EDET 650 Final Report
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The document summarizes an internship project to create a learning management system (LMS). It includes sections on the project scope of creating an LMS and course materials, lessons learned including successes and difficulties, a review of the final product which was an intermediate Moodle LMS, and next steps of beginning implementation and potential for growth.
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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.
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
What is the Nature and Intended Use of Design Methods?
Interest in the codification and application of design methods is rapidly growing as businesses increasingly utilize “design thinking” approaches. However, in this uptake of design methods that encourage designerly action, the ontological status of design methods is often diffuse, with contradictory messages from practitioners and academics about the purpose and desired use of methods within a designer’s process. In this paper, I explore the paradoxical nature of design methods, arguing for a nuanced view that includes the (often) conflicting qualities of prescription and performance. A prescriptive view of methods is drawn from the specification of methods and their “proper” use in the academic literature, while a performative view focuses on in situ use in practice, describing how practitioners use methods to support their everyday work. The ontological characteristics and practical outcomes of each view of design methods are considered, concluding with productive tensions that juxtapose academia and practice.
“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.
Meaning Reconstruction as an Approach to Analyze Critical Dimensions of HCI R...
A critical tradition has taken hold in HCI, yet research methods needed to meaningfully engage with critical questions in the qualitative tradition are nascent. In this paper, we explore one critical qualitative research approach that allows researchers to probe deeply into the relationships between communicative acts and social structures. Meaning reconstruction methods are described and illustrated using examples from HCI research, demonstrating how social norms can be traced as they are claimed and reproduced. We conclude with implications for strengthening rigorous critical inquiry in HCI research, including the use of extant critical research methods to document transparency and thick description.
Inverting Critique: Emergent Technologically-Mediated Critique Practices of D...
Critique is the primary method of assessment used in design education, yet is not well understood apart from traditional structures of institutional power and faculty initiation. In this study, we analyze the classroom presentations and critiques of eleven teams in a design-focused human-computer interaction graduate program, focusing on an emergent instructional design for technologically-mediated critique created by experienced students serving as peer mentors. Initial analysis suggests complex interaction between multiple modes of critique beyond the “traditional” critique: 1) public oral critique led by faculty, 2) a critique document authored in Google Docs by experienced students, and 3) backchannel chat in Google Docs by experienced students. These interactions indicate instructional affordances for including many simultaneous users within an existing critique infrastructure. Implications of this instructional design for expanding the capacity of physical critique events and the role of participation in student learning are considered.
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EDET 650 Final Report
- 1. colin gray | edet 650 | 7 december 2009 INTERNSHIP nal presentation
- 3. OVERVIEW ■ project scope ■ lessons learned
- 4. OVERVIEW ■ project scope ■ lessons learned ■ review of product
- 5. OVERVIEW ■ project scope ■ lessons learned ■ review of product ■ next steps
- 6. PROJECT SCOPE “ e creation of a learning management system (LMS) to provide internal corporate training management, prototyping of corporate LMS course materials, and a secure environment to allow the review of e-learning courses in development, including necessary support mechanisms to enable user upskilling. ”
- 7. PROJECT SCOPE ■ installation of LMS ■ customization of LMS ■ creation of supporting training ■ formulation of sustainable implementation plan
- 9. LESSONS LEARNED ■ successes ■ difficulties
- 10. LESSONS LEARNED ■ successes ■ difficulties ■ corollaries
- 11. LESSONS LEARNED ■ successes ■ difficulties ■ corollaries ■ how to proceed
- 12. FINAL PRODUCT
- 13. FINAL PRODUCT
- 14. FINAL PRODUCT intermediate moodle functionality SCORM e-learning modules 1. To access a SCORM or AICC-compliant e-learning module, go to a course within the moodle LMS that contains this type of resource. 2. Click on the resource link 3. Review previous attempts to view and complete the module, find specific content within the content outline (if available), or click on the Enter button to enter the SCORM or AICC module 1
- 15. LESSONS LEARNED ■ 3 courses ■ 8 screencasts ■ 4 sets of written instructions
- 16. NEXT STEPS ■ beginning of implementation
- 17. NEXT STEPS ■ beginning of implementation ■ potential for enhanced collaboration growth within e-learning sector
- 18. NEXT STEPS ■ beginning of implementation ■ potential for enhanced collaboration growth within e-learning sector ■ “gateway” to document agnostic workflow
- 19. NEXT STEPS ■ beginning of implementation ■ potential for enhanced collaboration growth within e-learning sector ■ “gateway” to document agnostic workflow ■ administration of resulting LMS