Towards a constructively aligned approach to teaching interaction design & children

Abstract

This paper proposes the principles of constructive alignment as foundation for course design within Interaction Design and Children (IDC). While the field has existed for over a decade, there is still no settled curriculum for teaching it. The paper demonstrates how intended learning outcomes in combination with related work and research on teaching IDC can be used to develop a course in IDC, and exemplify this with a brief description of the development of a recently completed course. The contribution of this paper is to support anyone who intends to start teaching in this area, to stimulate discussion in the community, and contribute to an emerging curriculum for Interaction Design and Children.