to pursue their goals in collaboration in a social and material world, they will require a “new theoretical basis and an integrated framework for research.” 2 The claim made by Hollan, Hutchins, and Kirsh3 questions whether or not educators are attending to the kind of curriculum development that will allow for the emergence of a new generation of interaction designers4 who understand the dynamics of sociobehavioral contexts in which interactive systems might best be built. Echoing this call, Carroll5 expressed his concern about the next generation of HCI professionals who, he suggested, may have little or no understanding of HCI theory as a multidisciplinary science. The multidisciplinary development of HCI over the last twenty years suggests a further need for advanced learning models from scholars who are willing to resolve the current tension between traditional course content and the role of design in the strategic planning and synthesis of product creation.6 Pedagogical models employed by many HCI and design programs will risk becoming increasingly short-sighted if they do not provide students with knowledge domains that can account for understanding design, social context, and business strategies in addition to computing. A curriculum that delivers all these can only be achieved through a rethinking of HCI pedagogy by which students learn the theory and best practice of design as a unified approach to 1 J. Hollan, E. Hutchins, and D. Kirsh, “Distributed Cognition: Toward a New Foundation for Human-Computer Interaction Research,” ACM Transactions on Computer-Human Interaction 7:2 (2000): 174–196. 2 Ibid. 3 Ibid. 4 Interaction design (ID): The phrase “interaction design” has evolved out of a growing need to recognize the role that “design” plays in the development of emerging technologies. ID includes a special consideration for the complexity of the features, functions, and capabilities that newer technologies bring to the user. Although interaction design draws upon the traditional theories and practices of HCI and interface design, it clearly emphasizes human-centered design as the primary model upon which to secure the goals and preferences most desired by users. Hence, designers often consider interaction design as a discipline that places more emphasis on user experience (referred to as “user experience design”) and the processes of designing for both human and system behavior to better solve interaction problems that users confront on a daily basis. As opposed to traditional HCI professionals, who hold degrees in computer science and cognitive psychology, interaction designers are often from traditional backgrounds in visual communication and industrial design. In this paper, the author is using the term HCI in the broadest sense to speak to both HCI and interaction design educators and professionals. 5 HCI Models, Theories, and Frameworks: Toward a New Multidisciplinary Science, J. M. Carroll, ed. (San Francisco: Morgan Kaufmann, 2003).