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CSTA commits itself towards the attainment of true education geared towards the
formation of the human person who is guided in his pursuit of his ultimate end for
CSTA MISSION
the good of the society of which, as man, he is a member, and in whose obligation as
an adult, he will share.
CSTA envisions citizenry whose physical, moral and intellectual endowments have
been harmoniously developed so that they may gradually acquire a mature sense of
CSTA VISION
responsibility while striving to form their own lives and pursuing true freedom as
they face the vicissitudes of life with courage and constancy.
Program Learning Outcomes  Apply knowledge of computing fundamentals, knowledge of a computing
specialization, and mathematics, science and domain knowledge appropriate for
the computing specialization to the abstraction and conceptualization of
computing models from defined problems and requirements
 Identify, analyze, formulate, research literature and solve complex computing
problems and requirements reaching substantiated conclusions using
fundamental principles of mathematics, computing sciences, and relevant
domain disciplines
 An ability to apply mathematical foundations, algorithmic principles and
computer science theory in the modeling and design of computer-based systems
in a way that demonstrates comprehension of the tradeoffs involved in design
choices
 Knowledge and understanding of information security issues in relation to the
design, development and use of information systems
 Design and evaluate solutions for complex computing problems and design and
evaluate systems, components, or processes that meet specified needs with
appropriate consideration for public health and safety, cultural, societal, and
environmental considerations
 Create, select, adapt and apply appropriate techniques, resources, an modern
computing activities, with an understanding of the limitations to accomplish a
common goal
 Function effectively as an individual and as a member or leader in diverse teams
and in multidisciplinary settings
 Communicate effectively with the computing community and with society at
large about complex computing activities by being able to comprehend and write
effective reports, design documentation, make effective presentations, and give
and understand clear instructions
 The ability to recognize the legal, social, ethical and professional issues involved
in the utilization of computer technology and be guided by the adoption of
appropriate professional, ethical and legal practices
 Recognize the need, and have the ability, to engage in independent learning for
continual development as a computing professional
Course Code HCI
Descriptive Title Human Computer Interaction
Description This course introduces principles and methods for the design of software
systems in professional contexts. The whole of the software development
lifecycle is considered, but with special emphasis on user-centered design,
including approaches to capture and analysis of user requirements, iterative
prototyping and testing of interactive systems.
 COLEGIO DE STA. TERESA DE AVILA
Document No. SIT-SYL-002
Issue No. 01
6 Kingfisher and Skylark Streets, Zabarte Subdivision, Novaliches, Quezon City
Revision No. 00

SCHOOL OF INFORMATION TECHNOLOGY Date of Affectivity June 2018

Outcomes-Based Teaching And Learning Plan Page |2

The goal is to present HCI as a discipline that is concerned with technical

advance, and that must integrate different disciplinary perspectives.
Fundamental theoretical issues deal with principles of human perception,
visual representation and purposeful action, discussed in the context of novel
interactive technologies. Building on a first year course in professional
software design, the course ends with an overview of systematic approaches
to the design and analysis of user interfaces.
Program to which it contributes Bachelor of Science in Information Technology
Credit units 3 Units
Hours per Week Lecture : 1 hours
Course Intended Outcome By the end of the course, students should be able to:

LO 1: Develop appropriate user interfaces for domain specific problems

LO 2: Evaluate the effectiveness of a design of an application or product in solving
domain-specific problems
COURSE OUTLINE AND TIMEFRAME
Week Topic
Week 1 HCI/Foundations
 Contexts for HCI (anything with a user interface, e.g., webpage, business
applications, mobile applications, and games)
 Processes for user-centered development, e.g., early focus on users, empirical
testing, iterative design
Week 2  Different measures for evaluation, e.g., utility, efficiency, learnability, user
satisfaction
 Usability heuristics and the principles of usability testing
 Physical capabilities that inform interaction design, e.g., color perception,
ergonomics
Week 3  Cognitive models that inform interaction design, e.g., attention, perception and
recognition, movement, and memory; gulfs of expectation and execution
 Social models that inform interaction design, e.g., culture, communication,
networks and organizations
Week 4  Principles of good design and good designers; engineering tradeoffs
 Accessibility, e.g., interfaces for differently-abled populations (e.g., blind,
motion-impaired)
 Interfaces for differently-aged population groups (e.g., children,
Week 5 PRELIMINARY EXAMINATION
Week 6 HCI/Designing Interaction
• Principles of graphical user interfaces (GUIs)
• Elements of visual design (layout, color, fonts, labeling)
Week 7 • Task analysis, including qualitative aspects of generating task analytic models
• Low-fidelity (paper) prototyping
• Quantitative evaluation techniques, e.g., keystroke-level evaluation
 COLEGIO DE STA. TERESA DE AVILA
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Outcomes-Based Teaching And Learning Plan Page |3

Week 8 • Help and documentation

• Handling human/system failure
• User interface standards
Week 9 MIDTERM EXAMINATION
Week 10 HCI/Programming Interactive Systems
• Software Architecture Patterns, e.g., Model-View controller; command objects,
online, offline (cross reference PL/Event Driven and Reactive Programming,
where MVC is used in the context of event-driven programming)
• Interaction Design Patterns: visual hierarchy, navigational distance
• Event management and user interaction
Week 11 • Geometry management (cross-reference GV/Geometric Modelling)
• Choosing interaction styles and interaction techniques
• Presenting information: navigation, representation, manipulation
Week 12 • Interface animation techniques (e.g., scene graphs)
• Widget classes and libraries
• Modern GUI libraries (e.g. iOS, Android, JavaFX) GUI builders and UI
programming environments (crossreference PBD/Mobile Platforms)
Week 13 • Declarative Interface Specification: Stylesheets and DOMs
• Data-driven applications (database-backed web pages)
• Cross-platform design
• Design for resource-constrained devices (e.g. small, mobile devices)
Week 14 PRE-FINALS
Week 15 HCI/New Interactive Technologies
• Choosing interaction styles and interaction techniques
• Representing information to users: navigation, representation, manipulation
• Approaches to design, implementation and evaluation of non-mouse interaction
• Touch and multi-touch interfaces
Week 16 • Shared, embodied, and large interfaces
• New input modalities (such as sensor and location data)
• New Windows, e.g., iPhone, Android
• Speech recognition and natural language processing (cross reference IS/Natural
Language Processing)
Week 17 • Wearable and tangible interfaces
• Persuasive interaction and emotion
• Ubiquitous and context-aware interaction technologies (Ubicomp)
• Bayesian inference (e.g. predictive text, guided pointing)
• Ambient/peripheral display and interaction
Week 18 FINAL EXAM
TEXTBOOKS AND REFERENCES
References Interaction Design: Beyond human-computer interaction by Helen Sharp, Yvonne
Rogers & Jenny Preece (multiple editions)
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Software Engineering by Pressman (multiple editions)

Other Suggested Reading
Course Requirements As evidence of attaining the above learning outcomes, students are required to do
and submit the following during the indicated dates of the term. The rubrics for these
outputs are provided.

Major Course Output

As evidence of attaining the above learning outcomes, students are required to do and submit the following during
the indicated dates of the term. The rubrics for these outputs are provided.

Learning
Required Output Due Date
Outcome
LO 1 MC01: A documented interview and case study on human computer Before Prelim/Midterm
interaction Exam
LO 2 MC02: Evaluation of an application or product in solving domain specific Before Semi Final/Final
problems Exam

OUTCOMES-BASED TEACHING-LEARNING PLAN

Class Schedule Teaching and Learning
LO Topics and Readings
(Weeks) Activities
LO 1 HCI/Foundations Week 1-4 Discussion
LO 2  Contexts for HCI (anything with a user Lecture
interface, e.g., webpage, business Case Analysis
applications, mobile applications, and games) Video Presentation
 Processes for user-centered development, Demonstration
e.g., early focus on users, empirical testing,
iterative design
 Different measures for evaluation, e.g.,
utility, efficiency, learnability, user
satisfaction
 Usability heuristics and the principles of
usability testing
 Physical capabilities that inform interaction
design, e.g., color perception, ergonomics
 Cognitive models that inform interaction
design, e.g., attention, perception and
recognition, movement, and memory; gulfs of
expectation and execution
 Social models that inform interaction design,
 COLEGIO DE STA. TERESA DE AVILA
Document No. SIT-SYL-002
Issue No. 01
6 Kingfisher and Skylark Streets, Zabarte Subdivision, Novaliches, Quezon City
Revision No. 00

SCHOOL OF INFORMATION TECHNOLOGY Date of Affectivity June 2018

Outcomes-Based Teaching And Learning Plan Page |5

e.g., culture, communication, networks and

organizations
 Principles of good design and good designers;
engineering tradeoffs
 Accessibility, e.g., interfaces for differently-
abled populations (e.g., blind, motion-
impaired)
 Interfaces for differently-aged population
groups (e.g., children, 80+)
Prelim Exam: Information Technology concepts Week 5
covering IT professions and careers, IT domains and
IT disciplines and history of computing
LO 1 HCI/Designing Interaction Weeks 6-8 Discussion
LO 2 • Principles of graphical user interfaces (GUIs) Lecture
• Elements of visual design (layout, color, fonts, Case Analysis
labeling) Video Presentation
• Task analysis, including qualitative aspects of Demonstration
generating task analytic models
• Low-fidelity (paper) prototyping
• Quantitative evaluation techniques, e.g.,
keystroke-level evaluation
• Help and documentation
• Handling human/system failure
• User interface standards
Midterm Exam: Week 9
Solving problems involving Normal Forms, Validity,
Predicate Logic
Universal and Existential Quantification, Modus
Ponens and Modus Tolens, and Limitations of
Predicate Logic
LO 1 HCI/Programming Interactive Systems Week 10 - 13 Discussion
LO 2 • Software Architecture Patterns, e.g., Model-View Lecture
controller; command objects, online, offline Case Analysis
(cross reference PL/Event Driven and Reactive Video Presentation
Programming, where MVC is used in the context Demonstration
of event-driven programming)
• Interaction Design Patterns: visual hierarchy,
navigational distance
• Event management and user interaction
• Geometry management (cross-reference
GV/Geometric Modelling)
• Choosing interaction styles and interaction
techniques
• Presenting information: navigation,
representation, manipulation
• Interface animation techniques (e.g., scene
 COLEGIO DE STA. TERESA DE AVILA
Document No. SIT-SYL-002
Issue No. 01
6 Kingfisher and Skylark Streets, Zabarte Subdivision, Novaliches, Quezon City
Revision No. 00

SCHOOL OF INFORMATION TECHNOLOGY Date of Affectivity June 2018

Outcomes-Based Teaching And Learning Plan Page |6

graphs)
• Widget classes and libraries
• Modern GUI libraries (e.g. iOS, Android,
JavaFX) GUI builders and UI programming
environments (crossreference PBD/Mobile
Platforms)
• Declarative Interface Specification: Stylesheets
and DOMs
• Data-driven applications (database-backed web
pages)
• Cross-platform design
Design for resource-constrained devices (e.g. small,
mobile devices)
LO 1 HCI/New Interactive Technologies Weeks 15 - 17 Discussion
LO 2 • Choosing interaction styles and interaction Lecture
techniques Case Analysis
• Representing information to users: navigation, Video Presentation
representation, manipulation Demonstration
• Approaches to design, implementation and
evaluation of non-mouse interaction
• Touch and multi-touch interfaces
• Shared, embodied, and large interfaces
• New input modalities (such as sensor and location
data)
• New Windows, e.g., iPhone, Android
• Speech recognition and natural language
processing (cross reference IS/Natural Language
Processing)
• Wearable and tangible interfaces
• Persuasive interaction and emotion
• Ubiquitous and context-aware interaction
technologies (Ubicomp)
• Bayesian inference (e.g. predictive text, guided
pointing)
Ambient/peripheral display and interaction

OTHER REQUIREMENTS AND ASSESSMENTS:

Aside from the major course outputs above, this course has four other summative assessment, preliminary, midterm,
semi-final and final examinations. Graded class activities include recitation, seatwork, assignments and reports.
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GRADING SYSTEM
To pass this course, one must accumulate 75% of the total course requirements below.

Performance 30%
(Quizzes, Board Work, Recitation)
Output 30%
Assignments, Projects, Research, Reports, Experiment, Simulation, Hands-on Activities
Major Exam (Prelim, Midterm, Semi-Final, Finals) 30%
Attendance 10%
Total 100%

PERFORMANCE INDICATOR
Rubrics for Case Report

4 – Excellent 3 – Very Satisfactory 2 – Satisfactory 1 – Poor 0 - No

Criteria output

Clearly and Clearly states the paper’s States the paper’s Incomplete and/or No
concisely states the purpose. The purpose. The unfocused. There is output
paper’s purpose. introduction states the introduction states the no clear
The introduction is main topic and previews main topic but does not introduction or main
Introduction engaging, states the the structure of the paper. adequately preview the topic and the
main topic and structure of the paper. structure of the
previews the paper is missing.
structure of the
paper.
Each paragraph has Each paragraph has Each paragraph lacks Each paragraph fails No
thoughtful sufficient supporting supporting detail to develop the main output
supporting detail detail sentences that sentences. Logical idea. No evidence
sentences that develop the main idea. organization; of structure or
develop the main Paragraph development organization of ideas organization.
idea. Writer present but not perfected. not fully developed.
Body and
demonstrates
Content
logical sequencing
of ideas through
well-developed
paragraphs;
transitions are used
to enhance
organization.
The conclusion is The conclusion restates The conclusion does Incomplete and/or No
engaging and the thesis. Conclusions not adequately restate unfocused. Little output
restates the thesis. are supported by the the thesis. Some indication of
 COLEGIO DE STA. TERESA DE AVILA
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Conclusion Conclusions are paper. conclusions are not synthesis or

strongly supported supported by the paper. drawing of
by the paper. conclusions.

No errors in Almost no errors in Many errors in Numerous errors in No

punctuation, punctuation, punctuation, punctuation, output
capitalization and capitalization and capitalization and capitalization and
Mechanics spelling. No errors spelling. Almost no spelling. Many errors spelling. Numerous
and in sentence errors in sentence in sentence structure errors in sentence
Usage structure and word structure and word usage and word usage. structure and word
usage. usage.

All cited works are Some cited works are Few cited works are Absent. Includes No
noted in the correct noted in the correct presented in the correct few proper output
format with no format. Inconsistencies format. The paper references, such as
Citation and errors. The paper evident. The paper includes, if applicable, journal articles
Bibliography includes, if includes, if applicable, less than the minimum and/or books.
applicable, more the minimum specified specified number of
than the specified number of proper proper references, such
number of proper references, such as as journal articles
references, such as journal articles and/or and/or books.
journal articles books.
and/or books.

COURSE POLICIES AND STANDARDS

Expectations from Student:

The student’s responsibility is to come to each class prepared. S/he is also expected to take all examinations on the
date scheduled. S/he should read the assigned problems prior to class. S/he is expected to attend each class and participate
actively in the discussions.

Academic Dishonesty

All students are expected to be academically honest. Cheating, lying and other of unethical behaviour will not be
tolerated. Any student found guilty in examinations or plagiarism in submitted course requirements will receive an F or
failure in the course requirement or in the course. Plagiarism refers to the use of books, notes or other intellectual property
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without giving proper attribution to its author, or representing the work of another person as one’s own. Cheating refers to
securing help in a test; copying tests, assignments, reports or term papers; collaborating with other students during an
examination or in preparing academic work; signing other student’s name on an attendance sheet; or otherwise practicing
scholastic dishonesty.

Policy on Absences

The allowed number of absences for students enrolled in a 1 ½ hours class is 7. Request for excused absences or
waiver of absences must be presented upon reporting back to class. Special examinations will be allowed only in special
cases, such as prolonged illness. It is the responsibility of the student to monitor his/her own tardy incidents and absences that
might accumulate leading to a grade of Drop without Permission or has a numeric equivalent of 5.0. It is her/his
responsibility to consult with the teacher, chair or dean should his/her case be of special nature.

EFFECTIVITY AND REVISION INFORMATION

Date Revised: March 1, 2017 Date Implemented: June 2018

Prepared by: Reviewed by:

______________________________ HAROLD R. LUCERO, MIT

Instructor Dean, School of Information Technology