Human-Computer Interaction MS - Curriculum

Instructional Technology encompasses the basic processes for developing and delivering instruction. Instructional Systems Design (ISD) is a well-established methodology for describing knowledge and skills and developing instructional systems to effectively conveying knowledge. This course enables the student to be able to plan, organize, and systematically develop instructional materials. The course uses an ISD model to analyze, design, deliver, and evaluate instruction. Lecture 3 (Fall).

Computer software that teaches is referred to as courseware. This course is a continuation of HCIN-660 that transitions from general instructional design into the actual application of these principles in a computer-based environment. Although the basic principles of instructional design hold true in all media environments, using these teaching and learning principles is somewhat different when developing instruction that will be delivered by computer. This course teaches procedures that have already been successful in the design and development of courseware. Successful students should have one year of object-oriented programming. (Prerequisites: HCIN-660 or equivalent course.) Lecture 3 (Spring).

This course will introduce students to the spatial data science life cycle, which provides location- specific algorithms and analytical methods to solve big spatial data problems. This course Students are provided with s a hands-on experience in capturing, engineering, visualizing, analyzing, and sharing results of spatial data science workflows. Lastly, the course will provide students with a background in core spatial data science methods and theories, including Geographic Information Systems (GIS), spatial analysis, geographic visualization cartography, and web mapping. Lec/Lab 3 (Fall).

This course examines concepts and techniques associated with dynamic map construction, usage, and assessment. Specific topics include thematic cartography, geographic information visualization, sources of dynamic geographic information, developing animated and interactive maps, mapping mashup development, using maps as a means to support group work, usability of dynamic maps, and current geovisualization research areas. Development of a visualization prototype and an associated scholarly paper in an area related to thematic cartography and geographic visualization are required. Lec/Lab 3 (Spring).

Wearable computers and Internet of Things devices involve both hardware and software. In order to design user experiences for these systems, professionals must understand how they are built. Students will learn how to rapidly prototype and evaluate wearable and IoT devices combining hardware and software. Experience in programming is helpful but not a prerequisite. Lecture 3 (Fall).

Mobile phones are now a major computing platform, and wearable and Internet of Things devices are emerging as major technologies. Each device offers different interaction opportunities and challenges. Students will learn about the research in interaction with these devices and how to design effective interactions for mobile, wearable, and ubiquitous devices. (Prerequisites: HCIN-610 or equivalent course.) Lecture 3 (Spring).

This class provides an introduction to internet and web technologies. Topics include an introduction to the internet and basic internet technologies (including, but not limited to: SSH, SFTP, UNIX, XHTML, CSS, Client-Side programming, and website publishing). Lec/Lab 3 (Fall).

This course builds on the basic aspects of web page development that are presented in the first course and extends that knowledge to focus on issues and technologies related to the design and development of web sites. Topics include advanced internet technologies (including, but not limited to: AJAX, server-side programming, database use and access, client libraries, server frameworks, and creating and consuming information services). (Prerequisites: ISTE-645 or equivalent course.) Lec/Lab 3 (Spring).

Instructional Technology encompasses the basic processes for developing and delivering instruction. Instructional Systems Design (ISD) is a well-established methodology for describing knowledge and skills and developing instructional systems to effectively conveying knowledge. This course enables the student to be able to plan, organize, and systematically develop instructional materials. The course uses an ISD model to analyze, design, deliver, and evaluate instruction. Lecture 3 (Fall).

Computer software that teaches is referred to as courseware. This course is a continuation of HCIN-660 that transitions from general instructional design into the actual application of these principles in a computer-based environment. Although the basic principles of instructional design hold true in all media environments, using these teaching and learning principles is somewhat different when developing instruction that will be delivered by computer. This course teaches procedures that have already been successful in the design and development of courseware. Successful students should have one year of object-oriented programming. (Prerequisites: HCIN-660 or equivalent course.) Lecture 3 (Spring).

Students will dive into cutting edge research in the field of computer accessibility and assistive technology; they will read, present, and discuss research literature from major conferences and journals in the field. Students will learn about recent developments and ongoing research efforts in accessibility, and they will learn how to synthesize the results from research publications. Students will learn how to identify high quality research and how to critique this work to identify areas for improvement or future research directions. Students will learn the elements of a high-quality research publication, and they will explore and gain expertise in a particular topic in the field of accessibility in depth. (Prerequisites: HCIN-600 or equivalent course.) Lecture 3 (Biannual).

Students will gain hands-on experience and knowledge about a wide variety of accessibility and assistive technology available for people with disabilities. Students will understand the design principles underlying this technology and how the features and capabilities of assistive technology can be tailored to a particular individual’s needs and capabilities. Students will learn about how new technologies and research in accessibility can be made available for users, and they will learn how to design websites and software that work effectively with a user’s own technology. Specific technologies discussed in the course may include, e.g.: alternative input devices, communication devices, and screen readers and magnifiers for people with visual impairments. (Prerequisites: HCIN-630 or equivalent course.) Lecture 3 (Biannual).

Human-Computer Interaction (HCI) is an evolving field. This course is designed to study the current themes and advanced issues of HCI. Topics will vary depending upon current research and developments in the field. Lecture 3 (Spring).

Wearable computers and Internet of Things devices involve both hardware and software. In order to design user experiences for these systems, professionals must understand how they are built. Students will learn how to rapidly prototype and evaluate wearable and IoT devices combining hardware and software. Experience in programming is helpful but not a prerequisite. Lecture 3 (Fall).

Mobile phones are now a major computing platform, and wearable and Internet of Things devices are emerging as major technologies. Each device offers different interaction opportunities and challenges. Students will learn about the research in interaction with these devices and how to design effective interactions for mobile, wearable, and ubiquitous devices. (Prerequisites: HCIN-610 or equivalent course.) Lecture 3 (Spring).

This course will focus on the major user centered design methodologies used in the development of applications and environments. Topics include: evolution of software design methods, emergence of user-centered design, and key concepts, attributes and process of the major design methodologies. Software design projects will be required. (Prerequisites: HCIN-610 or equivalent course.) Lecture 3 (Spring).

In this course, students will design a proposal for a capstone project to apply the theories and methodologies to a problem in the HCI domain. Students working through the guidance of the instructor, will investigate a problem space, perform a literature review, develop the problem statement, write a proposal for how they intend to design and implement a solution, and communicate the proposal to potential capstone committee members. (Prerequisites: HCIN-600 and HCIN-610 or equivalent courses.) Lecture 3 (Fall, Spring).

This course will introduce students to the spatial data science life cycle, which provides location- specific algorithms and analytical methods to solve big spatial data problems. This course Students are provided with s a hands-on experience in capturing, engineering, visualizing, analyzing, and sharing results of spatial data science workflows. Lastly, the course will provide students with a background in core spatial data science methods and theories, including Geographic Information Systems (GIS), spatial analysis, geographic visualization cartography, and web mapping. Lec/Lab 3 (Fall).

This course examines concepts and techniques associated with dynamic map construction, usage, and assessment. Specific topics include thematic cartography, geographic information visualization, sources of dynamic geographic information, developing animated and interactive maps, mapping mashup development, using maps as a means to support group work, usability of dynamic maps, and current geovisualization research areas. Development of a visualization prototype and an associated scholarly paper in an area related to thematic cartography and geographic visualization are required. Lec/Lab 3 (Spring).

This class provides an introduction to internet and web technologies. Topics include an introduction to the internet and basic internet technologies (including, but not limited to: SSH, SFTP, UNIX, XHTML, CSS, Client-Side programming, and website publishing). Lec/Lab 3 (Fall).

This course builds on the basic aspects of web page development that are presented in the first course and extends that knowledge to focus on issues and technologies related to the design and development of web sites. Topics include advanced internet technologies (including, but not limited to: AJAX, server-side programming, database use and access, client libraries, server frameworks, and creating and consuming information services). (Prerequisites: ISTE-645 or equivalent course.) Lec/Lab 3 (Spring).

Internet of Things (IoT) refers to physical and virtual objects that are connected to the Internet to provide intelligent services for energy management, logistics, retail, agriculture and many other domains. IoT leverages sensors, wireless communication, mobile devices, networking and cloud technologies to create many smart applications. In this course, the students learn about IoT design and development methodologies that enable the development of IoT applications. The students have hands-on opportunities to program and build IoT prototypes through lab assignments and a course project. The students should have some programming knowledge and required to purchase a IoT kit. (This course is restricted to students in INFOST-MS.) Lecture 3 (Spring).

IoT is simply interconnected devices that generate and exchange data from observations, facts, and other data, making it available to anyone. This includes devices that generate data from sensors, smart phones, appliances, and home network devices. IoT solutions are designed to make our knowledge of the world around us more aware and relevant, making it possible to get data about anything from anywhere at any time. This course teaches how IoT data could help and execute data driven operational and business decisions. The students learn how IoT analytics can create adaptive business and operational decisions in intelligent, effective and efficient ways. First, this course provides students with an understanding of different types of IoT data and the knowledge of how to handle the data relate to IoT. Then, the students learn how to create and setup a cloud analytic environment, exploring IoT data. The course also teaches how to apply analytics and statistics to extract value from the data. Lastly, the course explores different use-cases for IoT data. Purchasing a IoT kit is required. (This course is restricted to INFOST-MS or HUMCOMP-MS or DATASCI-MS students.) Lec/Lab 3 (Fall).

Information technology projects require the application of sound project management principles in order to be developed on time, on budget, and on specification. This course takes students through the nine knowledge areas of modern project management and the utilization of project management principles in both traditional and agile environments. Lecture 3 (Fall).

This course introduces students to Visual Analytics, or the science of analytical reasoning facilitated by interactive visual interfaces. Course lectures, reading assignments, and practical lab experiences will cover a mix of theoretical and technical Visual Analytics topics. Topics include analytical reasoning, human cognition and perception of visual information, visual representation and interaction technologies, data representation and transformation, production, presentation, and dissemination of analytic process results, and Visual Analytic case studies and applications. Furthermore, students will learn relevant Visual Analytics research trends such as Space, Time, and Multivariate Analytics and Extreme Scale Visual Analytics. Lec/Lab 3 (Spring).

This course provides a rigorous introduction to the principles of medical informatics. The focus of this course is on the study of the nature of medical information and its use in clinical practice and clinical quality improvement. Key topics include: the electronic medical record (EMR) and its impact on health care delivery, the Internet and mobile computing as sources of medical information, Health care information systems, the software development lifecycle, the importance of the informatics specialists in medicine and the various roles they can play, and government economic incentives and policy issues in healthcare such as privacy, confidentiality, including health care regulatory and accreditation issues and the Health Insurance Portability and Accountability Act (HIPAA). Students will participate in online discussion of medical informatics. They will also investigate several topics of interest in the field and provide presentations. (This class is restricted to degree-seeking graduate students or those with permission from instructor.) Lecture 3 (Fall).

This course will survey theoretical and empirical approaches to understanding the nature of the mental processes involved in attention, object recognition, learning and memory, reasoning, problem solving, decision-making, and language. The course presents a balance between historically significant findings and current state of-the-art research. Readings that have structured the nature and direction of scientific debate in these fields will be discussed. The course also includes discussions of methodology and practical applications. Students will have opportunities to develop their research skills and critical thinking by designing research studies in cognitive psychology. Seminar (Spring).

The course is designed to provide students with a deeper understanding of topics in perception. This course will be organized such that students will work in groups on various projects as well as covering topics through readings and classroom discussion. The topics may include, but are not limited to: spatial frequency perception; aftereffects, visual illusions and their relationship to cortical function and pattern perception; color perception; depth and motion perception; higher order perception such as face and object recognition; and music and speech perception. The goal is to cover current research and theories in perception, looking at current developments and their antecedents. The course will be divided into various modules. Students will be assigned readings relevant to each section of the course, and will be expected to master the major concepts. Group discussion of the readings will complement lectures where the instructor will present relevant background material. There will also be laboratory time for the students, where they will examine empirical findings in perception, and develop their research skills in the field. Lecture 3 (Biannual).