HHB1044People and Technology
Module Leader:
Robert Ward (R2/41, r.d.ward@hud.ac.uk , 01484–473933)
Other staff:
David Peebles (R2/41,d.peebles@hud.ac.uk , 01484–473620)David Tyfa (R2/23,d.tyfa@hud.ac.uk , 01484–472095)
Class times:
Mondays 9:15 to 11:15 (2008-2009)
Module Synopsis:
This module explores relationships between psychology, people and moderntechnology. It looks at how people work, play and learn using computers and other electronic media, and how ideas from computing have influenced our conceptions of the human mind. The module brings together aspects of cognitive, developmental andeducational psychology to examine issues including artificial intelligence, cognitivemodelling, philosophy of mind, human-computer interaction, interaction with noveland emerging technologies, electronic communities, computer-assisted learning andthe influences of computer games and electronic media.
Outline Syllabus:
Approaches to the design, use and evaluation of computer-assisted learning.Traditional and new approaches to the study of human-computer interaction.Interaction with novel and emerging technologies. Issues in electronic communities.Cognitive modelling. Artificial intelligence. Computers and mind.
Outcomes
:1.Explain historical and contemporary theories and ideas that inform the design anduse of applications of technology and electronic media, and the modelling of human cognition.2.Critically evaluate research methods and approaches that have been used in thestudy of human-computer interaction, and in the design and evaluation of technology and electronic media.3.Evaluate applications of technology, electronic media and models of humancognition as applications of psychology within practical settings.4.Write fully referenced reports in an appropriate format.
HHB1019 People and Technology – Assessment 2008-2009
(SUBJECT TO MODERATION)
There are two items of assessment, a practical report and an essay, equally weighted.
1) Practical Report. Hand in date Tuesday 24th February 2009
The practical report addresses learning outcome 3 and 4 (3. Evaluate applications of technology, electronic media and models of human cognition, as applications of psychology within practical settings, and 4. Write fully referenced reports in anappropriate format).Choose either (a) the practical work on computer-assisted learning, or (b) thecognitive modelling and ACT-R practical. Full details will be handed out later in themodule, but these assignments are in outline:(a) Computer-Assisted Learning: this assignment will ask you to select three items of computer-assisted learning software and to review them from the perspective of published evidence and e-learning theory.(b) Cognitive modelling and ACT-R: this assignment will ask you to build an ACT-R model to simulate a simple cognitive task (such as identifying the odd-one out of threenumbers) and to explain your reasoning behind the construction of your model.
2) Essay titles (2000 words). Hand in date Tuesday 24th March 2009
The essay addresses learning outcomes 1 and 2 (1. Explain historical andcontemporary theories and ideas that inform the design and use of applications of technology and electronic media, and the modelling of human cognition, and 2.Critically evaluate research methods and approaches that have been used in the studyof human-computer interaction, and in the design and evaluation of technology andelectronic media).Choose one of the following titles:1) Critically evaluate the importance of constructivism in technology enhancedlearning.2) Critically discuss Nass’s proposition that computers can be our social partners.3) Critically evaluate the assertion that spending too much time with computers isharmful to child development.4) Critically evaluate the claim that advances in personal and ubiquitous technologymake our lives easier.5) If a computer passed the Turing test, would it be able to think?
Indicative Reading:
Journals: Computers and Education; Instructional Science; Journal of Computer-Assisted Learning; Behaviour and Information Technology; Interacting withComputers; International Journal of Human-Computer Studies.Online examples: see list on Blackboard.Boden M (2004)
The Creative Mind
London: RoutledgeDix A, Finlay J, Abowd G D and Beale R (2004)
Human-Computer Interaction
(3rdedition) Harlow: Pearson EducationDusek, V (2006).
Philosophy of technology: an introduction
. Oxford: Blackwell.ISBN 1405111632Gray, W.D. (2007). Integrated Models of Cognitive Systems. Oxford University Press.ISBN 978-0-19-518919-3Laurillard D (2002)
Rethinking University Teaching
(2nd edition) London:RoutledgeFalmer Norman DA and Dunaeff T (1994)
Things That Make Us Smart: Defending Human Attributes in the Age of the Machine
Perseus Norman DA (1998)
The Design of Everyday Things
London: MIT PressPolk T and Seifert C (2002)
Cognitive Modeling
London: MIT PressPreece J, Rogers Y and Sharp H (2002)
Interaction Design : beyond human-compter interaction
New York: J Wiley and SonsSawyer, R. K. (2006).
The Cambridge Handbook of the Learning Sciences.
NewYork: Cambridge University Press.Searl JR (1980) Minds Brains and Programs
The Behavioural and Brain Sciences
vol3. New York: Cambridge University Press.Sun, R. (2008).
The Cambridge Handbook of Computational Psychology.
New York:Cambridge University Press. ISBN 978-0-521-67410-2
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