· 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
At the end of this learning unit, the student is able to :
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
Methodologies: user-centered design and agile method
Prototyping and testing
Creativity methods: design thinking, creative problem solving
Due to the COVID-19 crisis, the information in this section is particularly likely to change.The instructional approach is blended teaching, which alternates remote online teaching via Microsoft Teams and face-to-face classroom teaching. The distribution between distance and face-to-face is adapted according to the evolution of the health situation. For example, it is possible to switch from one in two face-to-face sessions (“yellow scenario”) to one in three face-to-face sessions (“orange scenario”), and vice versa. In addition, some sessions are replaced by independent work activities, carried out individually (e.g. writing a summary or encoding a term in a glossary) or in groups (e.g. producing a commented PowerPoint or prototyping an interactive system).
The teaching methods are flipped classroom and project-based teaching:
- Flipped classroom: students study the material at home and then meet their teacher and peers in a classroom to ask questions and get additional help or to work with their peers;
- Project-based teaching: students develop a project by combining online learning and face-to-face meetings.
Due to the COVID-19 crisis, the information in this section is particularly likely to change.Formative assessment (there is therefore no certification exam at the end of the term) according to three modes: individual assignments, group assignments and knowledge tests. Each mode accounts for 33.33% of the final grade. The validation of credits associated with this course requires the successful completion in each mode.
Second session: personalized individual assignment to be delivered on the first day of the session.
Some resources (e.g. bibliographic resources, slides, explanatory videos) are in English.
Microsoft Teams (live): calendar, meetings, documents, discussion, lecture notes
Web links: how-to videos, websites, online software
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.