Human-Computer Interaction Index of sources on the WEB – This collection of pages points you to many different resources on Human-Computer-Interaction on the Internet including bibliographies, conferences, publications, reviews, groups and organizations.

Human-Computer Interaction Resources – site with links to jobs, in-progress thesis, conferences, labs, organizations, companies, and other resources for HCI researchers and practitioners.

Human Interface Technology Lab Home Page - The Human Interface Technology Laboratory is a research and development lab in virtual interface technology. It was established to transform virtual environment concepts and early research into practical, market-driven products and processes. HITL research strengths include interface hardware, virtual environments software, and human factors.

Task-Centered User Interface Design: A Practical Introduction Shareware book by Clayton Lewis and John Rieman–the entire book online.

Wearable Computing – Wearable computing facilitates a new form of human–computer interaction comprising a small body–worn computer (e.g. user–programmable device) that is always on and always ready and accessible.

The ADDIE model is the generic process traditionally used by instructional designers and training developers. The five phases—Analysis, Design, Development, Implementation, and Evaluation—represent a dynamic, flexible guideline for building effective training and performance support tools. It is an Instructional Systems Design (ISD) model. Most of the current instructional design models are spin-offs or variations of the ADDIE model; other models include the Dick & Carey and Kemp ISD models. One commonly accepted improvement to this model is the use of rapid prototyping. This is the idea of receiving continual or formative feedback while instructional materials are being created. This model attempts to save time and money by catching problems while they are still easy to fix. Instructional theories also play an important role in the design of instructional materials. Theories such as behaviorism, constructivism, social learning and cognitivism help shape and define the outcome of instructional materials. In the ADDIE model, each step has an outcome that feeds into the subsequent step. Analysis > Design > Development > Implementation > Evaluation
Analysis Phase
In the analysis phase, instructional problem is clarified, the instructional goals and objectives are established and the learning environment and learner’s existing knowledge and skills are identified. Below are some of the questions that are addressed during the analysis phase: * Who is the audience and their characteristics? * Identify the new behavioral outcome? * What types of learning constraints exist? * What are the delivery options? * What are the online pedagogical considerations? * What is the timeline for project completion?
Design Phase
The design phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning and media selection. The design phase should be systematic and specific. Systematic means a logical, orderly method of identifying, developing and evaluating a set of planned strategies targeted for attaining the project’s goals. Specific means each element of the instructional design plan needs to be executed with attention to details. These are steps used for the design phase: * Documentation of the project’s instructional, visual and technical design strategy * Apply instructional strategies according to the intended behavioral outcomes by domain (cognitive, affective, psychomotor). * Create storyboards * Design the user interface and user experience * Prototype creation * Apply visual design (graphic design)
Development Phase
The development phase is where the developers create and assemble the content assets that were created in the design phase. Programmers work to develop and/or integrate technologies. Testers perform debugging procedures. The project is reviewed and revised according to any feedback given.
Implementation Phase
During the implementation phase, a procedure for training the facilitators and the learners is developed. The facilitators’ training should cover the course curriculum, learning outcomes, method of delivery, and testing procedures. Preparation of the learners include training them on new tools (software or hardware), student registration. This is also the phase where the project manager ensures that the books, hands on equipment, tools, CD-ROMs and software are in place, and that the learning application or Web site is functional.
Evaluation Phase
The evaluation phase consists of two parts: formative and summative. Formative evaluation is present in each stage of the ADDIE process. Summative evaluation consists of tests designed for domain specific criterion-related referenced items and providing opportunities for feedback from the users.
Rapid Prototyping
The idea of rapid prototyping as it applies to instructional design, is to develop learning experiences in a continual design-evaluation cycle that continues throughout the life of the project. This cycle, known as the spiral cycle or layered approach, is considered to be iterative, meaning that products are continually improved as they cycle continues.