Design in the “Real World”: Situating Academic Conceptions of ID Practice
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Understanding authentic ID practice on its own terms instead of through academically reified notions of practice may be required if our conceptual tools (theories, models and guidelines) are to be used in practice (Rowland, 1992; Stolterman et al. 2008). To do this, we discuss definitions of design theory in IDT and contrast them to the larger design community, suggesting future research on ID practice framed by a heightened notion of design theory and method.
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Teaching design relies on critique as a component of its pedagogy. As mediated communication becomes progressively more pervasive in the learning experience of developing designers, we see a need to explore how critique manifests in these mediated spaces. This study explores how learners of design use Facebook groups to collaboratively bring about design learning via critique. Facebook group communications of graduate Human-Computer Interaction design (HCI/d) participants at a large Midwestern American university were analyzed. Data included 4558 status updates and 15273 comments from 160 students. A preliminary analysis of computer-mediated communication (CMC) in this Facebook group revealed that communication centered on quasi-professional social talk, and under this framing, informal peer critique emerged as a form of phatic, professional communication.
Seventy-four threads, out of a corpus of 4558, focused on critique, suggesting learners did not capitalize on the potential of the media. Critique threads were primarily posted in groups with larger numbers of members, reflecting the desire for a broader venue of potential critique participants employed by those who recognize the potential of the media. A participation coefficient was devised to represent the level of reciprocity, addressing both the students’ participation in requesting critique through status updates, and in providing feedback to other student requests for critique. No significant relationship was found between these two participation metrics, despite the assertion by multiple students that reciprocity was, or should be, present in these online critiques. Three outliers were located in this participation matrix, and are discussed as a framing for future work in understanding informal communication around critique as a type of designerly talk.
Supporting Idea Generation Through Functional Decomposition: An Alternative F...
This study explored how guided ideation can support concept initiation and development. We conducted a set of in-class activities in a junior-level industrial design studio at a large Midwestern US university with 20 students. Participants generated concepts individually while working on a previously defined problem. They performed a functional decomposition of existing concepts, then used a self-selected function to rapidly generate ideas in three stages over 45 minutes, supported by Design Heuristics cards. Through analysis of eight cases, we found that generated concepts were consistent with the originally defined function. The students’ ability to create a range of solutions increased over time, and concepts became more divergent through each of the three stages. Use of Design Heuristics changed, beginning as a tool for divergent concept generation (ideation), moving to a more mechanical transformation of existing concepts (iteration), and concluding with a broader, more evaluative synthetic framing (recomposition). Based on these results, we offer implications for the integration of idea generation methods across multiple stages in design and engineering contexts.
The Hidden Curriculum of the Design Studio: Student Engagement in Informal Cr...
Critique is an important part of a typical design pedagogy, but is generally only discussed within formal curricular structures, which do not address informal interactions between students in the design studio. In this study, I report findings from ethnographic observations of a design studio, including occurrences of informal critique that take place outside of the planned curriculum. Types of critique that are observed are detailed, including similarities or differences to critique in typical classroom practice.
Emergent Critique in Informal Design Talk: Reflections of Surface, Pedagogic...
While critique is frequently studied in formal higher education contexts, often including investigation of classroom critique and high stakes design juries, relatively little is known about the qualities of informal critique and design talk that occurs organically between students in the design studio environment. A critical analysis of design education has revealed a lack of attention to the role of student experience and the power relations that often dominate critique as an evaluative activity. Previous studies conducted in this framing have revealed what Dutton (1991) terms the "hidden curriculum" of a design studio, including factors that affect the student experience of a design pedagogy. Utilizing Shaffer's (2003) framework to theorize the construction of this "hidden curriculum," an evaluation of features manifests on three levels: surface, pedagogical, and epistemological.
This study investigates the occurrence of informal design talk between students in a shared studio workspace in a graduate Human-Computer Interaction design program. Data sources for this ethnographic investigation include: approximately 150 hours of participant observation of the studio space during a four month period, supporting audio recordings and photographs, and intensive interviews.
Based on initial analysis of collected data, including field notes, photographs, and audio recordings, a preliminary taxonomy of informal instigating interactions can be arranged. A broad continuum of informal design talk was observed, with little critique or critical talk between students following a structure that corresponds with classroom or professor-led critique. Despite this lack of structural similarity, informal design talk frequently invokes elements of critical discourse, reflecting the growth of a personal design perspective, and the latent assumptions built into the surface, pedagogical, and epistemological structures of the studio environment.
Building Design Knowledge: Creating and Disseminating Design Precedent
An invited lecture at Iowa State University on October 9, 2014. This talk focused on the role of design precedent and knowledge-building within the instructional design community, with specific guidance on preparing design cases for publication in the International Journal of Designs for Learning.
“It’s More of a Mindset Than a Method”: UX Practitioners’ Conception of Desig...
There has been increasing interest in the work practices of user experience (UX) designers, particularly in relation to approaches that support adoption of human-centered principles in corporate environments. This paper addresses the ways in which UX designers conceive of methods that support their practice, and the methods they consider necessary as a baseline competency for beginning user experience designers. Interviews were conducted with practitioners in a range of companies, with differing levels of expertise and educational backgrounds represented. Interviewees were asked about their use of design methods in practice, and the methods they considered to be core of their practice; in addition, they were asked what set of methods would be vital for beginning designers joining their company. Based on these interviews, I evaluate practitioner conceptions of design methods, proposing an appropriation-oriented mindset that drives the use of tool knowledge, supporting designers’ practice in a variety of corporate contexts. Opportunities are considered for future research in the study of UX practice and training of students in human-computer interaction programs.
Exploring the Lived Experience of Learners: Broadening our Understanding of A...
In recent years, there has been increasing focus on aesthetic learning experiences. We propose expanding this focus to account for the felt learner experience, including a deeper understanding of how learners build learning spaces surrounding the formal curriculum. This study is based on a one-year ethnography of a design studio, documenting how students actively engaged in informal learning in support and reaction to the formal pedagogy. Implications for the design of learning experiences are discussed.
Research Study Critique #2
A critique of the research study "Impact of media richness and flow on e-learning technology acceptance" by Liu, Liao, and Pratt for EDET 780, Maymester 2009.
Stop Telling Designers What To Do: Reframing Instructional Design Education T...
This document summarizes a study on design judgment in instructional design practice. The researchers observed 8 instructional designers and identified different types of judgments they made. They found that judgments were made continuously throughout projects and were highly situational based on contextual factors. Design judgments occurred in complex, layered ways and involved multiple types of judgments. The researchers believe this study suggests instructional design education should focus less on teaching isolated tools/models and more on helping students develop their ability to make judgments within complex design contexts.
Designers’ Articulation and Activation of Instrumental Design Judgments in Cr...
The document discusses instrumental design judgments in cross-cultural user research. It analyzes data from design workshops and debrief sessions conducted by a design team in China. The analysis finds:
1. The design team made explicit and implicit efforts to understand Chinese culture, such as relating observations to their own context, asking translators for explanations, and trying out cultural understandings.
2. The design team was also aware of limitations in their cultural perspectives and made generalizations.
3. Over time, the design team shifted their instrumental judgments, first by "nuancing" the role of translators to provide more cultural context, and then by "making familiar" unfamiliar Chinese concepts by relating them to their own experiences
Idea Generation Through Empathy: Reimagining the "Cognitive Walkthrough"
Engineering and design students are often required to evaluate their products against user requirements, but frequently, these requirements are abstracted from the user or context of use rather than coming from actual user and context data. Abstraction of user requirements makes it difficult for students to empathize with the eventual user of the product or system they are designing. In previous research, Design Heuristics have been shown to encourage exploration of design solutions spaces at the initial stages of design processes. This study combines use of Design Heuristics in an engineering classroom context with a method designed to connect students with an understanding the context of the user, product use setting, and sociocultural milieu. We adapted an existing method, the cognitive walkthrough, for use in an engineering education context, renaming it the empathic walkthrough. In this study, this method was revised and extended to maximize empathy with the end user and context, using these insights to promote a more situated form of idea development using the Design Heuristics cards. We present several case studies of students using this method to expand their notion of situated use, demonstrating how this method may have utility for importation into engineering contexts. Our early testing has indicated that this method stimulates empathy on the part of the student for the design context within which they are working, resulting in a richer narrative that foregrounds problems that a user might encounter.
Storyboard
This document provides an overview of a module introducing web accessibility. It discusses navigation tools available, then previews topics to be covered which include definitions of web accessibility, consequences of poor accessibility, and ways to integrate accessibility. Specific types of disabilities are outlined, and technological impairments are discussed. Sections cover an introduction to accessibility, consequences of inaccessibility, and ways to create accessibility through site audits, structure planning, and identifying content types.
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What is the Nature and Intended Use of Design Methods?
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Meaning Reconstruction as an Approach to Analyze Critical Dimensions of HCI R...
Meaning Reconstruction as an Approach to Analyze Critical Dimensions of HCI R...
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Inverting Critique: Emergent Technologically-Mediated Critique Practices of D...
“Why are they not responding to critique?”: A student-centered construction o...
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Reprioritizing the Relationship Between HCI Research and Practice: Bubble-Up ...
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Expectations of Reciprocity? An Analysis of Critique in Facebook Posts by Stu...
Expectations of Reciprocity? An Analysis of Critique in Facebook Posts by Stu...
Supporting Idea Generation Through Functional Decomposition: An Alternative F...
Supporting Idea Generation Through Functional Decomposition: An Alternative F...
The Hidden Curriculum of the Design Studio: Student Engagement in Informal Cr...
The Hidden Curriculum of the Design Studio: Student Engagement in Informal Cr...
Emergent Critique in Informal Design Talk: Reflections of Surface, Pedagogic...
Emergent Critique in Informal Design Talk: Reflections of Surface, Pedagogic...
Building Design Knowledge: Creating and Disseminating Design Precedent
Building Design Knowledge: Creating and Disseminating Design Precedent
“It’s More of a Mindset Than a Method”: UX Practitioners’ Conception of Desig...
“It’s More of a Mindset Than a Method”: UX Practitioners’ Conception of Desig...
Exploring the Lived Experience of Learners: Broadening our Understanding of A...
Exploring the Lived Experience of Learners: Broadening our Understanding of A...
Stop Telling Designers What To Do: Reframing Instructional Design Education T...
Stop Telling Designers What To Do: Reframing Instructional Design Education T...
Designers’ Articulation and Activation of Instrumental Design Judgments in Cr...
Designers’ Articulation and Activation of Instrumental Design Judgments in Cr...
Idea Generation Through Empathy: Reimagining the "Cognitive Walkthrough"
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Similar to Design in the “Real World”: Situating Academic Conceptions of ID Practice
The Nature of Design Practice and Implications for Interaction Design Researc...
This paper examines the relationship between design practice and interaction design research. It argues that interaction design research aimed at supporting practice has not always been successful because it has not been grounded in an understanding of design practice. The paper compares the nature of complexity in science and design, arguing that approaches from science may not be suitable for design due to fundamental differences in complexity. It concludes that interaction design research needs a deep understanding of design practice in order to develop approaches that are useful for practitioners.
ServDes16 - Thematic Research in the Frame Creation Process
Presentation at ServDes 2016 in Copenhagen, May 24-26, 2016.
Many of today’s challenges that confront society are complex and dynamic and require new perspectives, new ways of looking at problems and issues, in order to be able to come to solutions that could not be found before. This process is called reframing and we suggest that one of the key stages in this process is thematic research, the search for themes that underlie these complex challenges. These themes generally turn out to be human themes, related to socio-emotional aspects of life. In this paper we report our experiences and lessons learned from a series of cases in which we experimented with various approaches to do this thematic research.
Full paper published at http://www.ep.liu.se/ecp/article.asp?issue=125&article=029
Thematic Research in the Frame Creation Process - Leeuwen, Rijken, Bloothoofd...
The document discusses thematic research as part of the frame creation process. It involves identifying themes, investigating them from multiple perspectives including stakeholders, personal experiences, science and philosophy, and art and culture. This helps explore the problem space and gain insights. Thematic research can then provide inspiration for reframing issues. Examples are provided of reframing accountability in public governance. Lessons learned emphasize bringing together a diverse team to research themes from various angles before discussing interpretations and finding inspiration for new frames.
What Happens when Creativity is Exhausted? Design Tools as an Aid for Ideation
Numerous studies have shown the value of introducing cognitive supports to encourage the development of creative ability, using both convergent and divergent methods to develop and synthesize ideas. As part of this iterative idea generation process, design students often struggle to explore new ideas after their initial ideas are exhausted. Yet, there is little instructional guidance on how to productively use the exhaustion of ideas as a way to encourage the development of creative ability, particularly in relation to creativity support tools. In this study, an idea generation tool called Design Heuristics was employed in an industrial design course at a large Midwestern university. Students were given a simple design task, and 30 minutes to generate concept ideas on their own; then, after ten minutes of instruction on the Design Heuristics tool, students generated more ideas for an additional 30 minutes using the same problem. Working on their own, students generated an average of 6 concepts, and generated 2.7 additional concepts while using the Design Heuristics tool. Even though the initial ideation session resulted in more concepts, once their ideas were exhausted, the students were able to continue creating more concepts using Design Heuristics. Concepts created in this second session were rated as higher in their novelty, specificity, and relevance. These results suggest the advantages of introducing creativity support tools following a period where students can work using their own ideas; once exhausted, they may be more open to adopting the method or tool introduced, and may produce more creative outcomes.
Davey van der woert - Design Thinking
Design thinking has gained attention as a way to solve innovation problems. It builds on concepts of designerly thinking and pragmatism. At its core, design thinking is a pragmatic approach to innovation that emphasizes uncertainty, contingency, and consequences of ideas. It should not be seen as a linear process but rather a way of looking at problems. Design thinking involves iterative phases of inspiration, ideation, and implementation to transform unstable situations through collective inquiry and rapid prototyping. While lacking academic rigor, design thinking's philosophical roots in pragmatism position it as a framework for embracing uncertainty in the creative process.
Generating and justifying design theory
This paper applies Simon’s (1996) sciences of the artificial to elaborate a set of structures and processes for
developing design theory. Goals, kernel theory, and artifacts inform an inter-related prototyping cycle of
design, evaluation, and appropriation / generation to produce strategic design theory. The paper identifies DSR
project types to provide signposts for starting and ending the cycle, artifact and evaluation iteration to
facilitate the process and provide a chain of evidence, a simplified format for representing design theory
iterations, and stopping rules to end the cycle. We use a detailed example to illustrate the ideas, discuss related
work, and identify limitations and future research opportunities.
Design-based Research
The document discusses design-based research (DBR) as a methodology for improving educational practices through iterative design, development, implementation, and analysis of learning environments based on collaboration between researchers and practitioners. It provides characteristics of DBR such as being pragmatic and theory-driven, using mixed research methods, and accounting for contextual influences. Principles of DBR are outlined, such as supporting design with research, setting practical goals, and continually refining designs. Challenges of DBR as an emerging methodology are also mentioned.
Sosa: Managing for creativity JAIST 2018
Presentation at the JAIST World Conference 2018 in Kanazawa, Japan. Includes a brief bio, early work on the Experimental Design Canvas to assist in the design of creative briefs, and multi-agent simulations to reason about innovation teams. ~45 minutes + Q&A
Design research
Taxonomy: What is Design research?
Practicability: When to use Design research?
Generalisability: What is a design?
DBR (Design-Based Research) in mobile learning-Mlearn2013 Doha A_Palalas C_G...
DBR (Design-Based Research) in mobile learning-Mlearn2013 Doha A_Palalas C_G...Agnieszka (Aga) Palalas, Ed.D.
This document provides an overview of design-based research (DBR) for studying educational innovations. It discusses DBR as a flexible methodology that uses iterative design, development, implementation, and analysis to improve educational practices and develop design principles and theories. Key aspects of DBR include collaboration between researchers and practitioners in real-world settings, qualitative and multimethod approaches, and exploring new domains to design effective solutions while allowing theories to emerge. The document also provides recommendations for conducting DBR, such as rigorous data collection and clear project structure.A model for using activity theory in education design: a gamification example
Gamification is an exciting new approach to educational design. As an emerging field, it is still lacking theoretical frameworks and practical tools for applying it to complex work and school environments.
Presentation at the Australian Association for Research in Education Conference, 2015, in Freemantle, Australia.
Bannan aect2012
This document discusses challenges in publishing design-based research. It notes that design-based research studies are complex with multiple study cycles and use mixed methods. It recommends clearly documenting the evolution of the design and theory through multiple iterations. The document also addresses challenges like articulating how theoretical conjectures inform the design intervention and how the design and testing/evaluation are aligned. It emphasizes the need to tell the design process story and show how outcomes informed major design moves and results. Finally, it discusses challenges like lack of journal space to fully report on iterative design-based studies.
Evaluating the Impact of Design Thinking in Action
Design thinking offers a problem-solving approach widely adopted by the most innovative companies and organizations - but how do we truly measure its impact?
Professor Jeanne Liedtka of the University of Virginia’s Darden School of Business reports on the results of research conducted at UVA over the past 6 years of over 30 organizations using design thinking in practice.
This presentation shared during a MURAL webinar hosted by Jeanne Liedtka on 12/24/18.
“World creation” How might we educate the citizens of the future to be thoug...
Education that focus on facts and grades does not nurture creativity and problem-solving skills. If the new generations are expected to tackle real-world problems, we need to be able to learn from practice and use theory, but also to produce new insights in the realm of the unknown. When venturing into untrodden ground, tackling emerging problems abductive reasoning as a type of reasoning that is behind introducing new ideas. However, while inductive and deductive reasoning is highly appreciated, abductive reasoning is a way of thinking often not supported in (higher) education.
Through an investigation of abductive reasoning, design as inquiry, and design thinking as approaches to pedagogy and learning, this presentation shows possibilities for nurturing creativity and critical thinking. In my talk, I will use examples from different parts of the educational system. It relates to game-based learning, design thinking and design practice.
Information Systems Action design research method
This document outlines an agenda for a workshop on action design research methods. The workshop includes sessions on action design research, comparing design science, action research, and action design research methods, and using the action design research method. It discusses principles of action design research like problem-inspired research, theory-ingrained artifacts, and reciprocal shaping between researchers and practitioners. The document also includes frameworks and schemas for the generic action design research process.
Conceptual Frameworks for Doctoral Research into Open Education
This document provides an overview of conceptual frameworks for doctoral research into open education. It begins with an introduction to the Global OER Graduate Network (GO-GN) and its goal of supporting doctoral research in open education. It then discusses the rationale for creating a conceptual frameworks handbook, including perspectives on conceptual frameworks from academic literature. Next, it explores appropriate applications of conceptual frameworks for doctoral research. The document also provides an overview of different conceptual frameworks contributed by GO-GN members. It concludes with next steps for future GO-GN publications.
Building and Evaluating Theories
in Software Engineering
Talk given at a Dagstuhl seminar on research methods training for software engineering. http://dagstuhl.de/19143
Design-Based Research: A method for achieving impact in the real world
Design-Based Research: A method for achieving impact in the real worldGenevieve Lacerte Beninger, MBA
An overview of design-based research, design experiments, educational design research. What it is, where it came from, and how to apply it to improve teaching and learning.Introduction+to+research
This document provides an introduction to research methods. It discusses the differences between basic or pure research, which aims to develop general knowledge and is typically conducted in academic settings, and applied or policy-oriented research, which aims to solve practical problems and influence decision making. Both quantitative and qualitative research methods are explored, as well as different research paradigms like positivism, phenomenology, and critical theory. The document also covers topics like user-centered design, components of research design, and considerations for choosing between qualitative and quantitative approaches.
Classroom-Based-Action-Research.pptx
Action research is a philosophy and methodology of research generally applied in the social sciences. It seeks trasformative change through the simultaneous process of taking action and doing research which are linked together by critical reflection
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The Nature of Design Practice and Implications for Interaction Design Researc...
The Nature of Design Practice and Implications for Interaction Design Researc...
ServDes16 - Thematic Research in the Frame Creation Process
ServDes16 - Thematic Research in the Frame Creation Process
Thematic Research in the Frame Creation Process - Leeuwen, Rijken, Bloothoofd...
Thematic Research in the Frame Creation Process - Leeuwen, Rijken, Bloothoofd...
What Happens when Creativity is Exhausted? Design Tools as an Aid for Ideation
What Happens when Creativity is Exhausted? Design Tools as an Aid for Ideation
DBR (Design-Based Research) in mobile learning-Mlearn2013 Doha A_Palalas C_G...
DBR (Design-Based Research) in mobile learning-Mlearn2013 Doha A_Palalas C_G...
A model for using activity theory in education design: a gamification example
A model for using activity theory in education design: a gamification example
Evaluating the Impact of Design Thinking in Action
Evaluating the Impact of Design Thinking in Action
“World creation” How might we educate the citizens of the future to be thoug...
“World creation” How might we educate the citizens of the future to be thoug...
Conceptual Frameworks for Doctoral Research into Open Education
Conceptual Frameworks for Doctoral Research into Open Education
Building and Evaluating Theories
in Software Engineering
Building and Evaluating Theories
in Software Engineering
Design-Based Research: A method for achieving impact in the real world
Design-Based Research: A method for achieving impact in the real world
More from colin gray
Critical pedagogy and the pluriversal design studio
Presented at the Design Research Society 2022 Conference. Full paper available at: https://dl.designresearchsociety.org/drs-conference-papers/drs2022/researchpapers/34/
Abstract: Studio learning is central to the teaching of design. However, the disruption of the COVID-19 pandemic, alongside emerging and historic critiques of studio pedagogy, creates a space for critical engagement with the present and potential futures of design education in studio. In this paper, I outline historic critiques of studio pedagogy, drawing primarily from critical pedagogy literature to frame is-sues relating to disempowerment, student agency, and monolithic representa-tions of the student role and student development. I build upon this critical foundation to reimagine studio practices as pluriversal, recognizing the challenges and opportunities of bridging epistemological differences and facilitating the potential for pluralism in design curricula, our student experiences, and the fu-ture of design professions.
Critique Assemblages in Response to Emergency Hybrid Studio Pedagogy
Presented at LearnxDesign 2021
Paper available at: https://www.dropbox.com/s/w67bzn6awdkfkds/2021_Wolfordetal_LxD_CritiqueAssemblages.pdf?dl=0
Abstract: Studio education focuses on active learning and assessment that is embedded in students’ explora- tion of ill-structured problems. Critique is a central component of this experience, providing a means of sensemaking, assessment, and socialization. These critique sessions encompass multiple types of interactions among students and instructors at multiple levels of formality. In most design programs, these practices have been situated in a physical studio environment—until they were disrupted by the COVID-19 pandemic. As a group of educators and design students, we used this disruption as an opportunity to reimagine means of critique engagement. In this paper, we document the creation, piloting, and evaluation of new critique assemblages—each of which bring together a group of tech- nology tools, means and norms of engagement, and channels of participation. We report both on the extension of existing critique types such as desk crits, group crits, and formal presentation crits, describing both the instructional goals of the new critique assemblages and the students’ experience of these assemblages. Building on these outcomes, we reflect upon opportunities to engage with new hybrid critique approaches once residential instruction can resume and identify patterns of socialization and wellbeing that have emerged through these assemblages that foster critical reflection on studio practices.
Cross-Cultural UX Pedagogy: A China–US Partnership
This document describes a partnership between Purdue University and Beijing Normal University to establish dual degree programs in user experience (UX) design. It discusses the timeline of establishing the partnership from initial conversations in 2017 to welcoming the first dual degree student in 2020. Interviews with students and faculty from both programs revealed cultural differences that impact the educational experience, such as expectations of instructor roles and communication styles. Differences were also found in industry partnerships, course structures, and career expectations between the two programs. The partnership aims to advance cross-cultural UX education and identify opportunities to decolonize and pluralize HCI knowledge and practices.
Autono-preneurial Agents in the Community: Developing a Socially Aware API fo...
In this paper, we describe our efforts to appropriate an autono-preneurial agent—in this case, the Amazon Locust—through the development of an API that enables equitable and socially aware entrepreneurial decision making on the part of the Locust. We present a new API and our intended vision for this system, along with our proposed deployment plan for implementing appropriated Locusts in Midwestern USA suburban communities. These appropriated Locusts will allow community provisioning decision-making that moves beyond consideration of profitability to also include decisions based on equity, equality, community, and interpersonal relationships. We discuss the broader implications of this work and point toward future areas of inquiry.
A Practice-Led Account of the Conceptual Evolution of UX Knowledge
The contours of user experience (UX) design practice have been shaped by a diverse array of practitioners and disci- plines, resulting in a difuse and decentralized body of UX- specifc disciplinary knowledge. The rapidly shifting space that UX knowledge occupies, in conjunction with a long- existing research-practice gap, presents unique challenges and opportunities to UX educators and aspiring UX designers. In this paper, we analyzed a corpus of question and answer communication on UX Stack Exchange using a practice-led approach, identifying and documenting practitioners’ con- ceptions of UX knowledge over a nine year period. Specif- cally, we used natural language processing techniques and qualitative content analysis to identify a disciplinary vocab- ulary invoked by UX designers in this online community, as well as conceptual trajectories spanning over nine years which could shed light on the evolution of UX practice. We further describe the implications of our fndings for HCI research and UX education.
Analyzing Value Discovery in Design Decisions Through Ethicography
HCI scholarship is increasingly concerned with the ethi- cal impact of socio-technical systems. Current theoretically- driven approaches that engage with ethics generally pre- scribe only abstract approaches by which designers might consider values in the design process. However, there is little guidance on methods that promote value discovery, which might lead to more specific examples of relevant values in specific design contexts. In this paper, we elaborate a method for value discovery, identifying how values impact the de- signer’s decision making. We demonstrate the use of this method, called Ethicography, in describing value discovery and use throughout the design process. We present analysis of design activity by user experience (UX) design students in two lab protocol conditions, describing specific human val- ues that designers considered for each task, and visualizing the interplay of these values. We identify opportunities for further research, using the Ethicograph method to illustrate value discovery and translation into design solutions.
Ethical Mediation in UX Practice
This document summarizes a study on ethical decision making in user experience (UX) design practice. It documents three case studies of UX designers with different levels of experience and organizational roles. Through observations and interviews, it identifies themes in their individual practices, how organizational factors influence their work, and how they navigate ethical issues. It frames UX designers as "ethical mediators" who must balance multiple constraints and priorities. The study aims to understand designers' roles in ethical decision making and develop methods to strengthen ethical awareness and action in the field.
“What do you recommend a complete beginner like me to practice?”: Professiona...
This document analyzes self-disclosure in an online user experience (UX) professional community on Reddit from January 2016 to February 2017. It finds that UX professionals disclosed academic background, work experience, career plans, and expertise. Self-disclosure occurred in 31.7% of posts and supported online communication by attracting more comments and follow-up disclosures. Disclosure helped the UX profession by sharing knowledge, established credibility for opinions, and built professional identities. The study concludes self-disclosure informs lifelong professional practice and aids the development of the UX field.
Supporting Distributed Critique through Interpretation and Sense-Making in an...
Critique is an important component of creative work in design education and practice, through which individuals can solicit advice and obtain feedback on their work. Face-to-face critique in offline settings such as design studios has been well-documented and theorized. However, little is known about unstructured distributed critique in online creative communities where people share and critique each otherâs work, and how these practices might resemble or differ from studio critique. In this paper, we use mixed-methods to examine distributed critique practices in a UX-focused online creative community on Reddit. We found that distributed critique resembles studio critique categorically, but differs qualitatively. While studio critique often focuses on depth, distributed critique often revolved around collective sensemaking, through which creative workers engaged in iteratively interpreting, defining, and refining the artifact and their process. We discuss the relationship between distributed critique and socio-technical systems and identify implications for future research.
Distinctions between the Communication of Experiential and Academic Design Kn...
The document analyzes the distinct characteristics of communication of experiential knowledge compared to academic knowledge. It examines language variables and semantic categories across different knowledge sharing platforms, finding that experiential knowledge tends to use more informal language while academic knowledge emphasizes logical and hierarchical thinking. Expressions of knowledge on Stack Exchange show a tendency toward rigorous argumentation in knowledge building. Both practice and academic communities can build knowledge, and there is potential for generative conversation and collaboration between the two.
Generating Mobile Application Onboarding Insights Through Minimalist Instruction
Mobile application designers use onboarding task flows to help first time users learn and engage with key application functionality. Although some guidelines for designing onboarding flows have been offered by practitioners, a systematic, research-informed approach is needed. In this paper, we present the creation of a method for designing mobile application onboarding experiences. We used the minimalist instruction framework to engage twelve university students in an iterative set of design and evaluation activities. Participants interacted with a physical prototype of an educational badging mobile application through a semi-structured exploration and reflection activity, bookended by structured mini-interviews. We found that this method facilitated engagement with participants’ meaning-making processes, resulting in useful design insights and the creation of an onboarding task flow. Research opportunities for integrating instructional design and learning approaches in HCI in the context of onboarding are considered.
The Dark (Patterns) Side of UX Design
Interest in critical scholarship that engages with the complexity of user experience (UX) practice is rapidly expanding, yet the vocabulary for describing and assessing criticality in practice is currently lacking. In this paper, we outline and explore the limits of a specific ethical phenomenon known as "dark patterns," where user value is supplanted in favor of shareholder value. We assembled a corpus of examples of practitioner-identified dark patterns and performed a content analysis to determine the ethical concerns contained in these examples. This analysis revealed a wide range of ethical issues raised by practitioners that were frequently conflated under the umbrella term of dark patterns, while also underscoring a shared concern that UX designers could easily become complicit in manipulative or unreasonably persuasive practices. We conclude with implications for the education and practice of UX designers, and a proposal for broadening research on the ethics of user experience.
Forming A Design Identity in Computing Education Through Reflection and Peer ...
Presented at AERA'18.
Abstract: There is growing interest in reflection and the value of reflection activities in enhancing students’ metacognitive abilities. Reflection effectively connects thinking and doing, building students’ understanding both of what they know, and how to activate that knowledge in their future work. In this study, we explore the formation of students’ design identity as scaffolded by a reflection blog in a graduate human-computer interaction program. Data include 1619 posts and 2019 comments posted by 144 students across three consecutive semesters of an introductory graduate interaction design course. Our analysis demonstrates how designerly talk among students may influence understanding and performance in their future practitioner roles. Implications for professional identity formation, and the role of reflection in this process, are considered.
Breaking the Model, Breaking the “Rules:” Instructional Design in a Transdisc...
Presented at AERA'18.
Abstract: Instructional design as a practice and set of knowledge has long claimed to exist at a level “beyond discipline”—where the principles that designers derive from instructional theory and learning theory are in certain ways “content-agnostic.” This has led to an understanding of instructional design practice that privileges theoretical abstractions of instructional design activities over what are often thought of as “selection of a model” or “modifications to the model.” In this proposal, we rely upon a case study to illustrate these tensions and facilitate a conversation about the limitations of current ID models and practices. In the case, we describe the interactions among instructors and program designers in an experimental undergraduate transdisciplinary degree program across multiple years of course and program development, productively complicating traditional notions of ID practice as model-directed and model-driven. Through this case, we identify multiple tensions in designing across disciplines or in discipline-agnostic ways, including multiple instances where traditional ID guidance or knowledge is currently entirely lacking or insufficient. We conclude with opportunities for inculcating a more expansive notion of design in instructional design and technology to meet the growing need of designing inter/trans-disciplinary educational experiences.
Developing a Socially-Aware Engineering Identity Through Transdisciplinary Le...
In conjunction with the drive towards human-centered design in engineering education, questions arise regarding how students build and engage a socially-aware engineering identity. In this paper, we describe how students in a transdisciplinary undergraduate program struggle to engage with ontological and epistemological perspectives that draw on that social turn, particularly in relation to human-centered engineering approaches and sociotechnical complexity. We use a critical qualitative meaning reconstruction approach to deeply analyze the meaning-making assumptions of these students to reveal characteristic barriers in engaging with other subjectivities, and related epistemological and ontological claims implicit in these subjectivities. We conclude with implications for encouraging socially-aware identity formation in engineering education.
Developing an Ethically-Aware Design Character through Problem Framing
Expert designers determine what problem needs to be solved—framing the design space, and not just designing an appropriate solution. In this study, undergraduate and graduate industrial design students at a large Midwestern university were engaged in a one-day workshop, focusing on designing products for natives of Sub-Saharan Africa to sell in their home nations. Participants worked in teams to generate a range of constraints and problem statements. Teams struggled to identify specific use contexts and users, even though these elements were present in provided research materials. They appeared to build distance between their own experiences and that of the users they were designing for, potentially bifurcating their sense of ethics and normative commitments that were actively being reified in problem statements and solutions.
Studio Teaching in the Low-Precedent Context of Instructional Design
Instructional design (ID) has been a scientized field of design for half a century, which means that models and principles have been emphasized in ID education over other forms of design knowledge, including precedent. In the study of design broadly defined, precedent is well established as a form of knowledge essential to competent practice. It is plentiful and made available through multiple channels, by practitioners as well as educators. This 7-year study examines the challenges for students in learning to recognize, appreciate and use precedent in designing images to support learning. These include the need to develop analogical thinking related to the use of precedent in their own work, to recognize precedents they already use without explicit awareness, to attend to precedent and seek it independent of its immediate use. Methods used in the studio course under study are discussed, together with examples of students' design activities at each stage in the evolution of the course. Data for this study comprise detailed field notes from each class period, student work, and reflections assigned as part of the regular class assignments.
What Problem Are We Solving? Encouraging Idea Generation and Effective Team C...
Idea generation has frequently been explored in design education as an exercise of students’ “innate” creativity, and few tools or techniques are offered to scaffold ideation ability. As students develop their design skills, we expect them to demonstrate increasing ideation flexibility—a cognitive and social ability to see a problem from multiple perspectives, and to create more varied concepts within the problem space. In this study, we introduced three tools— functional decomposition, Design Heuristics, and affinity diagramming—to aid students’ ideation in a three-hour workshop. Participants included 20 students in a junior industrial design studio arranged in five pre-existing teams. These participants first decomposed the functions within an existing set of concepts they had generated, then selected a specific function and generated additional concepts using the Design Heuristics ideation method. Finally, teams organized these concepts using affinity diagramming to find patterns and additional concepts. Our findings suggest that this process encouraged students to try multiple ways of examining the existing problem space, resulting in a broadened set of final concepts. More striking, the instructional activities served to foreground differences in team members’ understanding of the problem they were addressing, fostering alignment of their problem statement and aiding in its further development.
What is the Content of “Design Thinking”? Design Heuristics as Conceptual Rep...
When engaged in design activity, what does a designer think about? And how does she draw on disciplinary knowledge, precedent, and other strategies in her design process in order to imagine new possible futures? In this paper, we explore Design Heuristics as a form of intermediate-level knowledge that may explain how designers build on existing knowledge of “design moves”—non-deterministic, generative strategies or heuristics—during conceptual design activity. We describe relationships between disciplinary training and the acquisition of such heuristics, and postulate how design students might accelerate their development of expertise.
Flow of Competence in UX Design Practice
UX and design culture are beginning to dominate corporate priorities, but despite the current hype there is often a disconnect between the organizational efficiencies desired by executives and the knowledge of how UX can or should address these issues. This exploratory study addresses this space by reframing the concept of competence in UX to include the flow of competence between individual designers and the companies in which they work. Our reframing resulted in a preliminary schema based on interviews conducted with six design practitioners, which allows this flow to be traced in a performative way on the part of individuals and groups over time. We then trace this flow of individual and organizational competence through three case studies of UX adoption. Opportunities for use of this preliminary schema as a generative, rhetorical tool for HCI researchers to further interrogate UX adoption are considered, including accounting for factors that affect adoption.
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Design in the “Real World”: Situating Academic Conceptions of ID Practice
- 1. DESIGN IN THE “REAL WORLD” SITUATING ACADEMIC CONCEPTIONS OF ID PRACTICE COLIN M. GRAY IOWA STATE UNIVERSITY ELIZABETH BOLING INDIANA UNIVERSITY Photo courtesy of Marcus Spiske https://www.flickr.com/photos/125167502@N02/
- 3. SO WHAT IF WE HAD A THEORY FOR EVERY SITUATION? WE WOULD HAVE MILLIONS OF THEORIES
- 4. RESEARCHER DESIGNER THEORY ENACTED IN PRACTICE DESIGNER-PROOF
- 5. RESEARCHER DESIGNER OPPORTUNISTICALLY THEORY PRACTICE DRAW FROM UTILITY OF THEORY FOR PRACTICE
- 6. WE NEED TO DIVORCE THEORY FROM METHOD
- 7. THEORY V. METHOD 4C/ID MODEL (VAN MERRIËNBOER & KIRSCHNER PERFORMANCE FUNCTIONAL DECOMPOSITION PRODUCT/SYSTEM
- 8. RESEARCHER DESIGNER METHOD ALLOWS THE DESIGNER THEORY PRACTICE TO USE METHODS ARE TOOLS
- 9. WHAT IS “DESIGN THEORY”
- 10. WHAT IS “DESIGN THEORY” • Theory and method are separate (Friedman, 2003) • Theory and tacit knowledge about use are separate issues (Dunne, 1997; Polanyi, 1966) • Theory can tell us how phenomena occur, but it cannot tell us when we should do one thing over another, such as how to prioritize or deal with constraints in a particular design context (Lawson & Dorst, 2009; Nelson & Stolterman, 2012)
- 11. HOW DOES IDT DESCRIBE DESIGN THEORY? • Describe • Explain • Generative (and often prescriptive) • Describes “methods and how to use them” (Reigeluth & Carr-Chellman, p. 7, emphasis in original)
- 12. HOW DOES IDT DESCRIBE DESIGN THEORY? “[instructional design theory is] a set of design theories that pertain to various aspects of instruction” (Reigeluth & Carr-Chellman, p. 8) DESIGN THEORY Instructional Design Theory
- 13. (Gray, Stolterman, & Siegel, 2014) ALL IS NOT AS IT SEEMS
- 14. “We refer here to the unarticulated and unexamined means by which eclectic practices unfold in design work; or stated differently, we are concerned that merely claiming one’s practices to be eclectic, and assuming that this admission satisfactorily clarifies one’s modus operandi in the design process, obscures fundamental issues regarding the nature of one’s design decisions in a given situation and masks— often unintentionally—the values, assumptions, and judgments that guide such choices… (Yanchar & Gabbitas, 2011, p. 385)
- 15. …Put more bluntly, we are concerned that, in the name of eclecticism, little or no careful attention need be paid to the underlying means by which diverse techniques are selected and employed, and, by extension, little or no attention need be paid to the means by which design is actually produced.” (Yanchar & Gabbitas, 2011, p. 385)
- 16. EXAMPLES OF DESIGN THEORY DARKE PRIMARY GENERATOR (Darke, 1979) DORST & CROSS CO-EVOLUTION OF PROBLEM AND SOLUTION (Dorst & Cross, 2001)
- 17. Design activity is fueled by theoretical and philosophical understanding, enacted in ways that are unique to the individual designer, representing a generative/ non-deterministic use of theory and method.
- 18. METHODS AREN'T MERELY ENACTED IN PRACTICE (Fortney & Yamagata-Lynch, 2013; Schwier, Campbell, & Kenny, 2009) WE DON'T STUDY DESIGN PRACTICE (IN GENERAL) (Rowland, 1992; Stolterman, 2008)
- 19. DESIGN METHODS
- 20. WHAT'S NEXT? • Partnering with practitioners and generating/ legitimating design and practical knowledge • Deconstruction of orthodoxy within IDT scholarship • Knowledge-building within theory and method epistemologies
- 22. • This prescriptionist stance favors the research community in a hegemonic way, causing practitioners to feel cynicism or guilt toward the research literature (Boling et al. 2011)
- 23. THE NATURE OF THE TOOL IS INAPPROPRIATE TO THE TASK AND WE HAVE NOT EXAMINED THE TASK
- 24. • krippendorf - designer-proof system? pointing at the issue of not just designer or teacher proofing things