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.
What is the Nature and Intended Use of Design Methods?colin gray
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.
Creativity "Misrules": First Year Engineering Students’ Production and Percep...colin gray
We report four cases from a larger study, focusing on participants’ self-identified “most creative” concept in relation to their other concepts. As part of an ideation session, first-year engineering students were asked to create concepts for one of two engineering design problems in an 85-minute period, and were exposed to one of two different forms of fixation. Participants worked as individuals, first using traditional brainstorming techniques and generating as many ideas as possible. Design Heuristics cards were then introduced, and students were asked to generate as many additional concepts as possible. After the activity, participants ranked all of the concepts they generated from most to least creative. Representative cases include a detailed analysis of the concept that each participant rated as “most creative,” idea generation method used, and relative location and relationship of the concept to other concepts generated by that participant. Across four cases, we identified a number of characteristic “misrules” or misconceptions, revealing that first-year students judge creativity in their concepts in ways that could inhibit their ability to produce truly novel concepts. We present Design Heuristics as a tool to encourage the exploration of creative concept pathways, empowering students to create more novel concepts by rejecting misrules about creativity.
“Why are they not responding to critique?”: A student-centered construction o...colin gray
The crit is a dominant public instructional event, and has often been studied through the lens of institutional power, through the perspective of the instructor. In this study, we analyze the classroom presentations and critiques of three teams in a design-focused human-computer interaction graduate program, calling attention to other modes of student-generated critique that occur alongside the traditional formal conversation. These critiques comprise, in parallel: 1) a public oral critique led by the instructor alongside student questions; 2) a critique document collaboratively authored in Google Docs by experienced students; and 3) backchannel chat by experienced students via Google Doc messaging. Through the complex interactions between these modes of parallel critique, multiple levels of interaction and conversational behavior emerge, with experienced students shaping each type of feedback and use of technological tools. We present and analyze cases drawn from the teams through computer-mediated communication and critical pedagogy perspectives to characterize these interactions, documenting how experienced students take on different typifications—or understandings of role expectations within the conversation—which mediate the instructional qualities of the critique. We introduce three typifications: the relaxed professional in backchannel chat, poised professional in the Google Doc, and instructional tutor in the physical classroom space.
Inverting Critique: Emergent Technologically-Mediated Critique Practices of D...colin gray
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.
Supporting Idea Generation Through Functional Decomposition: An Alternative F...colin gray
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.
“It’s More of a Mindset Than a Method”: UX Practitioners’ Conception of Desig...colin gray
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.
Struggle Over Representation in the Studio: Critical Pedagogy in Design Educa...colin gray
Critical pedagogy has historically been used to document and explicate unequal power relationships in education environments, but this perspective has not been fully developed in the context of design education. The purpose of this study is to begin the process of synthesizing perspectives on critical pedagogy and what we know about representation and materiality in the studio space in order to see the tensions that arise as new methods of representation are explored and implemented in a relatively new studio space within an emergent design discipline. By documenting the tensions surrounding representation in the studio through a critical ethnography, issues of pedagogical oppression, student experience, and representations of design in this particular design field can be more rigorously explored, establishing a space for critical pedagogy in design education, and exploring forms of oppression that may be unique to creative disciplines.
Idea Generation Through Empathy: Reimagining the "Cognitive Walkthrough"colin gray
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.
What is the Nature and Intended Use of Design Methods?colin gray
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.
Creativity "Misrules": First Year Engineering Students’ Production and Percep...colin gray
We report four cases from a larger study, focusing on participants’ self-identified “most creative” concept in relation to their other concepts. As part of an ideation session, first-year engineering students were asked to create concepts for one of two engineering design problems in an 85-minute period, and were exposed to one of two different forms of fixation. Participants worked as individuals, first using traditional brainstorming techniques and generating as many ideas as possible. Design Heuristics cards were then introduced, and students were asked to generate as many additional concepts as possible. After the activity, participants ranked all of the concepts they generated from most to least creative. Representative cases include a detailed analysis of the concept that each participant rated as “most creative,” idea generation method used, and relative location and relationship of the concept to other concepts generated by that participant. Across four cases, we identified a number of characteristic “misrules” or misconceptions, revealing that first-year students judge creativity in their concepts in ways that could inhibit their ability to produce truly novel concepts. We present Design Heuristics as a tool to encourage the exploration of creative concept pathways, empowering students to create more novel concepts by rejecting misrules about creativity.
“Why are they not responding to critique?”: A student-centered construction o...colin gray
The crit is a dominant public instructional event, and has often been studied through the lens of institutional power, through the perspective of the instructor. In this study, we analyze the classroom presentations and critiques of three teams in a design-focused human-computer interaction graduate program, calling attention to other modes of student-generated critique that occur alongside the traditional formal conversation. These critiques comprise, in parallel: 1) a public oral critique led by the instructor alongside student questions; 2) a critique document collaboratively authored in Google Docs by experienced students; and 3) backchannel chat by experienced students via Google Doc messaging. Through the complex interactions between these modes of parallel critique, multiple levels of interaction and conversational behavior emerge, with experienced students shaping each type of feedback and use of technological tools. We present and analyze cases drawn from the teams through computer-mediated communication and critical pedagogy perspectives to characterize these interactions, documenting how experienced students take on different typifications—or understandings of role expectations within the conversation—which mediate the instructional qualities of the critique. We introduce three typifications: the relaxed professional in backchannel chat, poised professional in the Google Doc, and instructional tutor in the physical classroom space.
Inverting Critique: Emergent Technologically-Mediated Critique Practices of D...colin gray
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.
Supporting Idea Generation Through Functional Decomposition: An Alternative F...colin gray
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.
“It’s More of a Mindset Than a Method”: UX Practitioners’ Conception of Desig...colin gray
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.
Struggle Over Representation in the Studio: Critical Pedagogy in Design Educa...colin gray
Critical pedagogy has historically been used to document and explicate unequal power relationships in education environments, but this perspective has not been fully developed in the context of design education. The purpose of this study is to begin the process of synthesizing perspectives on critical pedagogy and what we know about representation and materiality in the studio space in order to see the tensions that arise as new methods of representation are explored and implemented in a relatively new studio space within an emergent design discipline. By documenting the tensions surrounding representation in the studio through a critical ethnography, issues of pedagogical oppression, student experience, and representations of design in this particular design field can be more rigorously explored, establishing a space for critical pedagogy in design education, and exploring forms of oppression that may be unique to creative disciplines.
Idea Generation Through Empathy: Reimagining the "Cognitive Walkthrough"colin gray
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.
Flow of Competence in UX Design Practicecolin gray
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.
Discursive Structures of Informal Critique in an HCI Design Studio colin gray
Critique has long been considered a benchmark of design education and practice, both as a way to elicit feedback about design artifacts in the process of production and as a high-stakes assessment tool in academia. In this study, I investigate a specific form of critique between peers that emerges organically in the design studio apart from coursework or guidance of a professor. Based on intensive interviews and observations, this informal peer critique appears to elicit the design judgment of the individual designer in explicit ways, encouraging peers to follow new paths in their design process, while also verbalizing often-implicit design decisions that have already been made. Implications for future research in academic and professional practice are considered.
What is the Content of “Design Thinking”? Design Heuristics as Conceptual Rep...colin gray
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.
Designers’ Articulation and Activation of Instrumental Design Judgments in Cr...colin gray
Cross-cultural design practices have begun to rise in prominence, but these practices have infrequently intersected with common user-centered design practices that value the participation and lived experience of users. We identified the ways in which the design team referred to co-creation workshop participants during the design and debrief of the workshop, focusing on how these references invoked or implicated the design team’s understanding of Chinese culture. We identified referents to the participants, using occurrence of third-person plural pronouns to locate projection of and reflection on participant interaction. In parallel, we performed a thematic analysis of design and debrief activities to document the team’s articulation and activation of instrumental judgments relating to culture.
The team’s instrumental judgments shifted substantially across the design and debrief session, moving from totalizing cultural references in the design phase to frequent translator-mediated interactions in the debrief phase. Translators “nuanced” the cultural meanings being explored by the design team, while team members attempted to engage with cultural concerns by “making familiar” these concerns within the context of their own culture. Implications for considering culture as a part of standard user research methods and paradigms are considered, along with practical considerations for foregrounding cultural assumptions in design activity.
Normativity in Design Communication: Inscribing Design Values in Designed Art...colin gray
The design community has discussed issues of ethics and values for decades, but less attention has been paid to the question of how an ethical sensibility might be developed or taken on by design students. In this analysis, we explore how normative concerns emerge through the process of design reviews—where a developing designer’s normative infrastructure is engaged with the artifact they are designing. We focused on the normative concerns that were foregrounded by two undergraduate and two graduate industrial design students across a series of five design reviews, addressing the possible relationship between the emergence of normative concerns and the inscription of norms in the final designed artifact. We used several critical qualitative techniques, including sequence analysis and meaning reconstruction to locate areas where normative concerns were addressed.
Normative concerns only arose in explicit form in the earliest review sessions on the graduate level, if they were going to arise at all, and end-user research appeared to be the primary mechanism for introducing norms into the design process. Neither instructor actively engaged or foregrounded the normative infrastructure of the design students, and all of the normative concerns discussed in the four cases were brought to the conversation by students. Implications for including awareness of normative concerns as part of a student’s developing design character are considered as part of a systemic approach to ethics and values in design education.
What Problem Are We Solving? Encouraging Idea Generation and Effective Team C...colin gray
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.
Developing an Ethically-Aware Design Character through Problem Framingcolin gray
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.
What Happens when Creativity is Exhausted? Design Tools as an Aid for Ideationcolin gray
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.
Studio Teaching in the Low-Precedent Context of Instructional Designcolin gray
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.
Design in the “Real World”: Situating Academic Conceptions of ID Practicecolin gray
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.
Exploring the Lived Experience of Learners: Broadening our Understanding of A...colin gray
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.
Stop Telling Designers What To Do: Reframing Instructional Design Education T...colin gray
In this study, we address existing ID education through the lens of authentic ID practice, noting a lack of rigorous research into practice that should inform how we teach. Researchers observed eight ID practitioners conducting everyday activities in two organizations. Based on analysis of the judgments these designers made and the infrastructure surrounding their activities, implications for ID education are identified, including areas of authentic practice not usually addressed in courses.
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This is an inclusivity training for conservation scientists and practitioners. The goal is gender mainstreaming research methods and programmatic outputs. It was presented on December 8, 2021, for the International Congress for Conservation Biology's annual meeting.
"I had no power to say 'that's not okay:'" Reports of harassment and abuse in...Kate Clancy
This is a presentation given by Clancy, Hinde, Nelson and Rutherford on April 13th 2013 at the American Association of Physical Anthropology Meetings in Knoxville, TN.
From the different worldviews between these groups, we discuss positionality and access to data, i.e. the ways characteristics such as socio-economic, education, social status, and gender influence the research. The idea is not to set ‘rights’ and ‘wrongs’, but to ponder on how successful (or not) were our attempts and reflect on unforeseen effects of our own work.
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Flow of Competence in UX Design Practicecolin gray
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.
Discursive Structures of Informal Critique in an HCI Design Studio colin gray
Critique has long been considered a benchmark of design education and practice, both as a way to elicit feedback about design artifacts in the process of production and as a high-stakes assessment tool in academia. In this study, I investigate a specific form of critique between peers that emerges organically in the design studio apart from coursework or guidance of a professor. Based on intensive interviews and observations, this informal peer critique appears to elicit the design judgment of the individual designer in explicit ways, encouraging peers to follow new paths in their design process, while also verbalizing often-implicit design decisions that have already been made. Implications for future research in academic and professional practice are considered.
What is the Content of “Design Thinking”? Design Heuristics as Conceptual Rep...colin gray
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.
Designers’ Articulation and Activation of Instrumental Design Judgments in Cr...colin gray
Cross-cultural design practices have begun to rise in prominence, but these practices have infrequently intersected with common user-centered design practices that value the participation and lived experience of users. We identified the ways in which the design team referred to co-creation workshop participants during the design and debrief of the workshop, focusing on how these references invoked or implicated the design team’s understanding of Chinese culture. We identified referents to the participants, using occurrence of third-person plural pronouns to locate projection of and reflection on participant interaction. In parallel, we performed a thematic analysis of design and debrief activities to document the team’s articulation and activation of instrumental judgments relating to culture.
The team’s instrumental judgments shifted substantially across the design and debrief session, moving from totalizing cultural references in the design phase to frequent translator-mediated interactions in the debrief phase. Translators “nuanced” the cultural meanings being explored by the design team, while team members attempted to engage with cultural concerns by “making familiar” these concerns within the context of their own culture. Implications for considering culture as a part of standard user research methods and paradigms are considered, along with practical considerations for foregrounding cultural assumptions in design activity.
Normativity in Design Communication: Inscribing Design Values in Designed Art...colin gray
The design community has discussed issues of ethics and values for decades, but less attention has been paid to the question of how an ethical sensibility might be developed or taken on by design students. In this analysis, we explore how normative concerns emerge through the process of design reviews—where a developing designer’s normative infrastructure is engaged with the artifact they are designing. We focused on the normative concerns that were foregrounded by two undergraduate and two graduate industrial design students across a series of five design reviews, addressing the possible relationship between the emergence of normative concerns and the inscription of norms in the final designed artifact. We used several critical qualitative techniques, including sequence analysis and meaning reconstruction to locate areas where normative concerns were addressed.
Normative concerns only arose in explicit form in the earliest review sessions on the graduate level, if they were going to arise at all, and end-user research appeared to be the primary mechanism for introducing norms into the design process. Neither instructor actively engaged or foregrounded the normative infrastructure of the design students, and all of the normative concerns discussed in the four cases were brought to the conversation by students. Implications for including awareness of normative concerns as part of a student’s developing design character are considered as part of a systemic approach to ethics and values in design education.
What Problem Are We Solving? Encouraging Idea Generation and Effective Team C...colin gray
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.
Developing an Ethically-Aware Design Character through Problem Framingcolin gray
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.
What Happens when Creativity is Exhausted? Design Tools as an Aid for Ideationcolin gray
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.
Studio Teaching in the Low-Precedent Context of Instructional Designcolin gray
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.
Design in the “Real World”: Situating Academic Conceptions of ID Practicecolin gray
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.
Exploring the Lived Experience of Learners: Broadening our Understanding of A...colin gray
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.
Stop Telling Designers What To Do: Reframing Instructional Design Education T...colin gray
In this study, we address existing ID education through the lens of authentic ID practice, noting a lack of rigorous research into practice that should inform how we teach. Researchers observed eight ID practitioners conducting everyday activities in two organizations. Based on analysis of the judgments these designers made and the infrastructure surrounding their activities, implications for ID education are identified, including areas of authentic practice not usually addressed in courses.
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This is an inclusivity training for conservation scientists and practitioners. The goal is gender mainstreaming research methods and programmatic outputs. It was presented on December 8, 2021, for the International Congress for Conservation Biology's annual meeting.
"I had no power to say 'that's not okay:'" Reports of harassment and abuse in...Kate Clancy
This is a presentation given by Clancy, Hinde, Nelson and Rutherford on April 13th 2013 at the American Association of Physical Anthropology Meetings in Knoxville, TN.
From the different worldviews between these groups, we discuss positionality and access to data, i.e. the ways characteristics such as socio-economic, education, social status, and gender influence the research. The idea is not to set ‘rights’ and ‘wrongs’, but to ponder on how successful (or not) were our attempts and reflect on unforeseen effects of our own work.
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The Proper Care and Feeding of Hackerspaces: Care Ethics and Cultures of MakingAustin Toombs
Communities of making have been at the center of attention in popular, business, political, and academic research circles in recent years. In HCI, they seem to carry the promise of new forms of computer use, education, innovation, and even ways of life. In the West in particular, the maker manifestos of these communities have shown strong elements of a neoliberal ethos, one that prizes self-determination, techsavvy, independence, freedom from government, suspicion of authority, and so forth. Yet such communities, to function as communities, also require values of collaboration, cooperation, interpersonal support—in a word, care. In this ethnographic study, we studied and participated as members of a hackerspace for 19 months, focusing in particular not on their technical achievements, innovations, or for glimmers of a more sustainable future, but rather to make visible and to analyze the community maintenance labor that helps the hackerspace support the practices that its members, society, and HCI research are so interested in. We found that the maker ethic entails a complex negotiation of both a neoliberal libertarian ethos and a care ethos.
How to create a welcoming environment in your tech spaceTrisha Cornelius
Slides from WordCamp Cape Town 2018. Covers diversity, inclusion, intersectionality, marginalization, privilege, structural barriers, visions & values for an inclusive environment, how to deal with boundary violations.
How to Write a Successful College Transfer Essay. 006 Examples Of College Essays For Common App Application Transfer .... Narrative Essay: Transfer essay sample.
Braun, Clake & Hayfield Foundations of Qualitative Research 1 Part 2Victoria Clarke
This is the second part of a three part lecture on the foundations of qualitative research. This lecture is followed part the Foundations of Qualitative Research 2 (also in three parts).
Critical pedagogy and the pluriversal design studiocolin gray
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 Pedagogycolin gray
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 Partnershipcolin gray
Presented at LearnxDesign 2021
Paper available at: https://www.dropbox.com/s/43n726gpz7vnat1/2021_Lietal_LxD_CrossCulturalUXPedagogy.pdf?dl=0
Abstract: The recent emergence of new undergraduate and graduate design programs with a focus specific to User Experience (UX) offers new opportunities to engage with the complexity of these educational practices. In this paper, we report on a series of ten interviews with students and faculty to describe cross-cultural connections between two UX-focused programs, one in China and one in the United States. Our study includes the perspectives of students who engaged in intercultural UX experiences, as well as the perspectives of the faculty who designed those student experiences through an inter- cultural partnership. We report on how each program was created, developed, and iterated upon, describing program goals and student experiences across both programs from student and instructor perspectives. We demonstrate the complexity of UX educational experiences on an international scale, concluding with opportunities for intercultural engagement and the potential for links among education, profession, culture, and pedagogy.
Autono-preneurial Agents in the Community: Developing a Socially Aware API fo...colin gray
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 Knowledgecolin gray
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 Ethicographycolin gray
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.
HCI scholars have become increasingly interested in describ- ing the complex nature of UX practice. In parallel, HCI and STS scholars have sought to describe the ethical and value- laden relationship between designers and design outcomes. However, little research describes the ethical engagement of UX practitioners as a form of design complexity, including the multiple mediating factors that impact ethical awareness and decision-making. In this paper, we use a practice-led approach to describe ethical complexity, presenting three varied cases of UX practitioners based on in situ observations and interviews. In each case, we describe salient factors relat- ing to ethical mediation, including organizational practices, self-driven ethical principles, and unique characteristics of specific projects the practitioner is engaged in. Using the concept of mediation from activity theory, we provide a rich account of practitioners’ ethical decision making. We pro- pose future work on ethical awareness and design education based on the concept of ethical mediation.
“What do you recommend a complete beginner like me to practice?”: Professiona...colin gray
CSCW scholarship has previously addressed how professionals use digital technologies for learning and communication, but limited attention has been paid to professional self-disclosure on social media. Acts of self-disclosureâintentionally revealing personal information to othersâare often considered beneficial for communication and formation of relationships, and describing the role of disclosure in professional communication is important to advance CSCW research that focuses on occupations or organizational settings. In this paper, we present a mixed-methods study of professional self-disclosure in an online community focused on user experience design (UX), documenting how acts of self-disclosure may support professional development. We found that self-disclosure was frequently used as an effective rhetorical and content-focused strategy to provoke discussions and request assistance with the goal of developing or maintaining professional competence. Through the identification of these self-disclosure strategies, we discuss professional self-disclosure in relation to professional identity development in online communities.
Supporting Distributed Critique through Interpretation and Sense-Making in an...colin gray
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...colin gray
Design research has historically focused upon collocated design practices where the production of artefacts, collaboration between designers, and designers’ learning practices are geographically bounded. Information and communication technologies are rapidly transforming this territorial context of designing and making by supporting designers to share experiential knowledge with peers online. But it is unclear how experiential design knowledge should be characterized, and how it may be different from academic design knowledge. In this study, we present a mixed-methods analysis to compare experiential design knowledge communicated in two online practitioner-oriented venues and two leading design research journals. We found that the articulation of experiential academic knowledge unsurprisingly differs in multiple linguistic measurements such as patterns of word usage and language formality. However, we also found that these distinctions are not absolute; in certain instances of online argumentation, practicing designers are able to effectively discipline their language use with the purpose of articulation and accuracy. We argue for increased attention to the ways in which online discussions regarding design practices contribute to the construction of design knowledge.
Generating Mobile Application Onboarding Insights Through Minimalist Instructioncolin gray
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.
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 ...colin gray
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...colin gray
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...colin gray
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.
Can AI do good? at 'offtheCanvas' India HCI preludeAlan Dix
Invited talk at 'offtheCanvas' IndiaHCI prelude, 29th June 2024.
https://www.alandix.com/academic/talks/offtheCanvas-IndiaHCI2024/
The world is being changed fundamentally by AI and we are constantly faced with newspaper headlines about its harmful effects. However, there is also the potential to both ameliorate theses harms and use the new abilities of AI to transform society for the good. Can you make the difference?
You could be a professional graphic designer and still make mistakes. There is always the possibility of human error. On the other hand if you’re not a designer, the chances of making some common graphic design mistakes are even higher. Because you don’t know what you don’t know. That’s where this blog comes in. To make your job easier and help you create better designs, we have put together a list of common graphic design mistakes that you need to avoid.
Transforming Brand Perception and Boosting Profitabilityaaryangarg12
In today's digital era, the dynamics of brand perception, consumer behavior, and profitability have been profoundly reshaped by the synergy of branding, social media, and website design. This research paper investigates the transformative power of these elements in influencing how individuals perceive brands and products and how this transformation can be harnessed to drive sales and profitability for businesses.
Through an exploration of brand psychology and consumer behavior, this study sheds light on the intricate ways in which effective branding strategies, strategic social media engagement, and user-centric website design contribute to altering consumers' perceptions. We delve into the principles that underlie successful brand transformations, examining how visual identity, messaging, and storytelling can captivate and resonate with target audiences.
Methodologically, this research employs a comprehensive approach, combining qualitative and quantitative analyses. Real-world case studies illustrate the impact of branding, social media campaigns, and website redesigns on consumer perception, sales figures, and profitability. We assess the various metrics, including brand awareness, customer engagement, conversion rates, and revenue growth, to measure the effectiveness of these strategies.
The results underscore the pivotal role of cohesive branding, social media influence, and website usability in shaping positive brand perceptions, influencing consumer decisions, and ultimately bolstering sales and profitability. This paper provides actionable insights and strategic recommendations for businesses seeking to leverage branding, social media, and website design as potent tools to enhance their market position and financial success.
Top 5 Indian Style Modular Kitchen DesignsFinzo Kitchens
Get the perfect modular kitchen in Gurgaon at Finzo! We offer high-quality, custom-designed kitchens at the best prices. Wardrobes and home & office furniture are also available. Free consultation! Best Quality Luxury Modular kitchen in Gurgaon available at best price. All types of Modular Kitchens are available U Shaped Modular kitchens, L Shaped Modular Kitchen, G Shaped Modular Kitchens, Inline Modular Kitchens and Italian Modular Kitchen.
Hello everyone! I am thrilled to present my latest portfolio on LinkedIn, marking the culmination of my architectural journey thus far. Over the span of five years, I've been fortunate to acquire a wealth of knowledge under the guidance of esteemed professors and industry mentors. From rigorous academic pursuits to practical engagements, each experience has contributed to my growth and refinement as an architecture student. This portfolio not only showcases my projects but also underscores my attention to detail and to innovative architecture as a profession.
Meaning Reconstruction as an Approach to Analyze Critical Dimensions of HCI Research
1. MEANING RECONSTRUCTION AS AN
APPROACH TO ANALYZE CRITICAL
DIMENSIONS OF HCI RESEARCH
COLIN M. GRAY1, AUSTIN L. TOOMBS2, & CHRISTIAN MCKAY2
1
Purdue University; 2
Indiana University
3. CRITICAL HCI RESEARCH
LACKS TRANSPARENCY
PROVOCATION
METATHEORETICALLY: theoretical commitments
METHODOLOGICALLY: complete description of method
TRANSLATIONAL: how data are transformed into insights
4. MEANING RECONSTRUCTION AND CRITICAL RESEARCH
AGENDA
1. Increase in critical and qualitative research in HCI
2. Carspecken’s critical qualitative approach
3. Demonstration of meaning reconstruction techniques
using ethnographic data
4. Reflection on the contribution of such an approach to
help strengthen rigorous critical inquiry in HCI
5. MEANING RECONSTRUCTION AND CRITICAL RESEARCH
CRITICAL RESEARCH IS
ON THE RISE IN HCI,REPORTING
OF RESEARCH IS FRAMED BY
HCI’S SCIENTISTIC HISTORY,
AND WE LACK MEANS TO LINK
DATA TO CRITICAL INSIGHTS
6. MEANING RECONSTRUCTION AND CRITICAL RESEARCH
CRITICAL RESEARCH IS
ON THE RISE IN HCI,REPORTING
OF RESEARCH IS FRAMED BY
HCI’S SCIENTISTIC HISTORY,
AND WE LACK MEANS TO LINK
DATA TO CRITICAL INSIGHTS
Feminism
(Bardzell & Bardzell, 2011)
Normative commitments
of social systems
(DiSalvo, 2012; Sawyer & Jarrahi, 2014; Toombs, Bardzell, & Bardzell, 2015)
Ethical responsibilities of
designing technologies
(Dourish et al., 2004; Sengers et al., 2005; Shilton, 2012)
7. MEANING RECONSTRUCTION AND CRITICAL RESEARCH
CRITICAL RESEARCH IS
ON THE RISE IN HCI,REPORTING
OF RESEARCH IS FRAMED BY
HCI’S SCIENTISTIC HISTORY,
AND WE LACK MEANS TO LINK
DATA TO CRITICAL INSIGHTS
Remnants of scientism in HCI’s history have made
reporting and evaluation of critical research challenging
8. MEANING RECONSTRUCTION AND CRITICAL RESEARCH
CRITICAL RESEARCH IS
ON THE RISE IN HCI,REPORTING
OF RESEARCH IS FRAMED BY
HCI’S SCIENTISTIC HISTORY,
AND WE LACK MEANS TO LINK
DATA TO CRITICAL INSIGHTS
9. MEANING RECONSTRUCTION AND CRITICAL RESEARCH
CRITICAL RESEARCH IS
ON THE RISE IN HCI,REPORTING
OF RESEARCH IS FRAMED BY
HCI’S SCIENTISTIC HISTORY,
AND WE LACK MEANS TO LINK
DATA TO CRITICAL INSIGHTS
Richer methods are needed to comprehensively document
and explain the ways in which communicative acts and social
norms are linked, in both temporal and
experiential ways
10. MEANING RECONSTRUCTION AND CRITICAL RESEARCH
CHARACTERISTICS OF QUALITATIVE & CRITICAL RESEARCH
1. THICK DESCRIPTION
2. TRANSPARENCY
3. SELF-DISCLOSURE
4. REFLEXIVITY
Sufficient explanation
of method and
presentation of data
to allow an external
entity access into the
mindset of the
researcher
(Dennis, Carspecken, &
Carspecken, 2013;
Glaser & Strauss, 1967;
Lincoln & Guba, 1985)
}
11. MEANING RECONSTRUCTION AND CRITICAL RESEARCH
CRITICAL ETHNOGRAPHY (& THEORETICAL COMMITMENTS)
CRITICAL
ETHNOGRAPHY
(CARSPECKEN, 1996)
THEORY OF
COMMUNICATIVE ACTION
J. HABERMAS
SPEECH ACT THEORY
J. L. AUSTIN
STRUCTURATION
A. GIDDENS
12. MEANING RECONSTRUCTION AND CRITICAL RESEARCH
CRITICAL ETHNOGRAPHY (& THEORETICAL COMMITMENTS)
CRITICAL
ETHNOGRAPHY
(CARSPECKEN, 1996)
INTERSUBJECTIVITY
Mutual understanding
defined by position-taking
The intersubjective space
forms whenever we act
communicatively, and we
take on multiple subject
positions when
communicating.
14. “IF THERE’S SOMETHING WE CAN FIX THAT DROVE THEM
AWAY, THEN WE SHOULD WORRY ABOUT IT. BUT OTHERWISE
THERE ARE LOTS OF REASONS PEOPLE MIGHT STOP COMING.
AS LONG AS WE MAKE SURE THAT WE ARE ALL EXCELLENT TO
EACH OTHER THEN THAT’S THE BEST THAT WE CAN DO.”
JENNIFER ON WHAT THE COMMUNITY’S
RESPONSIBILITY MIGHT BE REGARDING INCLUSIVITY
EXAMPLE QUOTE | MEANING FIELD | VALIDITY HORIZON
15. adapted from Gray (2014)
COMMUNICATIVE
ACT
MEANING FIELD
VALIDITY HORIZON
OBJECTIVE
FOREGROUND
INTERMEDIATE
BACKGROUND
SUBJECTIVE
—— IDENTITY ——
NORMATIVE
AND
OR/AND
INTERACTIVE
SETTING
BOUNDED SET OF
POSSIBLE MEANINGS FOR
A COMMUNICATIVE ACT
CONTEXTUALIZED AND
VALIDATED THROUGH
EXTENSIVE ENGAGEMENT
EXAMPLE QUOTE | MEANING FIELD | VALIDITY HORIZON
16. MEANING FIELD
“If they didn’t say anything” THEN “we can’t have
done anything wrong” AND “our current behavior
is perfectly acceptable for anyone” BECAUSE “it is
acceptable for us” AND “we should treat everyone
exactly the way we already treat each other”
OR/AND “Hackerspaces are not for everyone”
AND “we should not feel bad if someone just does
not fit in”
OR/AND “we lost one of our few female members”
BUT “I do not think that it was our fault” AND “I am
female” AND “I feel comfortable here”
THEREFORE “we are not doing anything that
discourages female participation” EVEN THOUGH
“there are no other females here”
OR/AND “women should be treated exactly the
same as men” AND “the policy here is that
everyone be ‘excellent to each other’” AND “that is
a reasonable policy for anyone” AND “women
should not be given special treatment or attention”
17. adapted from Gray (2014)
COMMUNICATIVE
ACT
MEANING FIELD
VALIDITY HORIZON
OBJECTIVE
FOREGROUND
INTERMEDIATE
BACKGROUND
SUBJECTIVE
—— IDENTITY ——
NORMATIVE
AND
OR/AND
INTERACTIVE
SETTING
WHAT VALIDITY CLAIMS MUST BE
ASSUMED TO MAKE THE
COMMUNICATIVE ACT
INTERNALLY RATIONAL?
EXAMPLE QUOTE | MEANING FIELD | VALIDITY HORIZON
18. HABERMAS’ THREE FORMAL WORLDS
ACT
OBJECTIVE
multiple access
“the world”
SUBJECTIVE
limited access
“my world”
NORMATIVE
should/ought to be
“our world”
EXAMPLE QUOTE | MEANING FIELD | VALIDITY HORIZON
19. HABERMAS’ THREE FORMAL WORLDS
OBJECTIVE
multiple access
“the world”
SUBJECTIVE
limited access
“my world”
NORMATIVE
should/ought to be
“our world”
IDENTITY
the kind of person I am
“I”
ACT
EXAMPLE QUOTE | MEANING FIELD | VALIDITY HORIZON
20. “If they didn’t say anything” THEN “we can’t have done anything wrong” AND “our current behavior is
perfectly acceptable for anyone” BECAUSE “it is acceptable for us” AND “we should treat everyone
exactly the way we already treat each other”
OR/AND “Hackerspaces are not for everyone” AND “we should not feel bad if someone just does not
fit in”
OR/AND “we lost one of our few female members” BUT “I do not think that it was our fault” AND “I am
female” AND “I feel comfortable here” THEREFORE “we are not doing anything that discourages
female participation” EVEN THOUGH “there are no other females here”
OR/AND “women should be treated exactly the same as men” AND “the policy here is that everyone
be ‘excellent to each other’” AND “that is a reasonable policy for anyone” AND “women should not be
given special treatment or attention”
CASE ONE Validity Horizon
OBJECTIVE SUBJECTIVE NORMATIVE IDENTITY
FOREGROUND
We lost a few members.
It was not our fault /“shit
happens.”
I feel comfortable here. We should not be worried about
our behavior.
We should not try to change
anything about our community.
I am/we are good and
reasonable people.
MIDGROUND
One of the members we lost
was one of very few female
members.
I’m worried we did something
to push them away.
“Be excellent to each other”is
a sufficient guiding philosophy
for our community.
Everyone should feel
comfortable here.
Everyone should be treated
exactly the same.
I can speak for other women’s
experiences.
I am an authority figure in
this space.
BACKGROUND
Some people just don’t fit in I don’t want it to have been
our fault
We should ignore people’s
backgrounds and personal
histories.
We should not try to cater to
everyone.
I am comforting the group.
21. “If they didn’t say anything” THEN “we can’t have done anything wrong” AND “our current behavior is
perfectly acceptable for anyone” BECAUSE “it is acceptable for us” AND “we should treat everyone
exactly the way we already treat each other”
OR/AND “Hackerspaces are not for everyone” AND “we should not feel bad if someone just does not
fit in”
OR/AND “we lost one of our few female members” BUT “I do not think that it was our fault” AND “I am
female” AND “I feel comfortable here” THEREFORE “we are not doing anything that discourages
female participation” EVEN THOUGH “there are no other females here”
OR/AND “women should be treated exactly the same as men” AND “the policy here is that everyone
be ‘excellent to each other’” AND “that is a reasonable policy for anyone” AND “women should not be
given special treatment or attention”
CASE ONE Validity Horizon
OBJECTIVE SUBJECTIVE NORMATIVE IDENTITY
FOREGROUND
We lost a few members.
It was not our fault /“shit
happens.”
I feel comfortable here. We should not be worried about
our behavior.
We should not try to change
anything about our community.
I am/we are good and
reasonable people.
MIDGROUND
One of the members we lost
was one of very few female
members.
I’m worried we did something
to push them away.
“Be excellent to each other”is
a sufficient guiding philosophy
for our community.
Everyone should feel
comfortable here.
Everyone should be treated
exactly the same.
I can speak for other women’s
experiences.
I am an authority figure in
this space.
BACKGROUND
Some people just don’t fit in I don’t want it to have been
our fault
We should ignore people’s
backgrounds and personal
histories.
We should not try to cater to
everyone.
I am comforting the group.
22. “If they didn’t say anything” THEN “we can’t have done anything wrong” AND “our current behavior is
perfectly acceptable for anyone” BECAUSE “it is acceptable for us” AND “we should treat everyone
exactly the way we already treat each other”
OR/AND “Hackerspaces are not for everyone” AND “we should not feel bad if someone just does not
fit in”
OR/AND “we lost one of our few female members” BUT “I do not think that it was our fault” AND “I am
female” AND “I feel comfortable here” THEREFORE “we are not doing anything that discourages
female participation” EVEN THOUGH “there are no other females here”
OR/AND “women should be treated exactly the same as men” AND “the policy here is that everyone
be ‘excellent to each other’” AND “that is a reasonable policy for anyone” AND “women should not be
given special treatment or attention”
CASE ONE Validity Horizon
OBJECTIVE SUBJECTIVE NORMATIVE IDENTITY
FOREGROUND
We lost a few members.
It was not our fault /“shit
happens.”
I feel comfortable here. We should not be worried about
our behavior.
We should not try to change
anything about our community.
I am/we are good and
reasonable people.
MIDGROUND
One of the members we lost
was one of very few female
members.
I’m worried we did something
to push them away.
“Be excellent to each other”is
a sufficient guiding philosophy
for our community.
Everyone should feel
comfortable here.
Everyone should be treated
exactly the same.
I can speak for other women’s
experiences.
I am an authority figure in
this space.
BACKGROUND
Some people just don’t fit in I don’t want it to have been
our fault
We should ignore people’s
backgrounds and personal
histories.
We should not try to cater to
everyone.
I am comforting the group.
23. “If they didn’t say anything” THEN “we can’t have done anything wrong” AND “our current behavior is
perfectly acceptable for anyone” BECAUSE “it is acceptable for us” AND “we should treat everyone
exactly the way we already treat each other”
OR/AND “Hackerspaces are not for everyone” AND “we should not feel bad if someone just does not
fit in”
OR/AND “we lost one of our few female members” BUT “I do not think that it was our fault” AND “I am
female” AND “I feel comfortable here” THEREFORE “we are not doing anything that discourages
female participation” EVEN THOUGH “there are no other females here”
OR/AND “women should be treated exactly the same as men” AND “the policy here is that everyone
be ‘excellent to each other’” AND “that is a reasonable policy for anyone” AND “women should not be
given special treatment or attention”
CASE ONE Validity Horizon
OBJECTIVE SUBJECTIVE NORMATIVE IDENTITY
FOREGROUND
We lost a few members.
It was not our fault /“shit
happens.”
I feel comfortable here. We should not be worried about
our behavior.
We should not try to change
anything about our community.
I am/we are good and
reasonable people.
MIDGROUND
One of the members we lost
was one of very few female
members.
I’m worried we did something
to push them away.
“Be excellent to each other”is
a sufficient guiding philosophy
for our community.
Everyone should feel
comfortable here.
Everyone should be treated
exactly the same.
I can speak for other women’s
experiences.
I am an authority figure in
this space.
BACKGROUND
Some people just don’t fit in I don’t want it to have been
our fault
We should ignore people’s
backgrounds and personal
histories.
We should not try to cater to
everyone.
I am comforting the group.
24. “If they didn’t say anything” THEN “we can’t have done anything wrong” AND “our current behavior is
perfectly acceptable for anyone” BECAUSE “it is acceptable for us” AND “we should treat everyone
exactly the way we already treat each other”
OR/AND “Hackerspaces are not for everyone” AND “we should not feel bad if someone just does not
fit in”
OR/AND “we lost one of our few female members” BUT “I do not think that it was our fault” AND “I am
female” AND “I feel comfortable here” THEREFORE “we are not doing anything that discourages
female participation” EVEN THOUGH “there are no other females here”
OR/AND “women should be treated exactly the same as men” AND “the policy here is that everyone
be ‘excellent to each other’” AND “that is a reasonable policy for anyone” AND “women should not be
given special treatment or attention”
OBJECTIVE SUBJECTIVE NORMATIVE IDENTITY
FOREGROUND
We lost a few members.
It was not our fault /“shit
happens.”
I feel comfortable here. We should not be worried about
our behavior.
We should not try to change
anything about our community.
I am/we are good and
reasonable people.
MIDGROUND
One of the members we lost
was one of very few female
members.
I’m worried we did something
to push them away.
“Be excellent to each other”is
a sufficient guiding philosophy
for our community.
Everyone should feel
comfortable here.
Everyone should be treated
exactly the same.
I can speak for other women’s
experiences.
I am an authority figure in
this space.
BACKGROUND
Some people just don’t fit in I don’t want it to have been
our fault
We should ignore people’s
backgrounds and personal
histories.
We should not try to cater to
everyone.
I am comforting the group.
CASE ONE Validity Horizon
25. MEANING RECONSTRUCTION AND CRITICAL RESEARCH
STRUCTURES
COMMUNICATIVE ACTS
ROLES
INTERACTIVE SETTINGS
COMMUNICATIVE
ACT
MEANING FIELD
VALIDITY HORIZON
OBJECTIVE
FOREGROUND
INTERMEDIATE
BACKGROUND
SUBJECTIVE
—— IDENTITY ——
NORMATIVE
AND
OR/AND
INTERACTIVE
SETTING
26. MEANING RECONSTRUCTION AND CRITICAL RESEARCH
STRENGTHS AND LIMITATIONS
▸ Transparency and thick description—specifically with
regards to documenting the movement between first
order observation and second order abstraction.
▸ Does NOT account for transparency regarding selection of
a quote or communicative instance in the first place.
28. THIS RESEARCH WAS FUNDED IN PART BY NSF IIS CREATIVE IT (#1002772) AND
THE INTEL SCIENCE AND TECHNOLOGY CENTER FOR SOCIAL COMPUTING.
THANK YOU
29. I THINK THIS WHOLE DISCUSSION HINGES ON A VERY SIMPLE QUESTION.
WHY IS IT WORTHWHILE TO ARTIFICIALLY PROMOTE A CHANGE IN AN
EXISTING COMMUNITY. IF THE ANSWER IS BECAUSE THE HACKERSPACE
SHOULD BE INCLUSIVE TO EVERYONE, MY ANSWER IS NO, IT SHOULD NOT
BE. BY IT'S VERY NATURE IT'S ALREADY EXCLUSIONARY. IT'S A
HACKERSPACE. NOT A BAKE SHOP. NOT A PETTING ZOO. NOT A RACE TRACK.
IT HAS A SPECIFIC FOCUS, AND BY THAT IT IS ALREADY EXCLUSIONARY.
MORE TO THE POINT, HACKERSPACES ARE BUILT AROUND COMMUNITIES.
AND COMMUNITIES THEMSELVES ARE EXCLUSIONARY. IF YOU DON'T JIVE
WELL WITH A COMMUNITY, YOU DON'T BELONG TO THAT COMMUNITY, GO
FIND ANOTHER ONE. IF YOU THINK THAT YOUR HACKERSPACE CAN BE HOME
TO ALL THE PEOPLES, YOU AREN'T BUILDING A HACKERSPACE YOU ARE
BUILDING A PUBLIC LIBRARY, AND BY ALL MEANS ENJOY THE CRACKHEADS
AND GOOD LUCK KEEPING THAT INCLUSIVE TO EVERYONE. ASK
NOISEBRIDGE HOW THAT WENT FOR THEM. […]
CASE TWO
30. CASE TWO Meaning Field
“The existing community should take precedent over
any subsequent community” AND “anything that
changes that community from the outside is artificial/
bad” BECAUSE “that community already works/is good”
AND “should be allowed to change naturally.” AND “It is
more important to cater to who fits in already than to
consider who could fit in.”
OR / AND “Hackerspaces should not try to be inclusive”
BECAUSE “trying to be broadly inclusive will lead to
‘undesirables’ like Noisebridge” AND “Noisebridge is a
bad model” AND “hackers can’t handle inclusivity and
diversity” BECAUSE “hackers are strange/odd/unwell”
AND “a hackerspace is not a public facility” AND
THEREFORE “it does not have to cater to everyone”
OR / AND “It is not important to worry about who is or is
not included in the space” BECAUSE “people either fit in
or not on their own” AND “People who don’t feel like
they fit in must not really share our interests”
OTHERWISE “they would feel comfortable” AND
“people should be able to adapt to hostile environments
if they are interested.”
31. “The existing community should take precedent over any subsequent community” AND
“anything that changes that community from the outside is artificial/bad” BECAUSE “that
community already works/is good” AND “should be allowed to change naturally.” AND “It
is more important to cater to who fits in already than to consider who could fit in.”
OR / AND “Hackerspaces should not try to be inclusive” BECAUSE “trying to be broadly
inclusive will lead to ‘undesirables’ like Noisebridge” AND “Noisebridge is a bad model”
AND “hackers can’t handle inclusivity and diversity” BECAUSE “hackers are strange/odd/
unwell” AND “a hackerspace is not a public facility” AND THEREFORE “it does not have to
cater to everyone”
OR / AND “It is not important to worry about who is or is not included in the space”
BECAUSE “people either fit in or not on their own” AND “People who don’t feel like they fit
in must not really share our interests” OTHERWISE “they would feel comfortable” AND
“people should be able to adapt to hostile environments if they are interested.”
CASE TWO Validity Horizon
OBJECTIVE SUBJECTIVE NORMATIVE IDENTITY
FOREGROUND
Hackerspaces are communities
that are NOT public spaces.
I worry that being inclusive to
everyone will lead to including
people who are undesirable
(e.g., crackheads).
I would not want to end up like
Noisebridge, whose problems
include being over-inclusive.
Existing communities and their
underlying culture should be
protected against“artificial”
change.
“Artificial changes”should be
discouraged.
I am an authority on this issue.
I am not the type of person to
hedge or not tell things the
way that they are.
MIDGROUND
This is a controversial issue
with multiple sides.
Hackers are not“normal”and
are exactly the wrong people
to understand complex social
issues.
I am frustrated that this conver-
sation is taking place.
If participants are truly
“hackers,”they will share our
interests and should feel com-
fortable here. Hackerspaces
should not worry about being
inclusive.
Hackers should focus on the
people who already fit in, rath-
er than those who could fit in.
I understand what is good for
hackerspaces and what is not.
BACKGROUND
The community that already
exists in a given space should
only change on its own.
The existing community is
already functioning, and thus
“perfect”in some sense.
I feel defensive when I think my
community’s culture might be
under attack.
We should be careful and
serious about policy changes
that alter the culture of the
hackerspace community.
People should be able to
adapt to or overcome hostile
environments if their interests
are aligned enough.
I wish to keep hackerspaces
“pure”in the ways I deem
appropriate.
32. MEANING RECONSTRUCTION AND CRITICAL RESEARCH
COMMENTARY BY ELLIE HARMON
▸ Regarding the place of ‘methods’ in HCI analysis and
publications
▸ What does rigor mean, anyway?