The interdisciplinary fields of Computer Science & Engineering and Human Computer Interaction are increasingly faced with developing human-centered solutions faster, with fewer project members. As a result, while learning the process of human-centered research and design within human-computer interaction classes, CSE students often appear to feel pressured to just go ahead and start building as quickly as possible. This is not the right approach, as students will then ignore the crucial problem identification phase of any project. In order to foster the right research and analysis mindset in students, it is often necessary to get them to think outside the box, break down the bumps in the project path, and analyze the action of everyday activities. This poster presents three different object lessons I have used in the undergraduate and graduate classroom that wake students up to the need to research issues, analyze evidence and think critically about connections between people, information and technology - all before they code or make. Handouts.

Many CSE programs have begun to mandate a human-centered design (HCD) course as part of degree requirements. Rather than abstracting out messy humans to a single generic 'user', HCD requires solution designers to use their innate creativity and empathy to work alongside a varied group of people who will be most impacted by a new system. However, many CSE students tend to keep a narrowed focus on system-only behavior and the human inter-relation skills necessary to do HCD well may not come naturally to CSE students. Within HCD projects, this becomes a problem given that project teams consist not just of designers, developers and project managers, but also increasingly of core users, in a co-design or participatory design process. Figuring out ways to get students to define a problem completely, account for human needs in solution ideas, and work alongside actual users can be a struggle for many in the CSE education field. This BOF is intended to share ideas for how to appropriately teach the mindset and methods skillset of HCD to typical CSE students. This session is directed at the sharing and collaborating around teaching resources, techniques, in-class activities and assignments for HCD education. Handouts.

Online user-generated video sharing communities, such as YouTube, are becoming more popular than conventional studio-produced content. These communities provide every user with the opportunity to create and promote their own video content---a compelling venue for children and teenagers to share their stories and voices. In this study, we investigate the practices of youth video creators on YouTube. To do so, we conducted a content analysis of the audience engagement practices of 100 youth author channels, comparing them to adult and professional YouTubers when appropriate. We found that most youth authors are aware of and actively engage with their imaginary or real audiences on YouTube. They emulate the conversational and audience engagement practices seen in professional quality YouTube channels, but may not have the video editing or other meta-content skills or experience to do so. Based on our findings, we point to a number of implications for future research and design in this space.

What kinds of content do children and teenagers author and share on public video platforms? We approached this question through a qualitative directed content analysis of over 250 youth-authored videos filtered by crowdworkers from public videos on YouTube and Vine. We found differences between YouTube and Vine platforms in terms of the age of the youth authors, the type of collaborations witnessed in the videos, and the significantly greater amount of violent, sexual, and obscene content on Vine. We also highlight possible differences in how adults and youths approach online video sharing. Specifically, we consider that adults may view online video as an archive to keep precious memories of everyday life with their family, friends, and pets, humorous moments, and special events, while children and teenagers treat online video as a stage to perform, tell stories, and express their opinions and identities in a performative way.

This paper presents the results of an ongoing study into the potential role of mobile or wireless health applications for targeting the prevention of excessive gestational weight gain in pregnant lower-income American women. Informed by a qualitative study of pregnant women's experiences, we develop a set of design requirements for designing mobile health (mHealth) interventions related to healthy pregnancies. We identify a disconnection between physical activity and food tracking application design paradigms, and the reality of pregnant women's lives and capacities. We introduce the concept of an individualized pregnancy ecology, which provides an alternative paradigm for design of health and wellness management tools for lower-income pregnant women.

I investigate the potential for mobile health communication and social collaboration technologies (mHealth) to have a positive impact on pregnancy for lower-income American women. Recognizing that pregnancy is more than medical health, I set out to understand what pregnancy is for this population and how the embodied experience of pregnancy impacts women's lives. I have initiated a mixed methods study, which uses focus groups, interviews, information landscape analysis and social media discourse analysis. From the preliminary focus group and interview data, I have created a structuring health concept that I call the pregnancy ecology, accounting for the multi-faceted experience of pregnancy as a transformational event. The future work will incorporate all of the data into a holistic health ecology concept for pregnancy. Using this concept, I intend to design and build a mHealth app that treats pregnancy as a teachable moment for health, wellness and social support throughout the lifecourse.

Adolescents represent nearly one-fifth of the planet's population, yet the interaction design literature offers little guidance on the unique needs, opportunities, and challenges of designing for this age group. In this paper, we provide guidance on interaction design with adolescents, grounded in methodological and behavioral sciences literature. We clarify what adolescence is and what the needs of adolescents are with respect to their cognitive, emotional, social, and physical changes. We present and discuss common pitfalls that can occur in research and design projects involving adolescent populations. We single out of video data gathering methods as a particularly apropos approach to understanding teen populations and offer up an overview our own approach to videography, called 'mobile video collage'. We conclude with a call to the field of interaction design and children to better understand the unique position, needs and values of adolescents.

Ad-hoc virtual teams often lack tools to formalize leadership and structure collaboration, yet they are often successful. How does this happen? We argue that the emergence of leadership and the development of expertise occurs in the process of taking action and in direct response to a lack of structure. Using a twinned set of eight modality sliders, we examine the interactions of fourteen players in an alternate reality game. We find that players adopted military language and culture to structure and arrange their play. We determine that it is critical to account for the context of play across these modalities in order to design appropriately for effective in-game virtual organizing.