Building the Narrative Cloud: Reflection and Distributed Cognition in a Design Studio Classroom
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Sosa Tzec, O., Beck, J. E., Siegel, M. A. (2013) Building the Narrative Cloud: Reflection and Distributed Cognition in a Design Studio Classroom. DRS // CUMULUS 2013. 2nd International Conference for ...

Sosa Tzec, O., Beck, J. E., Siegel, M. A. (2013) Building the Narrative Cloud: Reflection and Distributed Cognition in a Design Studio Classroom. DRS // CUMULUS 2013. 2nd International Conference for Design Education Researchers. May 14-17. Oslo.

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Education in Human-Computer Interaction Design (HCI/d) aims to instill a human-centered perspective among its students, encouraging a designerly way of thinking that allows them to develop creative solutions that consider the implications and consequences of people interacting with technology. It has been known that a practicum (Schön, 1987) environment contributes to developing this way of thinking by means of reflection (Schön, 1987). We present in this paper a pedagogical approach based on narratives to be employed in studio-based courses for HCI/d. We discuss how oral and multimedia narratives support in conveying content-independent concepts that affect the learning experience. We propose a set of components to help the elaboration of these stories. Additionally, we introduce a conceptual space called the narrative cloud, which helps us to elaborate on the ideas regarding this approach and closely ties to the concept of distributed cognition (Hutchins, 2000). Therefore, the goal of this paper is establish a base for discussing a further development of this approach, or any framework or methods where narratives constitute a fundamental element that supports reflection in HCI/d education.

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Building the Narrative Cloud: Reflection and Distributed Cognition in a Design Studio Classroom Presentation Transcript

  • 1. Building the Narrative CloudOmar Sosa Tzec・Jordan E. Beck・Martin A. SiegelSchool of Informatics and ComputingIndiana Universitydrs // cumulus 20132nd International Conference forDesign Education ResearchersOslo, 14-17 May 2013Distributed Cognition in a Design Studio Classroom
  • 2. Maya LinSource: http://www.naaapconvention.org/
  • 3. Source: http://militaryblog.militaryavenue.com/The Vietnam Veterans Memorial Wall
  • 4. How do we use narratives as teaching toolsin a design studio to cultivate design agencyin non-designers?Question
  • 5. hci design studiooObserveriInstructorssssssssssssssssssssssssssssssssssssStudents collaboratingMethodology
  • 6. Sketching andprototypingContent-Dependent ConceptsStudents sketching and prototypingImage by Sam Tian
  • 7. Content-Dependent ConceptsAffinityDiagrammingAffinity diagram made by studentsImage by Sam Tian
  • 8. Content-Dependent ConceptsUsabilityTestingStudents testing their prototypeImage by Sam Tian
  • 9. Content-Independent Concepts
  • 10. courageContent-Independent Concepts
  • 11. “You know, I couldn’t help but thinkthat, she was so young and early inher career, inexperienced, really. Astudent still. And yet she still hadthe courage to believe in her design.I wonder if I could do that.”graduate student of hci/d studioContent-Independent Concepts
  • 12. Content-Independent ConceptsThe Zen Dog by Edward Mocton - http://www.edwardmonkton.comSource: http://birchbeauty.blogspot.com/2011/01/zen-dog-made-me-do-it.html
  • 13. Content-Independent ConceptsThe Zen Dog by Edward Mocton - http://www.edwardmonkton.comSource: http://birchbeauty.blogspot.com/2011/01/zen-dog-made-me-do-it.htmlperseverance
  • 14. Content-Independent ConceptsInternational student of the HCI/d program at IUImage by Sam Tian
  • 15. diversityContent-Independent ConceptsInternational student of the HCI/d program at IUImage by Sam Tian
  • 16. Content-Independent ConceptsNarratives act as catalystsfor cultivating a sense ofdesign agencyHCI/d students during the lecture stageImage by Sam Tian
  • 17. instructor studentss s scontent-independent conceptstudioireflection-in-narrativeContent-Independent Concepts
  • 18. Content-Independent Conceptsreflection-on-narratives s sstudioi?
  • 19. The Narrative CloudThe Narrative Cloud
  • 20. The Narrative Clouds si s
  • 21. The Narrative Clouds si s
  • 22. The Narrative Clouds si ss si s
  • 23. The Narrative Clouds sss si s
  • 24. The Narrative CloudsT
  • 25. The Narrative CloudsTs ss
  • 26. Narratives: typology
  • 27. Narratives: typologyOralNarratives
  • 28. Narratives: typologyOralNarrativesVideoNarratives
  • 29. Narratives: typologyMusicalNarrativesOralNarrativesVideoNarratives
  • 30. Narratives: components•Characters•Setting•Actions•Time Pins•Objects•Emotions•Intentions•Values
  • 31. Summary•Content-Dependent Concepts•Content-Independent Concepts•The Narrative Cloud•Typology and Components for Narratives
  • 32. We introduced an HCI/dpedagogical approach to beapplied in a studio-based course.This approach employs narrativesas a means to convey content-independent concepts. Thesestories gather in a conceptualspace we call the narrative cloud,and they serve to engagestudents into self-reflection.The graduate students of the HCI/d studio in the Rite of PassageImage by Sam MaverickConclusions
  • 33. This self- reflection motivatesachievement of two studentgoals:1.Consciousness2.EmpowermentThe graduate students of the HCI/d working at the studioImage by Sam MaverickConclusions
  • 34. •Student acceptance•Design principles•Best fit (curriculum/instructor)The graduate students of the HCI/d studio in the lecture sessionImage by Sam MaverickConclusions
  • 35. •How to build a frameworkfor practical use?•When to consider thenarrative cloud?•What are the implicationsof use?The graduate students of the HCI/d studio receiving a lecture of musicImage by Sam MaverickFuture Work
  • 36. They strengthen andrefine their sense ofagency by composingtheir own lifenarratives. In theend, the students arethe story.The graduate students of the HCI/d studio after their participationin the student design contest of the CHI Conference 2013Image by Tony Pattin
  • 37. AcknowledgementsThis work is supported in part by theNational Science Foundation (NSF) GrantAward no. 1115532. Opinions expressed arethose of the authors and do not necessarilyreflect the views of the entire research teamor the NSF. Other project team membersinclude Erik Stolterman, Nathan Bilancio,Colin Gray, Minqi Luo, David Roedl, andMengyao Zhao, all from Indiana University.
  • 38. Questions?{omarsosa, joebeck, msiegel}@indiana.eduhttp://www.soic.indiana.edu/http://uxdesignpractice.com/