Carnegie Mellon University

IDeATe

Integrative Design, Arts, and Technology

Portal Courses

15-104 Introduction to Computing for Creative Practice

An introduction to fundamental computing principles and programming techniques for creative cultural practices, with special consideration to applications in music, design and the visual arts. Intended for students with little to no prior programming experience, the course develops skills and understanding of text-based programming in a procedural style, including idioms of sequencing, selection, iteration, and recursion. Topics include data organization (arrays, files, trees), interfaces and abstraction (modular software design, using sensor data and software libraries), basic algorithms (searching and sorting), and computational principles (randomness, concurrency, complexity). Intended for students following an IDeATe concentration or minor who have not taken 15-112.

62-150 Introduction to Media Synthesis and Analysis

New creative industries are empowering new modes of collaborative consumption, creation and reuse of media. This often relies on successful collaborations between cross-trained artists, designers and technologists as well as critical reflection on distribution, participation, interaction and audience. This course is designed to prepare engineers and scientists to work in these contexts. By the end of the course, students will be able to think critically across several media theory paradigms; formulate the intent of their creative work; articulate relationships to art/design practice and theory; and respond insightfully to creative outcomes. The goal is not just to make creative media rich outcomes but also to think critically about their production.

The class will introduce core concepts through foundational texts, in-class exercises, collaborative projects, and group critique. Students will ground concepts such as critical design, computational performance, embodiment, emergence, composition, participatory interfaces, and media editing through hands-on, applied exploration. Weekly lab sessions will also support the development of new skills and practical development of digitally mediated content.

Fall 2017 instructor: Nina Barbuto

Program: Animation & Special Effects Game Design Learning Media Media Design Sound Design

Offered by: Art

Collaborative and Supportive Courses

05-418 Design of Educational Games

The potential of digital games to improve education is enormous. However, it is a significant challenge to create a game that is both fun and educational. In this course, students will learn to meet this challenge by combining processes and principles from game design and instructional design. Students will also learn to evaluate their games for fun, learning, and the integration of the two. They will be guided by the EDGE framework for the analysis and design educational games. The course will involve a significant hands-on portion, in which students learn a design process to create educational games ? digital or non-digital. They will also read about existing educational games and discuss game design, instructional design, learning and transfer, and the educational effectiveness of digital games. They will analyze an educational game and present their analysis to the class.

Spring 2015 instructor: Amy Ogan

Programs: Game Design, Learning Media

Offered by: Human Computer Interaction

05-823 E-learning Design Principles

This course is about e-learning design principles, the evidence and theory behind them, and how to apply these principles to develop effective educational technologies. It is organized around the book "e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning" by Clark & Mayer with further readings drawn from cognitive science, educational psychology, and human-computer interaction. You will learn design principles 1) for combining words, audio, and graphics in multimedia instruction, 2) for combining examples, explanations, practice and feedback in online support for learning by doing, and 3) for balancing learner versus system control and supporting student metacognition. You will read about the experiments that support these design principles, see examples of how to design such experiments, and practice applying the principles in educational technology development.

Fall 2016 instructor: Kenneth Koedinger

Program: Learning Media

Offered by: Human Computer Interaction

85-392 Human Expertise

The process of becoming an expert involves many changes, some quantitative and some qualitative. This course will provide an up-to-date account of the theory and data concerning the development of expertise. Questions addressed include the following. What does it take to become an expert? Are experts born or made? Is the process of acquiring expertise common across different domains from music to sports to science? Research studied in the course will employ a variety of methodologies, from case studies to protocol analysis to computational modeling.

Spring 2015 instructor: James Staszewski

Program: Learning Media

Offered by: Psychology

51-486 Learner Experience Design

This course focuses on designing experiences that engage people in educational activities that enhance their learning through meaningful, memorable, and enjoyable interactions with information. Throughout the course, students investigate the intersection of design thinking, UI/UX design, cognitive studies, social sciences, instructional design, and educational pedagogy as a way of developing knowledge and skills in designing experiences for learners. Students study topics that are often difficult to grasp and collaboratively build a taxonomy of content types based on common and differentiating characteristics to identify design opportunities. Through readings, projects, and class exercises, students explore how people perceive and process information, what motivates them to learn, and what constitutes an experience. The course introduces students to traditional and emergent learning tools and methods as a means of defining affordances and limitations of various learning approaches and mediums. It also provides students the opportunity to apply what they learn through the design, testing, and assessment of learning experiences that they create.

Spring 2017 instructor: Stacie Rohrbach

Program: Learning Media

Offered by: Design

05-291 Learning Media Design

Learning is a complex human phenomenon with cognitive, social and personal dimensions that need to be accounted for in the design of technology enhanced learning experiences. In this studio course students will apply learning science concepts to critique existing forms of learning media, establish a set of design precedents to guide project work and produce a series of design concepts that support learning interactions in a real-world context. Collaborating in small interdisciplinary teams, students will partner with a local informal learning organization (e.g. museum, after school program provider, maker space) to conduct learning design research studies, synthesize findings, establish learning goals and iteratively prototype and assess design concepts. As final deliverables, students will present their design research findings, design concepts, and prototypes to stakeholders, and draft a media-rich proposal for their learning media concept to pitch to a local funder.

Fall 2016 instructor: Marti Louw

Program: Learning Media

Offered by: Entertainment Technology, Human Computer Interaction, Robotics Institute

05-292 Learning Media Methods

Learning Media Methods brings together students from across the disciplines to consider the design of mediated learning experiences though a project-based inquiry course. Students will be introduced to a range of design research methods and associated frameworks that explore the cognitive, social and affective dimensions of learning in everyday contexts through readings, invited lectures, in-class activities and assignments. Students will conduct a series of short design research studies to define learning goals and develop supporting design concepts that improve learning outcomes for diverse participants in an informal learning setting (e.g. museum, after-school program, park or mobile application). In concept development, we will look at how to position technology and question its role in the setting to engage and foster positive learning interactions. The course will culminate in a media-rich presentation of design concepts to a stakeholder audience, and include an evaluation plan describing how learning outcomes for the project would be assessed.

Spring 2015 instructor: Marti Louw

Program: Learning Media

Offered by: Human Computer Interaction

80-292 Learning Science Principles

The ability to learn - that is, to change and adapt to one's environment - is one of the hallmarks of intelligence, whether in humans, animals, or machines. In this course, we will examine the nature, components, and significance of learning in many different manifestations, with a particular focus on the fundamental concepts that underlie the ways in which we understand "learning" in different disciplines. This course will principally focus on different conceptualizations of learning, rather than its technical aspects, whether mathematical, experimental, or computational.

This course will be almost entirely project-based: you will work in groups (with students from different backgrounds) to identify opportunities for learning using and within media, and then develop designs that appropriately address those opportunities. In the course of developing these media designs, you will have to learn, and come to understand, concepts and principles of learning from different disciplines. The emphasis throughout will be on careful onceptualization, description, and design of the learning through and about media.

Spring 2015 instructor: David Danks

Program: Learning Media

Offered by: Philosophy

05-432 Personalized Online Learning

Online learning has become widespread (e.g., MOOCs, online and blended courses, and Khan Academy) and many claim it will revolutionize higher education and K-12. How can we make sure online learning is maximally effective? Learners differ along many dimensions and they change over time. Therefore, advanced learning technologies must adapt to learners to provide individualized learning experiences. This course covers a number of proven personalization techniques used in advanced learning technologies. One of the techniques is the use of cognitive modeling to personalize practice of complex cognitive skills in intelligent tutoring systems. This approach, developed at CMU, may well be the most significant application of cognitive science in education and is commercially successful. We will also survey newer techniques, such as personalizing based on student meta-cognition, affect, and motivation. Finally, we will look at personalization approaches that are widely believed to be effective but have not proven to be so. The course involves readings and discussion of different ways of personalizing instruction, with an emphasis on cognitive modeling approaches. Students will learn to use the Cognitive Tutor Authoring Tools (CTAT, http://ctat.pact.cs.cmu.edu) to implement tutor prototypes that rely on computer-executable models of human problem solving to personalize instruction. The course is meant for graduate or advanced undergraduate students in Human-Computer Interaction, Psychology, Computer Science, Design, or related fields, who are interested in educational applications. Students should either have some programming skills or experience in the cognitive psychology of human problem solving, or experience with instructional design.

Fall 2014 instructor: Vincent Aleven

Program: Learning Media

Offered by: Human Computer Interaction

05-748 Research Methods for the Learning Sciences

The goals of this course are to learn data collection, design, and analysis methodologies that are particularly useful for scientific research in education. The course will be organized in modules addressing particular topics including overview of methods, cognitive task analysis, qualitative methods, protocol and discourse analysis, and data mining and log analysis. A key goal is to help students think about and learn how to apply these methods to their own research programs. To enroll you must have taken 85-738, "Educational Goals, Instruction, and Assessment" or get the permission of the instruction.

Spring 2017 instructor: Kenneth Koedinger

Program: Learning Media

Offered by: Human Computer Interaction

76-285 Team Communication

This mini will introduce you to research and theory on how to create effective teams. In it, you will learn: - leadership strategies for managing projects and getting everyone to contribute to their best capacity - interpersonal skills for negotiating team conflict - communication strategies for working with individuals from very different professional and cultural backgrounds. - techniques for fostering trust and inspiring team innovation and creativity - how to use technology to manage teams that are geographically separated Professor Joanna Wolfe has been studying student and professional technical teams for fifteen years and is the author of multiple books and award-winning articles on team communication. This course will be hands-on with assigned readings and video cases that are discussed in class with plenty of opportunities to role-play different communication strategies and techniques.

Program: Animation & Special Effects Game Design Innovation and Entrepreneurship Intelligent Environments Learning Media Media Design Physical Computing Sound Design

Offered by: English