Human Centered Design

Teaching Methodologies

The curricular unit is governed by principles of problem-based learning. Students begn by receiving a theoretical framework of principles, theories, and methods with the opportunity to discuss cases. This phase is followed by the phsaes of problem formulation, research to adapt methods to the problem at hand, application of knowledge in practical cases (of varying durations) and group discussion of te results.

Learning Results

1. Understanding the process of human-centred design
2. Being able to select the appropriate method for user research
3. Being able to tailor user research methods to the project at hand
4. Being able to select the appropriate method for technology assessment
5. Knowing how to guarantee data quality in user research
6. Knowing how to analyse data from fieldwork and technology assessment
7. Being able to critically reflect about the ethical implications of engaging human beings in design


1. Human-Centered Design principles
1.1 Design approach
1.2 Human-Centered Design within a digital development project
2. Understanding users and contexts
2.1 Interviews and observation
2.2 Questionnaires
2.3 Probes
3. Assessment of digital technology
3.1 Different types of usability tests
3.2 Field testing
3.3 Data collection and analysis
4. Ethics issues

Curricular Unit Teachers




Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.

Frauenberger, C., Rauhala, M., & Fitzpatrick, G. (2017). In-Action Ethics. Interacting with Computers, 29(2), 220–236.

Goodman, E., & Kuniavsky, M. (2012). Observing the User Experience: A Practitioner’s Guide to User Research (2nd edition). Morgan Kaufmann.

Sanders, L., & Stappers, P. J. (2013). Convivial Toolbox: Generative Research for the Front End of Design. Laurence King Publishing.