ABSTRACT
When participatory design is applied in educational contexts for the purpose of course or curriculum design, it is typically a long-term project with groups of students and educators who collaborate to improve general practices and curricula. This chapter explains how the author overcame the obstacles in the design and delivery of a fourth-level university course in human-computer interaction (HCI). It also demonstrates how the students' participation in the design of their own course improved their learning experience, engagement, and overall performance, as well as the teacher's pedagogical experience. Referring to the development of HCI curricula, Fincher, Cairns, and Blackwell explain how HCI educators with experience in methods such as participatory design and user-centred design refrain from using these techniques when designing their courses. Iterative prototyping is a staple technique in several design disciplines. The chapter describes a case in which participatory design was used to develop a fourth-level HCI course.
