Note from June 29, 2020
Although we do not yet know how long the social distancing related to the Covid-19 pandemic will last, and regardless of the changes that had to be made in the evaluation of the June 2020 session in relation to what is provided for in this learning unit description, new learnig unit evaluation methods may still be adopted by the teachers; details of these methods have been - or will be - communicated to the students by the teachers, as soon as possible.
Although we do not yet know how long the social distancing related to the Covid-19 pandemic will last, and regardless of the changes that had to be made in the evaluation of the June 2020 session in relation to what is provided for in this learning unit description, new learnig unit evaluation methods may still be adopted by the teachers; details of these methods have been - or will be - communicated to the students by the teachers, as soon as possible.
4 credits
30.0 h
Q1
Teacher(s)
Kieffer Suzanne; Tylski Rémi;
Language
French
Main themes
· Project lifecycle
· Methodologies: SCRUM (méthode agile); UCD (User-Centered Design); AUCDI (Agile User-Centered Design Integration)
· Design: UCD; design thinking; creative problem solving
· Evaluation: analysis of user attitude and user behavior
· Planning, development and evaluation of digital strategies
· Methodologies: SCRUM (méthode agile); UCD (User-Centered Design); AUCDI (Agile User-Centered Design Integration)
· Design: UCD; design thinking; creative problem solving
· Evaluation: analysis of user attitude and user behavior
· Planning, development and evaluation of digital strategies
Aims
At the end of this learning unit, the student is able to : | |
| 1 |
Upon completion of this course, the student will be able to : · AA1: Describe the SCRUM and UCD methods · AA2: Explain the integration of SCRUM and UCD by illustrating different situations throughout the lifecycle of a project (phase, level of effort, deliverables, etc.) · AA3: Apply UCD methods and techniques that support the design and evaluation of interactive systems within project development · AA4: Analyze and compare several deliverables (e.g. two prototypes), and choose the most efficient by justifying their choice · AA5: Plan and evaluate development activities, and propose solutions that iteratively improve the digital strategy |
The contribution of this Teaching Unit to the development and command of the skills and learning outcomes of the programme(s) can be accessed at the end of this sheet, in the section entitled “Programmes/courses offering this Teaching Unit”.
Content
Project Management Processes: Initiate, Plan, Execute, Control, Close
Methodologies: user-centered design and agile method
Development lifecycle
Prototyping and testing
Creativity methods: design thinking, creative problem solving
Methodologies: user-centered design and agile method
Development lifecycle
Prototyping and testing
Creativity methods: design thinking, creative problem solving
Teaching methods
Hybrid teaching combining lectures, flipped classroom and teaching by project
Evaluation methods
Formative assessment including individual assignments, group assignments and knowledge tests. The validation of the credits associated with this course requires the success of each of these activities. All relevant information related to these terms and conditions is available on the Student-Corner.
Other information
Some teaching resources are in English
Online resources
Student-Corner: slides, bibliography, workshops, assignments, models and criteria grids for evaluation
Web: videos, blogs, websites, online software
Web: videos, blogs, websites, online software
Bibliography
Beck, K., et al. (2001). Manifesto for Agile Software Development. Web: www.agilemanifesto.org, last accessed 27-juin-18.
Beyer, H., & Holtzblatt, K. (1999). Contextual design. interactions, 6(1), 32-42.
Garcia, A., da Silva, T. S., & Selbach Silveira, M. (2017, January). Artifacts for agile user-centered design: a systematic mapping. In Proceedings of the 50th Hawaii International Conference on System Sciences. DOI=http://doi.org/10.24251/HICSS.2017.706
Kieffer, S., Ghouti, A., & Macq, B. (2017). The Agile UX Development Lifecycle: Combining Formative Usability and Agile Methods. In Proceedings of the 50th Hawaii International Conference on System Sciences (HICSS-50). IEEE, HI, 2017, 10 pages. DOI=http://doi.org/10.24251/HICSS.2017.070
Maguire, M. C. (2001). Methods to support human-centred design. International Journal of Human-Computer Studies, 55(4), 587-634. DOI=http://doi.org/10.1006/ijhc.2001.0503
Shneiderman, B., & Leavitt, M. (2006). Research-based web design & usability guidelines. U.S. Department of Health and Human Services, Washington, D.C.
Beyer, H., & Holtzblatt, K. (1999). Contextual design. interactions, 6(1), 32-42.
Garcia, A., da Silva, T. S., & Selbach Silveira, M. (2017, January). Artifacts for agile user-centered design: a systematic mapping. In Proceedings of the 50th Hawaii International Conference on System Sciences. DOI=http://doi.org/10.24251/HICSS.2017.706
Kieffer, S., Ghouti, A., & Macq, B. (2017). The Agile UX Development Lifecycle: Combining Formative Usability and Agile Methods. In Proceedings of the 50th Hawaii International Conference on System Sciences (HICSS-50). IEEE, HI, 2017, 10 pages. DOI=http://doi.org/10.24251/HICSS.2017.070
Maguire, M. C. (2001). Methods to support human-centred design. International Journal of Human-Computer Studies, 55(4), 587-634. DOI=http://doi.org/10.1006/ijhc.2001.0503
Shneiderman, B., & Leavitt, M. (2006). Research-based web design & usability guidelines. U.S. Department of Health and Human Services, Washington, D.C.
Faculty or entity
COMU
