Last changed
16 Feb 2005 ............... Length about 800 words (9,000 bytes).
This is a WWW document maintained by
Steve Draper, installed at http://www.psy.gla.ac.uk/~steve/courses/apec.html.
Web site logical path:
[www.psy.gla.ac.uk]
[~steve]
[courses]
[this page]
This is the entry page for web pages related to my level 4 course "APEC" or
"Applying psychology to education and computers".
These pages are in the process of being updated; I will email the class when
finished.
Contents (click to jump to a section)
I'd be grateful if you filled in the online course evaluation form for the
APEC level 4 module, just finished. It hardly takes you a moment, it will
be fresh in your mind now, and it will satisfy the department's need to go
through the motions, which it would be particularly bad if I, lecturing on
education, failed to support!
Or you can get at it by going to the dept. website,
and the teaching page for level 4:
http://www.psy.gla.ac.uk/teaching/index.asp?level=4
and clicking on the link fairly near the top labelled
"Click here to fill in the course evaluation"
You will then find a particular (level 4) lecturer pictured.
Just flip through until you find me and my module (!) by using:
"If you already gave us your evaluation on this lecture, you can skip this page
by clicking here. "
However for really influencing what I do, some of you have already done much
more towards giving me feedback that can have an effect, and do so quickly.
Firstly, when I asked for it face to face I was surprised but pleased that
some of you gave it. Secondly Hamera and Craig separately have taken the
trouble to email me as I asked, which is useful. Thirdly I had a long chat
with Samera, part of which turned out to be course feedback for me, and
included the point that you don't see much point in filling in the standard
feedback since you don't see any improvements because of it -- hence this
special plea! Well: below I have provided a list of lectures and cross
references to the handbook in response to Hamera's feedback (quick response,
but really of course I should have done this at the start not the end of the
lecture series!). I'll be thinking of how to provide for next year the
request by Craig and others for more by way of introduction, orientation, and
a statement of how this course differs from others. I've added bits to the
page on exam questions partly in the light of the issue of how this course
relates to others in the remaining important aspect of doing the exam.
Meanwhile, if any of you feel like giving me more direct feedback by email, I
would certainly welcome that if you don't mind not being anonymous. Don't
forget (as Craig did not) that for several reasons, not least keeping my
spirits up, it is helpful to give positive as well as negative feedback (say
what was best and worst about the course); and that specific suggestions about
what to do to fix problems, while not always possible, are the most helpful.
The lectures given followed the handbook pretty closely in content, but
in a different order. Here is the number of that lecture specification in the
handbook, followed by the order they were given in (in 2002-3). The lectures
were all double lectures (2 hours together, once a week). The first week's
session was missed; and replaced by an extra 2-hour session in week 1 of term
2.
|
|---|
| Handbook |
Actual sequence |
|---|
|
|---|
|
|---|
| 7-8 |
1,2 |
Wayfinding in the university. |
|---|
|
|---|
| 6, 9-10 |
3,4 |
An introduction to HCI, UCD and the prototyping approach
(handbook lectures 6,9,10 all merged) |
|---|
|
|---|
| 11-13 |
5,6,7 |
Minimal manuals |
|---|
|
|---|
| 14 |
8 |
Focus groups. |
|---|
|
|---|
| 15 |
9 |
Thinkaloud protocols |
|---|
|
|---|
| 16 |
10 |
Incident diaries |
|---|
|
|---|
| 17-18 |
11,12 |
Interviews, questionnaires, and feature checklists. |
|---|
|
|---|
| 19-20 |
13,14 |
Direct manipulation and Activity Theory. |
|---|
|
|---|
| 1 |
15 |
The nature of learning in Higher Education (HE). |
|---|
|
|---|
| 2 |
16 |
Perry |
|---|
|
|---|
| 3-4 |
17,18 |
The Laurillard model |
|---|
|
|---|
| 5 |
19,20 |
The management of learning. |
|---|
The numbers shown usually appeared on the handouts themselves. As you
can see, there are some glitches in the numbering. Asterisks are where you did
get the handout, but the numbering sequence broke down.
- 1. Wayfinding handouts: 3 versions of campus map, plus index on 2,
2-sided sheets.
- 2. Exercise: critiquing a user interface
- 3. Notes on introduction to HCI
- 4. Two of the cycle diagrams
- 5. Minimal Manual notes
- 6. Big handout on the 7 instruments, and "user interface performance
measurement"
- 7. Diary (of email use)
- 8. Checklist example
- 9. Direct Manipulation and Activity Theory: mostly OHPs
- 10. OHPs for first 2 lectures
- * Perry table
- 11. First exercise: Perry / Deep and Shallow
- 12. OHPs for second 2 lectures on Laurillard
- *. Laurillard L-acts. One 2-sided sheet (diagram plus list)
- 13 Exercise on Laurillard
- 14. Paper on learning management.