Browsing by Author "Blevis, Eli"

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Integrating Human-Centered Design Methods from Different Disciplines: Contextual Design and PRInCiPleS
(2004-11) Notess, Mark; Blevis, Eli
The human-computer interaction (HCI) community has developed primarily among those trained in computer science and psychology. Design methodologies within HCI tend to address the needs and interests of those who have been trained in cognitive science, human factors, or software engineering. This paper illuminates the similarities, distinctions and opportunities existing between one of the better known HCI methodologies, Contextual Design, and an encapsulation of the oral tradition of studio-based design methods that we call PRInCiPleS. PRInCiPleS forms part of the curriculum in HCI design at the Indiana University School of Informatics. We present a case study wherein both methods were used, and we draw from that experience and our own analysis to compare and contrast HCI approaches and studio-based design approaches generally, suggesting how each may benefit from the strengths of the other and postulating a coherent integration.
The PRInCiPleS Design Framework
(Indiana University School of Informatics and Computing, 2011) Blevis, Eli
Some disciplines focus on analytic research and some disciplines focus on synthesis. Design disciplines are interesting because designers need to do both analysis and synthesis tasks. The HCI & design program I presently direct is organized around a framework I have named with the acronym PRInCiPleS, both at the curricular scale and as an organizing device for individual design projects within classes that serves as a kind of design rationale framework. The PRInCiPleS framework is not a scientific framework, but it does have an analogy to an idealized notion of a scientific framework. One of the biggest issues in design pedagogy and practice is how to get students and practicing designers to ensure that analysis leads to synthesis in a sound way and that synthesis follows from analysis in a sound way--that is, the issue of how to bridge the creative, semantic gap between design research and insights and concepts. In much of the curriculum, design research projects are paired with design concept projects in a way that is targeted at addressing this issue by means of iterative practice. Taking a curatorial attitude towards designs constructed according to the PRInCiPleS or indeed other frameworks is an appropriate way to connect notions of creativity to notions of design rationale.
Three Key Competencies and Other Frameworks for HCI and Design Education
(2021-01-04) Blevis, Eli
This article updates and tabulates some Design theory and frameworks for teaching Design in the context of an Human-Computer Interaction Design (HCI/d) program. A perspective on implications for HCI/d programs is also shared, based on my own reflections about my experiences as program director and faculty.