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Emergent Critique in
Informal Design Talk
Reflections of Surface, Pedagogical,
and Epistemological Features in an HCI Studio

Colin M. Gray
November 28, 2013
background
Understanding communication between
students in non-classroom spaces
Using this understanding of the studio
through enactment of critique to
conceptualize the hidden curriculum
research
questions
What informal interactions are taking place
between students in the design studio?
How are these interactions instigating critique?
review of
literature
literature
Existing research on conceptualizing critique activity
Process model (Oh, et al., 2012)
Development of understanding (Exter, et al., 2009)
Genres (Dannels & Martin, 2008)
Types of knowledge (Uluoglu, 2000)
literature
CLASSROOM CRITIQUE

Oh, et al. (2012) process model of critiquing
literature
Shaffer’s Theoretical Model of the Studio (Shaffer, 2003)

Surface Features
Pedagogical Structures
Epistemology
context
context
Human-Computer Interaction design (HCI/d) program in a
School of Informatics
Non-classroom studio with no dedicated space
data
Critical Ethnography (Spring 2013)
Participant Observation (150 hours)
	
	
	

- thick field notes

- audio recordings (45 hours/150 segments)

- photographs (n=745)

Critical Interview (n=14)
Artifact Analysis
analysis
analysis
Coding of emergent themes across audio segments
Situating these codes in the context of the studio based on
Shaffer’s theoretical model
findings
Instigating
Interaction

#

overheard/seen

16

Design talk or work is overseen or overheard
while working separately

39

Casual greetings; “what are you up to?”; “how
was your weekend?”; friendly talk

12

Displaying finished or in-progress work to others
without provocation

planned/scheduled

53

Request to discuss at some point in the future;
planned meeting

request for advice

30

Explicit request for guidance, opinion, or
interpretation

smalltalk/social talk

showing off

Example Interactions
OVERHEARD/OVERSEEN
SMALLTALK/SOCIAL TALK
SHOWING OFF
PLANNED/SCHEDULED
REQUEST FOR ADVICE
discussion
Shaffer’s Theoretical Model of the Studio (Shaffer, 2003)

Surface Features
Pedagogical Structures
Epistemology
discussion
Surface Features
Physicality of space indicates what kinds of interactions
can be supported
The space was designed for certain types of collaboration
Divide between physical and digital spaces
discussion
Pedagogical Structures
Group projects support collaboration and sharing
Shared pedagogical experience
Representations follow pedagogical structures
discussion
Epistemology
Surface and pedagogical elements of the studio indicate
underlying beliefs
Projection of identity as professional designers
A studio bridge (Brandt, et al., 2011) is co-constructed between
students and the formal pedagogy
next steps
next steps
Broader analysis of data across two semesters of data collection
Focus on instigating interactions, and how and when these
interactions emerge in the studio space
Analysis of how interactions span virtual and physical spaces
questions?

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Emergent Critique in Informal Design Talk: Reflections of Surface, Pedagogical, and Epistemological Features in an HCI Studio