Testing a walkthrough methodology for theory-based design of walk-up-and-use interfaces
CHI '90 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Heuristic evaluation of user interfaces
CHI '90 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Usability inspection methods
Human-computer interaction
Evaluating User Experience in Games: Concepts and Methods
Evaluating User Experience in Games: Concepts and Methods
Transforming the CS classroom with studio-based learning
Proceedings of the 43rd ACM technical symposium on Computer Science Education
Emergent themes in a UI design hybrid-studio course
Proceedings of the 43rd ACM technical symposium on Computer Science Education
ACM/IEEE-CS computer science curriculum 2013: reviewing the ironman report
Proceeding of the 44th ACM technical symposium on Computer science education
A systematic literature review on using mobile computing as a learning intervention
Proceedings of the 18th ACM conference on Innovation and technology in computer science education
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An on-going problem with many courses across the CS curriculum is finding time to incorporate programming activities that are necessary for other critical aspects of the course. For example, in UI design the practice and evaluation of good design principles typically depends on the creation of at-least a semi-functional software prototype. However, having to include software implementation in courses whose main focus lies elsewhere can distract from core concepts, and oftentimes there are pedagogical reasons to separate out implementation. By co-linking upper-division courses in our CS program, we attempted to solve this problem by leveraging concepts of software design and implementation across two courses. In this experience report, we describe how the co-linked courses were structured, what we encountered, what worked well and what still needs improvement. Other CS educators might capitalize on our successes, and learn from our mistakes, in similar set-ups within their own curriculums.