November 17, 2006 lecture by Gayna Williams for the Stanford University Human Computer Interaction Seminar (CS547). This talk presents innovation on research methods used during the creation of Windows Vista to insure that users were considered at each stage of the development process; the methods highlighted include: personas, benchmarking, desirability, instrumentation, and ethnographies.

1. Finding Balance: Addressing Cognitive Dissonances
2. Expressive Intelligence: AI, Games and New Media
3. Sensing Technologies for Future Computing Form Factors
4. Designing for the Self
5. From Personal Computers to Personal Information Environments
6. Windows Vista Dev: Innovation on User Research Methods
7. Technology for Developing Regions
8. Koala: End User Programming on the Web
9. Multiplayer Games: Psychological Engagement and Implications
10. Problems and Solutions With "Simple" Interactive Devices
11. Usability and Software Architecture: The Forgotten Problems
12. Bill Moggridge: Designing Interactions
13. Don Norman: The Design of Future Things
14. Why Phones Are Not Computers
15. Better Game Characters By Design
16. Interactive Diagrams of Complex 3D Objects
17. Paying Attention to Interruption: A Human-Centered Approach
18. GUIDE: Gaze-Enhanced User Interface Design
19. Looking at Prototypes As More Than Immature Proto-Products
20. What History Can Teach Us About Evaluation in HCI
21. Knowledge Media to Aid Communications and Human Cognition
22. Collaborative Observatories for Natural Environments
23. The Design of Implicit Interactions
24. Building the Danger Hiptop: a New Mobile Internet Platform
25. Sketching and Experience Design

CS 547: Human-Computer Interaction Seminar (Seminar on People, Computers, and Design) is a Stanford University course that features weekly speakers on topics related to human-computer interaction design. The seminar is organized by the Stanford HCI Group, which works across disciplines to understand the intersection between humans and computers. This playlist consists of seminar speakers recorded during the 2006-2007 academic year.