Annex I

THE EDUCATION UNIVERSITY OF HONG KONG

Course Outline

Part I

Programme Title : All Undergraduate Programmes

Programme QF Level :5
Course Title : Exploring Interactive Design
互動設計初探
Course Code : GEL1004
Department : CCA
Credit Points :3
Contact Hours : 39
9 - Lecture
36 - Out-of-class activities (counted as 24 contact hours)
6 - Sharing & presentation
Pre-requisite(s) : Nil
Medium of Instruction : English
Course Level :1
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Part II

The University’s Graduate Attributes and seven Generic Intended Learning Outcomes (GILOs) represent the
attributes of ideal EdUHK graduates and their expected qualities respectively. Learning outcomes work
coherently at the University (GILOs), programme (Programme Intended Learning Outcomes) and course
(Course Intended Learning Outcomes) levels to achieve the goal of nurturing students with important graduate
attributes.

In gist, the Graduate Attributes for Undergraduate, Taught Postgraduate and Research Postgraduate students
consist of the following three domains (i.e. in short “PEER & I”):
 Professional Excellence;
 Ethical Responsibility; &
 Innovation.

The descriptors under these three domains are different for the three groups of students in order to reflect the
respective level of Graduate Attributes.

The seven GILOs are:

1. Problem Solving Skills
2. Critical Thinking Skills
3. Creative Thinking Skills
4a. Oral Communication Skills
4b. Written Communication Skills
5. Social Interaction Skills
6. Ethical Decision Making
7. Global Perspectives

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1. Course Synopsis
The advancement in computer technology has made available the interactivity with various devices
embedded in our living environment, and as well unfolded the possibility and fostered the creativity for
artmaking and design. This course will provide an experiential learning opportunity for students to
generate and implement creative ideas and artistic solution for problems they encounter in their daily life
through interactive artwork design. They will be guided to explore the conceptual underpinning and artistic
practice of interactive design, brainstorming ideas for artistic solutions, designing and making interactive
artwork, as well as curating and displaying their artworks in a collaborative exhibition. Students are
expected to develop and put into practice their problem solving and creative thinking skills for artistic
design that improves their daily life and solve problems within their studying and working environment,
as well as the fostering of divergent thinking that interprets problems in multiple ways and generate
multiple solutions creatively.

2. Course Intended Learning Outcomes (CILOs)

Upon completion of this course, students will be able to:
CILO1 Construct a conceptual framework on the theory and practice of interactive design
CILO2 Apply the knowledge and skills for interactive artwork design and exhibition
CILO3 Critically reflect on the artistic experience for creative practices within and beyond their
daily life, studying and working environment

3. Content, CILOs and Teaching & Learning Activities

Course Content CILOs Suggested Teaching &

Learning Activities
Introduction CILO1  Lecture
 Introduction to the theory and practice of  Workshop
interactive design  Hands-on work
 Development of hands-on skills for interactive
artwork creation
Modality 1: Visit to exhibitions CILO1,3  Field trip
 Exploration to the artistic practices and
interactive artworks by local and international
artists and designers in various exhibitions
Modality 2: Brainstorming and artwork creation CILO2  Workshop
 Brainstorming session for interactive artwork  Discussion
creation
 Generation and implementation of artistic
solution for a specific theme oriented to the
improvement of daily life and environment
Modality 3: Exhibition CILO2  Curation
 Curation and exhibition of the interactive  Exhibition
artworks created in this course by student artists
Sharing and presentation CILO3  Presentation
 Presentation of students’ concept on design for  Discussion
living and reflective experience on artwork
creation and exhibition

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4. Assessment

Assessment Tasks Weighting (%) CILO

a. Proposal
 Draft a proposal for the interactive artwork design which
includes the conceptual underpinning and planning for the
artwork creation in practice 20% CILO1,3
 Describe how the creative concept inspired and referenced
from previous exhibition visits and observations from daily
life
b. Artwork creation and exhibition
 Utilize the hands-on skills and put into practice the artwork
proposal for an interactive design that aims at generating
solutions for improving the daily life, studying and/or 50% CILO1,3
working environment
 Curate, set up and display the interactive artwork as a group
exhibition
c. Reflection
 Present the artistic concept and write a reflective journal for 30% CILO1,2
the artmaking experience

5. Required Text(s)
Nil

6. Recommended Readings
Aaron, S. (2016). Sonic Pi essentials. Cambridge, UK: Raspberry Pi (Trading) Ltd.
Bauer, W. I. (2014). Music learning today: Digital pedagogy for creating, performing, and responding to
music. New York, NY: Oxford University Press.
Bontchev, B., Vassileva, D., Aleksieva-Petrova, A., & Petrov, M. (2018). Playing styles based on
experiential learning theory. Computers in Human Behavior, 85, 319-328.
Chung, B. W. C. (2013). Multimedia programming with pure data: A comprehensive guide for digital artists
for creating rich interactive multimedia applications using Pure Data. Birmingham, UK: Packt
Publishing.
Crawford, C. (2002). The art of interactive design: A euphonious and illuminating guide to building
successful software. San Francisco, CA: No Starch Press.
Culkin, J., & Hagan, E. (2017). Learn electronics with Arduino: An illustrated beginner's guide to physical
computing. San Francisco, CA: Maker Media.
Garraway, J., & Volbrecht, T. (2011). Theorising experiential learning. South African Journal of Higher
Education, 25 (1), 1091-1102.
Ho, K. T. C. (2016). Experiential learning in undergraduate pharmacy curriculum: A case study of co-
operative experience of pharmacy students. Unpublished doctoral thesis, University of Toronto.
Jewer, J., & Evermann, J. (2015). Enhancing learning outcomes through experiential learning: Using open-
source systems to teach enterprise systems and business process management. Journal of Information
Systems Education, 26 (3), 187-201.
Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood
Cliffs, NJ: Prentice-Hall.
Lewis, L. H., & Williams, C. J. (1994). Experiential learning: Past and present. In: L. Jackson & R. S.
Caffarella (Eds.), New directions for adult and continuing (pp. 5-16). San Francisco, CA: Jossey-Bass.
Manzo, V. J. (2012). Max/MSP/Jitter for music: A practical guide to developing interactive music systems
for education and more. New York, NY: Oxford University Press.
Miller, R. J., & Maellaro, R. (2016). Getting to the root of the problem in experiential learning: Using
problem solving and collective reflection to improve learning outcomes. Journal of Management
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 Education, 40 (2), 170-193.
Monk, S. (2015). Programming the Raspberry Pi: Getting started with Python (2nd ed.). New York, NY:
McGraw-Hill.
Ng, K. Y., Dyne, L. V., & Ang, S. (2009). From experience to experiential learning: Cultural intelligence as
a learning capability for global leader development. Academy of Management Learning & Education, 8
(4), 511-526.
Pratt, A., & Nunes, J. (2012). Interactive design: an introduction to the theory and application of user-
centered design. Beverly, MA: Rockport Publishers.
Radford, S. K., Hunt, D. M., Andrus, D. (2015). Experiential learning projects: A pedagogical path to
macromarketing education. Journal of Macromarketing, 35 (4) 466-472.
Salmond, M., & Ambrose, G. (2013). The fundamentals of interactive design. London, UK: Bloomsbury.
Steane, J. (2014). The principles and processes of interactive design. London, UK: Bloomsbury.

7. Related Web Resources

Buechley, L. (2011, November). Leah Buechley: How to “sketch” with electronics [Video file]. Retrieved
from https://www.ted.com/talks/leah_buechley_how_to_sketch_with_electronics
Rao, A. (2013, August). Aparna Rai: Art that craves your attention [Video file]. Retrieved from
https://www.ted.com/talks/aparna_rao_art_that_craves_your_attention

8. Related Journals
Design Studies
Digital Creativity
Journal of Design Research

Other
Arduino [Hardware]
Pure Data [Software]
Makey Makey [Hardware]
Max/MSP [Software]

9. Academic Honesty
The University adopts a zero tolerance policy to plagiarism. For the University’s policy on plagiarism,
please refer to the Policy on Academic Honesty, Responsibility and Integrity with Specific Reference to the
Avoidance of Plagiarism by Students
(https://www.eduhk.hk/re/modules/downloads/visit.php?cid=9&lid=89). Students should familiarize
themselves with the Policy.

10. Others
Nil

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