CSE 271: User Interface Design: Social and
1. Homework will not be graded, because there is no TA; but if the homework
were graded, your grade would be strongly influenced by your ability to use
the concepts in the readings and lectures.
2. We will do some problems together in class. For additional feedback on
homework, please see me during my office hours.
- Due 11 April:
- Select two interesting but quite different websites and criticize their
design with respect to meeting their goals. (You can find some interesting
websites linked from my "What's Cool"
page, e.g., that of Victoria Vesner, or items available by clicking on the
walls of Timothy Leary's house-like homepage.)
- Discuss Robert Morey's interactive applet proof of the Pythagorean Theorem.
In particular, explain why letting the user size the triangle is a good idea.
- Design a webpage for your work in this course; hand in a print of the
page, and a sheet stating your goals for its design. You will be graded on
the quality of the design, and to some extent the appropriateness of the
goals. Do not include information about solutions to homework
problems on this page! Appropriate topics might be comments on readings,
questions about content, further details of examples, further references and
links, and new examples.
- Find at least two inconsistencies in the 1998 CSE 271 class website at the design
level - not spelling, syntax, etc.
- Due 18 April: The first three questions concern the UC San Diego Semiotic Zoo:
- Write a one paragraph statement of its goal;
- Write an interface guideline capturing its current style; and
- Write a brief social impact statement for the zoo, following the
checklist on pages 113-114 of Shneiderman.
- Use the "Eight Golden Rules" (pages 74-75 of Shneiderman) as a basis for
critiquing the websites that you discussed in questions 1 and 2 of last
- Write about one paragraph on the importance of a website designer (or
critic) knowing the goals of a site.
- (Optional:) In linguistics, mitigation is defined to be any use
of language that has the effect of decreasing the impact of a sentence. One
important class of mitigation devices are hedges, which are adjectives
and/or adverbs that decrease the impact of a noun or verb. Some examples are
"sort of", "sometimes", "possibly", "often", "maybe" and "perhaps". Some
other mitigation devices are syntactic, such as placing the main content in a
subordinate clause. List as many instances of mitigation as you can find in
the first paragraph of section 2.2.5 (page 60) of Shneiderman, and then
rewrite the paragraph without them. Draw a brief conclusion from this
- Due 25 April:
- Give an example of a single signifier in English that has two different
signifieds (or in Peircian terminology, a representamen that has two
different objects). Give another example showing how the signified can be
changed by context. Explain why the definition of sign really should include
both the signifier and signified. Give an example illustrating the role of
- Show how to construct "menu signs" along similar lines as the "button
sign" in section 3 of the class notes. Are these signs
consistent with the original HTML philosophy described in section 3? Why or why not?
- Give three examples of recipient design from your everyday life.
- Write a semiotic analysis of the cover of the text by Shneiderman,
paying particular attention to the colors, sizes, backgrounds, fonts, etc. of
any text, and the structuring of this single complex sign as a composition of
smaller signs. Point out any instances of iconicity and indexicality.
- Due 2 May:
- Make as many suggestions as you can for improving the Wireless Questionnaire, using material in Chapter 4 of
Shneiderman and the papers Communication and
Collaboration from a CSCW Perspective and Techniques for Requirements
- Give two real examples of mitigated speech from your own everyday life.
- Write approximately one page on dates and times and how they are
represented; use semiotic morphisms in your discussion.
- The ordering of items in the readings and homework pages of an old version of this course was reverse chronological. Use
semiotic morphisms to explain why that was not a good idea - or why it was,
if you think it was.
- Use semiotic morphisms to justify placing scrollbars on the
right side of a window in the same color as the window border (with the
unshown part represented by a different shade).
- (Optional) Write approximately one page comparing chapter 14 of
Shneiderman with Communication and Collaboration
from a CSCW Perspective by Mark Ackerman.
- Due 9 May:
- If you have no already done so, please hand in your project proposal! It
should be on a separte page from the rest of your homework; please include
your email address, so we can discuss it quickly and easily. You should
carefully read the projects page, and also look
ahead in the class notes, because some of the most interesting topics have
not yet been covered. You can start writing as soon as your topic is
- Give two examples of adjacency pairs (in the technical sense!) that you
found in ordinary conversation, explain why they are examples, and describe
the context in which they occured. (Note: See section 6.2.1 of Techniques for Requirements
Elicitation. Your answer could be rather brief.)
- Apply the notion of adjacency pair to the Windows 2000 (or NT or XP
whatever) logout procedure.
- Do a heuristic evaluation (p.126 of Shneiderman) using the "Eight Golden
Rules" (p.74-76) and the 5 display organization guidelines (p.80) for the DTUI website; note that this should
include a consistency inspection (p.126).
- Explain in some detail how a scrollbar is a semiotic morphisms: at least
sketch the structure of the source semiotic space, including some sorts,
constructors, priorities, and levels. Say what is preserved, and what is
not? Why? Consider also whether scrollbars should be on the right or left
side of a window.
- Use CSCW ideas to explain the phenomenon (described p.197 of Shneiderman)
that users of computer games generally prefer a display of highest scores
over computer generated feedback during play.
- (Optional) Describe in some detail (e.g., who, when, where, why) an
example of recipient design that you actually observed in your own
experience; do not use a variant of the examples given in the class notes.
- Due 16 May:
- Give an example of a noticeable absence (in its technical sense!) in
natural social interaction, explain why it is an example, and give a context
in which it might appear. (Note: this can be brief.)
- Describe the structure of the simple narrative in the webpage The Structure of Narrative with a parse tree using
the notation given there. Also describe the semiotic morphism that maps
narratives to their Labov structures.
- Write about 1 page applying Shneiderman's ideas on user interfaces for
search capabilities in chapter 15 to the Yahoo! websearch engine.
- The first version of the popup explanation windows for the semiotic zoo
included all the same links as the exhibit pages themselves; however, I soon
deleted them. Explain why that was a good idea - or why it wasn't, if you
think it wasn't.
- Use semiotic morphisms to explain why it is usually better to
present a set of weblinks as a broad list rather than as tree with
non-trivial layering of indices (see p.575 of Shneiderman).
- (Optional) Do the same as in problem 3 for the story in the Darwin Award Nomination.
- (Optional) Find a new item that could have been used as an exhibit in the
UC San Diego Semiotic Zoo; put it on
your class website with an explanation, and give its URL.
- (Optional) Give a careful discussion of the list of problems with video
on p.491 of Shneiderman, paying careful attention to the fact that the list
contains items of completely different character, for example, that some
items have a social origin, whole others merely reflect short term limits of
current technology. Explain why each item might be a problem.
- Due 23 May:
- Some pages of the 1998
CSE 271 website used "<hr>" to separate links at the bottom of the page,
but now "<br>" is used instead (but not before the first link or after the
last). Use semiotic morphisms to explain why that is a good idea - or why it
isn't, if you think it isn't.
- Modify the code in this link as
described there; hand in printed copies of your XML source, your XSL source,
your DDT source, and the output that is produced. You will need to use
Internet Explorer version 5 for this assignment, since Netscape Navigator
does not yet support XML.
- Write one paragraph discussing how an XSL file defines a semiotic
morphism for XML code written in its style. You should use the above XML
homework problem as an example.
- Use OBJ notation to define the Labov narrative structure defined in The Structure of Narrative, and also the
structure of the particular story given there. Describe how semiotic
morphisms enter into this situation.
- Write a paragraph or so explaining how Andersen's notion of
manifestation can be seen as a semiotic morphism; give a simple
example, and describe what should be preserved.
- (Optional) Use semiotics to explain why some features of scrollbars work
well and others do not, expanding and making more precise the discussion
given in class.
- (Optional) Use both classical and algebraic semiotics to explain why some
things work and others do not in the "plumbing" representation of Figure
15.18, page 543, of Shneiderman (see the semiotic
methodology in Section 7 of the class notes).
- Due 30 May:
You may find the OBJ3 Survival
Guide useful for the OBJ problems. Source code for OBJ3 version 2.04, and
compiled code for Sun workstations, can be obtained by ftp from ftp://www.cs.ucsd.edu/pub/fac/goguen.
The latest (June 2000) open source release, OBJ3 version
2.06, cleaned up from version 2.04 (from 1992), engineered by Joseph
Kiniry and Sula Ma, and built and supported by Joseph Kiniry; this runs under GCL
2.2.2. You can also get the BOBJ variant of OBJ from the BOBJ ftp site.
- Explain how the display in Plate B4a of Shneiderman (after page 514)
could be seen as a semiotic morphism. Do the same for Plate B5, and then
explain why it is better than B4a (if it is).
- Describe in detail your actions in trying to answer three simple but
non-trivial questions using a web browser; these questions should be similar
to those discussed in class. Say whether your search breadth first, depth
first, or neither, and whether it was adaptive. (A simple example would be
to find the birth date of Galileo Galilei, by placing the keyword "Galileo"
into a browser.)
- Pick 3 "oxymorons" from the list of 50 and
explain their oxymoronic meaning as a blend of semiotic morphisms for their
two parts. Because these are jokes, they are also supposed to have at least
one non-oxymoronic blend; both blends should be explained (if they exist).
- Write the structure given in the DTD for
bibliographic entities in OBJ, and test run this code on some simple
- Write the other two blends described in the Formal
Notation for Conceptual Blending in OBJ, and run the code in order to
type check it.
- Due 6 June:
- Write about one page using semiotics, especially morphisms, blends, and
iconicity, to analyze some specific everyday object, such as a
favorite coffee mug, chair, or table (see the semiotic methodology in Section 7 of the class notes).
- Write a short description of some major actants involved with XML
(including potential users and actants in the standards process) and some of
the most important relations among them. Draw a graph summarizing your
- Pick 3 cartoons from the comics section of a newspaper and explain for
each how some conceptual space has been recontextualized by adding new
information, and show how the resulting new meaning is a blend (give and fill
in the most pertinent parts of the blend diagram).
- Write an outline of the most important points in this class, with an
explaination of the relevance of each one to user interface design.
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Last modified: Wed May 29 20:05:58 PDT 2002