Wisdom is not the product of schooling but the lifelong attempt to acquire it. - Albert Einstein

1. Don Norman - Things that Make Us Smart
2. From Computer-Centered Design to Human-Centered Design
3. From Computer-Centered Humans to Human-Centered Computational Systems
4. Human-Centered: More Than User Interfaces
5. The Human Mind is Limited
6. From Paper-Based Media to Computer-Based Media
7. Information Explosion
8. Experiental and Reflective Cognition
9. Tools must Disappear in the Background
10. Motivation
11. Terry Winograd: "Bringing Design to Software"
12. Software and Design - Some Claims from Winograd's Book

1. A Human-Centered Technology

2. Experiencing the World

3. The Power of Representations

4. Fitting the Artifact to the Person

5. The Human Mind

6. Distributed Cognition

7. A Place for Everything, and Everything in Its Place

8. Predicting the Future

9. Soft and Hard Technologies

10. Technology is Not Neutral

From "Computer-Centered" Design to "Human-Centered" Design"

• do not postulate a new human

• beyond the primacy of technology

• augment/empower humans, do not replace them
  • - AI (Artificial Intelligence) --> IA (Intelligence Augmentation)
  • automate --> informate, collaborate, distribute

• beyond mimicking (exploit unique properties of computational media)

• beyond user interfaces

• distributed cognition

Motto of the 1933 Chicago World's Fair:

• Science finds

• Industry applies

• Man conforms

A human-centered motto for the 21st century:

• People propose

• Science studies

• Technology conforms

• human-computer interaction is more than user interfaces
  
  • Applying the Macintosh style to poorly designed applications and machines is like trying to put Béarnaise sauce on a hot-dog! (A. Kay)

• make systems useful and usable
  
  • If ease of use was the only valid criterion, people would stick to tricycles and never try bicycles.(D. Engelbart)

• support human problem-domain interaction
  
  • Interfaces get into the way. I don't want to focus my energies on an interface. I want to focus on the job.(D. Norman)

• a broader view of communication and collaboration processes
  
  • Humans have a bounded rationality.(H. Simon)
  • the human mind is limited
    
    
    
    

The Human Mind is Limited

• there is only so much we can remember

• there is only so much we can learn

• human beings have a bounded rationality

• talented people require approximately a decade to reach top professional proficiency

• when a domain reaches a point where the knowledge for skillful professional practice cannot be acquired in a decade:
  
  • specialization will increase
  • practitioners will make increasing use of books and other external reference aids
    
    

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From Paper-Based Media
to Computer-Based Media

• examples:
  • spelling corrector
  • critiquing ---> embedded critiquing
  • OAG --> different views computed dynamically
  
  
• general dimensions:
  • mimicking, emulating versus complementing
  • "gift-wrapping" and "rear view mirror"
  
  
  
  

  --------X----------------------------------------X----------------------------> time 
          design time                                     use time
  
                                                  exploit the context which is only 
                                                          available at use time
  

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Information Explosion

• there is too much information for anyone to assimilate

• the information is of doubtful quality

• the things we collect statistics about are primarily those things that are easiest to identify and count to measure - which may have little or no connection with those factors of greatest importance

• technologies have primarily focused on the information producer - not on the information consumer

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Experiental and Reflective Cognition

aid of external support: writing, books, computational tools, design rationale

aid of other people

external aids facilitate the reflective process (external memory storage, deeper chains of reasoning over longer periods of time

the external representation have to be tuned to the task at hand if they are to be maximally supportive of cognition, e.g., reflection-in-action and critiquing ---> embedded critiquing

discussed in the course to externalize and communicate our "tasks at hand"

• to other people (Ernie's simulation games)
• computers (specification, construction, domain-orientation; the Turtle triangle example)
  

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Tools must Disappear in the Background

• they must get out of the way

• "ready to use" <--->"present to use" (Heidegger's hammer example)

• direct engagement

• our objective to achieve this: domain-oriented design environments

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Motivation

• what will make workers want to share? ----> community knowledge bases, distributed memories

• who is the beneficiary and who has to do the work? ----> organizational rewards

• what will make learners want to learn? ----> making information relevant to the task at hand

• what are interesting and enjoyable experiences ----> achieving goals, self-directed work, feedback, rules, challenges

• utility = value / effort

• normal learning experience: learners work hard because they have to ---> our goal: learners work hard because they want to
  
  
  

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Terry Winograd: "Bringing Design to Software"

1. Kapor: "A Software Design Manifesto"
   • Profile: "Software Design and Architecture"

2. Liddle: "Design of the Conceptual Model"
   • Profile: "The Alto and the Star"

3. Smith/Tabor" "The Role of the Artist-Designer"
   • Profile: "Kid Pix"

4. Rheinfrank/Evenson: "Design Languages"
   • Profile: "Macintosh Human Interface Guidelines"

5. Saffo: "The Consumer Spektrum"
   • Profile: "Mosaic and the World Wide Web"

6. Denning/Dargan: "Action-Centered Design"
   • Profile: "Business Process Mapping"

7. Brown/Duguid: "Keeping it Simple
   • Profile: "Microsoft Bob"

8. Kelley and Hartfield: "The Designer's Stance"
   • Profile: "IDEO"

9. Schoen and Bennett: "Reflective Conversation with Materials"
   • Profile: "The Apple Computer Interface Design Project"

10. Schrage: "Cultures of Prototyping"
    • Profile: "Hypercard, Director and Visual Basic"

11. Gal: "Footholds for Design"
    • Profile: "The Spreadsheet"

12. Norman: "Design as Practiced"
    • Profile: "The Design of Everyday Things"

13. De Young: "Organizational Support for Software Design"
    • Profile: "Quicken"

14. Kuhn: "Design for People at Work"
    • Profile: "Participatory Design"

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Software and Design - Some Claims from Winograd's Book

• although there is a huge diversity among design disciplines, we can find common concerns and principles that are applicable to the design of any object, whether it is a poster, a household appliance, or a housing development
  
  
• software design is a user-oriented field, and as such will always have the human openness of disciplines such as architecture and graphic design, rather than the hard-edged formulaic certainty of engineering design
  
  
• what is software design?
  
  1. how does it differ from programming, software engineering, software architecture, human factors and interface design?
     
  2. how is it related to other fields that call themselves design, such as industrial design, graphic design, information design, urban design, and even fashion design?
     
     
     
     

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