A series of design exercises, giving hands-on experience of established methods within the field of interaction design:

• methods for exploring a design space: studies of existing interactions, material and technology explorations, state of the art analysis, mood boards with users,
• methods to support design judgment: interaction criticism, parallel design, personas, structured brainstorming,
• methods for developing alternatives: scenarios, sketches, lo-fi prototypes, video prototypes, prototyping with modern software toolkits,
• methods for composition and presentation: fine tuning and testing, rapid user evaluations, presenting a final design online using text, images and video.

All exercises are performed in the context of concrete design projects conducted in groups of 2-3, in combination with individual assignments.

After completing the course, participants should be able to:

• apply adequate methods for the design of interactive systems in the different phases of exploration, conceptual design, prototyping and presentation,
• with reference to academic research discuss how different design methods can support the process of generating successful technical solutions
• demonstrate understanding of specific methods and their possibilities and limitations, given technologies, use contexts, and available resources in the project
• independently select and use appropriate technical tools for the design of interactive systems

Lectures - short interactive lectures where students are introduced to phases in the double diamond process, and common methods that are utilised in these phases. An emphasis is given to the strengths and weaknesses of particular methods within contexts.

Reading Seminars - students prepare for these seminars by reading designated chapters in the course text book. Small groups of students come together in these seminars to first describe the content of the chapters, and then discuss key questions related to these chapters and their project work.

Practical Activities - students try out in their project teams a small selection of methods under the guidance of an instructor so as to get feedback on their application of the method to their design project.

Crit Sessions - students present their ongoing design work to each other. Different student groups lead the 'crit' of the design work through asking open and exploratory questions. The emphasis is on supporting students construcively in developing their design thinking.

Supervision - student groups meet with course instructors to recieve specific guidance on their course work.

One of the courses DH1620 Human-Computer Interaction, Introductory Course and DH2620 with the same name.

The course follows the book 'About Face' by Alan Cooper et al. Selected chapters form designated reading for reading seminars.

We will use Miro (https://miro.com/app/dashboard/) - to support collaboration throughout reading seminars and online practical activity sessions.

We will use Figma (https://www.figma.com/) as one potential resource for wireframing products

We will use Zoom for online lectures and reading seminars

Students at KTH with a permanent disability can get support during studies from Funka:

Funka - compensatory support for students with disabilities

P, F

• PRO1 - Project, 7.5 credits, Grading scale: P, F

Based on recommendation from KTH’s coordinator for disabilities, the examiner will decide how to adapt an examination for students with documented disability.

The examiner may apply another examination format when re-examining individual students.

Milestone submissions will be included throughout course to support students in keeping up with the design process across the semester.

For passing the course you have to:

• conduct all tasks
• be present and active in the seminars (you are allowed to miss two seminars),
• update an individual study log that briefly documents each of the projects conducted in the course.

• All members of a group are responsible for the group's work.
• In any assessment, every student shall honestly disclose any help received and sources used.
• In an oral assessment, every student shall be able to present and answer questions about the entire assignment and solution.