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ID Artifact - HCC Microteaching Lesson

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HCI Course Design - Instructional and Curriculum Design Artifact

Document Summary

This artifact is a microteaching lesson design for a course titled “Introduction to Human Computer Interaction”. This is an upper-level undergraduate computer sciece, information technology, or human centered computing course. It includes course information, detailed lesson planning, learning objectives, assessments, and grading rubrics for a lesson on “Design and Interaction Principles.”

Original Course Design Document

📄 View Full HCI Course Design (PDF)

Preview Lesson Slides

Instructional Design Skills Demonstrated

  • Bloom’s Taxonomy Application: Scaffolds from Remembering → Applying → Evaluating → Creating
  • Measurable Outcomes: Each objective uses specific, observable verbs (state, label, critique, conceptualize)
  • Progressive Complexity: Builds from basic recall to complex prototype creation
Assessment Design
  • Constructive Alignment: Assessment maps to specific learning objectives
  • Formative Assessment Strategy: Multiple low-stakes quizzes provide feedback before summative assessment
  • Authentic Assessment: Real-world scenario (designing for client “Sarah”) with practical constraints
  • Clear Rubrics: Detailed grading criteria with point allocations and performance levels
Active Learning Integration
  • Experiential Learning: Students experience poor design firsthand through userinyerface.com
  • Problem-Based Learning: Summative assessment uses realistic client scenario
  • Collaborative Learning: Group project requiring teamwork and shared responsibility
  • Reflective Practice: Students analyze their own frustrating user experience
Universal Design for Learning (UDL)
  • Multiple Means of Representation: Visual aids, hands-on activities, digital tools
  • Multiple Means of Engagement: Variety of activities from individual reflection to group work
  • Accessibility Focus: Course content explicitly addresses designing for all abilities
  • Tool Flexibility: Offers both analog (pen/paper) and digital prototyping options
Practical Implementation Planning
  • Detailed Timing: Time allocations for each activity (15-20 min, 10-15 min, etc.)
  • Resource Management: Clear supply lists and technology requirements
  • Risk Mitigation: Contingency plan for technology failures with alternative approaches
  • Scaffolded Activities: Logical flow from introduction → practice → application → reflection
Standards Alignment
  • ABET Criteria Integration: Maps course objectives to accreditation standards
  • General Education Alignment: Connects to broader institutional learning goals
  • Professional Relevance: Ties learning to real-world software development practices
Multimodal Learning Design
  • Visual Learning: Interface examples and design critiques
  • Kinesthetic Learning: Hands-on prototyping and manipulation activities
  • Collaborative Learning: Group discussions and team projects
  • Individual Reflection: Personal analysis of design experiences