Interaction Design 1

Examination Questions

Define Interaction Design, and describe how it is different from Information Architecture
Describe the following approaches: user-centered design, activity-centered design, systems design, and genius design
Define and discuss the key elements to a design pattern

Approaches to Interaction Design. Of the four approaches covered in the readings from “Designing for Interaction” - user-centered design, activity-centered design, systems design, and genius design - which approach would you prefer to follow, and why? Which one might you pick if working with a large project team where there are several designers? Are there other factors that may affect your choice of approach?
Methods for Site Analysis. Discuss how usability testing or task analysis can provide information on an existing product. When might you use each method? For a brand new site (where no current version exists to be tested), how might you gather information before design begins?
Design Stages. Discuss the difference between conceptual and detailed design. Do you think it’s important to differentiate between these two stages? Why or why not? If you did separate them, what would you do differently in each stage?
Prototyping. Discuss the pros and cons of the following types of prototypes; paper, sketch interactive, high-fidelity without full functionality, high-fidelity with full functionality

Discussion Questions Grading Rubric
Criteria	Performance Quality				Score
Criteria	0 points	1 point	2 points	3 points	Score
Content	Content was not applicable to the discussion.	Ideas were incomplete or had inaccuracies, or there are two or more opinions presented without supporting facts.	Content is complete and accurate, but lacking in new ideas, or there may be one areas an opinion is presented without supporting facts or references. Content generally doesn’t invite further discussion or investigation.	Content is complete, accurate and offers new ideas. The discussion is well supported with details that explain the participant’s conclusions. Content encourages further discussion on topic.
Critical Thinking	Lacking critical thinking. Responses tend to be inaccurate or unclear.	Lacking critical thinking. Responses tend to address peripheral issues. Generally accurate, but with omissions or clear recitation.	Some critical thinking (application, analysis, synthesis, and evaluation) evident, but responses may not directly address the issue.	Clear evidence of critical thinking (application, analysis, synthesis, and evaluation). Responses are characterized by originality and relevance to the topic.