Web site logical path: [www.psy.gla.ac.uk] [~steve] [courses] [this page]
These pages are in the process of being updated; I will email the class when finished.
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.
|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)
|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).|
|3-4||17,18||The Laurillard model|
|5||19,20||The management of learning.|
Web site logical path:
[Top of this page]