A critique of the research study "Impact of media richness and flow on e-learning technology acceptance" by Liu, Liao, and Pratt for EDET 780, Maymester 2009.
This document provides an overview of Larry D. Weas' participation in the Conference Critique & Research from February 24-28, 2010 in Knoxville, Tennessee. It includes a biography of Larry, his education and certifications in Adult & Higher Education and details his research presentations and proposals on topics related to adult learning, technology, and human resource development. The document contains summaries of sessions he attended on linking humanistic values to strategic HRD, social media and HRD, and online learning and education. It also outlines his conference proposal and presentation on exploring the needs of adult learners in today's technological workforce and use of social media.
Reprioritizing the Relationship Between HCI Research and Practice: Bubble-Up ...colin gray
There has been an ongoing conversation about the role and relationship of theory and practice in the HCI community. This paper explores this relationship privileging a practice perspective through a tentative model, which describes a “bubble-up” of ideas from practice to inform research and theory development, and an accompanying “trickle-down” of theory into practice. Interviews were conducted with interaction designers, which included a description of their use of design methods in practice, and their knowledge and use of two common design methods—affinity diagramming and the concept of affordance. Based on these interviews, potential relationships between theory and practice are explored through this model. Disseminating agents already common in HCI practice are addressed as possible mechanisms for the research community to understand practice more completely. Opportunities for future research, based on the use of the tentative model in a generative way, are considered.
Raster images are composed of pixels and are best for photo-realistic images like textures, photographs, and effects. Vector images use mathematical formulas to describe objects and are better for illustrations, logos, icons, and scalable drawings like diagrams. Key factors in choosing a file type are whether the image needs unlimited scalability, sharp text, or contains raster-friendly content like photos.
Expectations of Reciprocity? An Analysis of Critique in Facebook Posts by Stu...colin gray
Teaching design relies on critique as a component of its pedagogy. As mediated communication becomes progressively more pervasive in the learning experience of developing designers, we see a need to explore how critique manifests in these mediated spaces. This study explores how learners of design use Facebook groups to collaboratively bring about design learning via critique. Facebook group communications of graduate Human-Computer Interaction design (HCI/d) participants at a large Midwestern American university were analyzed. Data included 4558 status updates and 15273 comments from 160 students. A preliminary analysis of computer-mediated communication (CMC) in this Facebook group revealed that communication centered on quasi-professional social talk, and under this framing, informal peer critique emerged as a form of phatic, professional communication.
Seventy-four threads, out of a corpus of 4558, focused on critique, suggesting learners did not capitalize on the potential of the media. Critique threads were primarily posted in groups with larger numbers of members, reflecting the desire for a broader venue of potential critique participants employed by those who recognize the potential of the media. A participation coefficient was devised to represent the level of reciprocity, addressing both the students’ participation in requesting critique through status updates, and in providing feedback to other student requests for critique. No significant relationship was found between these two participation metrics, despite the assertion by multiple students that reciprocity was, or should be, present in these online critiques. Three outliers were located in this participation matrix, and are discussed as a framing for future work in understanding informal communication around critique as a type of designerly talk.
An overview of multimedia learning concerns when using embedded social media tools, focusing on the iconographic and technical implications of video embedding.
AERA2014: Instructional Design In Action: Observing the Judgments of ID Pract...colin gray
The document discusses a study on instructional design (ID) practitioners' judgments during practice. It aims to understand what judgments take place and how they align with design judgment frameworks. Researchers observed 8 ID practitioners for 20 hours total, taking field notes and later conducting interviews. They identified 11 types of design judgments, such as framing, appreciative, and navigational. Results showed practitioners made an average of 35 judgments per observation. The most common judgments were framing, appreciative, quality, and instrumental. This suggests design judgments are an integral part of ID practice and occur frequently throughout the process.
The Hidden Curriculum of the Design Studio: Student Engagement in Informal Cr...colin gray
Critique is an important part of a typical design pedagogy, but is generally only discussed within formal curricular structures, which do not address informal interactions between students in the design studio. In this study, I report findings from ethnographic observations of a design studio, including occurrences of informal critique that take place outside of the planned curriculum. Types of critique that are observed are detailed, including similarities or differences to critique in typical classroom practice.
A critique of the research study "Impact of media richness and flow on e-learning technology acceptance" by Liu, Liao, and Pratt for EDET 780, Maymester 2009.
This document provides an overview of Larry D. Weas' participation in the Conference Critique & Research from February 24-28, 2010 in Knoxville, Tennessee. It includes a biography of Larry, his education and certifications in Adult & Higher Education and details his research presentations and proposals on topics related to adult learning, technology, and human resource development. The document contains summaries of sessions he attended on linking humanistic values to strategic HRD, social media and HRD, and online learning and education. It also outlines his conference proposal and presentation on exploring the needs of adult learners in today's technological workforce and use of social media.
Reprioritizing the Relationship Between HCI Research and Practice: Bubble-Up ...colin gray
There has been an ongoing conversation about the role and relationship of theory and practice in the HCI community. This paper explores this relationship privileging a practice perspective through a tentative model, which describes a “bubble-up” of ideas from practice to inform research and theory development, and an accompanying “trickle-down” of theory into practice. Interviews were conducted with interaction designers, which included a description of their use of design methods in practice, and their knowledge and use of two common design methods—affinity diagramming and the concept of affordance. Based on these interviews, potential relationships between theory and practice are explored through this model. Disseminating agents already common in HCI practice are addressed as possible mechanisms for the research community to understand practice more completely. Opportunities for future research, based on the use of the tentative model in a generative way, are considered.
Raster images are composed of pixels and are best for photo-realistic images like textures, photographs, and effects. Vector images use mathematical formulas to describe objects and are better for illustrations, logos, icons, and scalable drawings like diagrams. Key factors in choosing a file type are whether the image needs unlimited scalability, sharp text, or contains raster-friendly content like photos.
Expectations of Reciprocity? An Analysis of Critique in Facebook Posts by Stu...colin gray
Teaching design relies on critique as a component of its pedagogy. As mediated communication becomes progressively more pervasive in the learning experience of developing designers, we see a need to explore how critique manifests in these mediated spaces. This study explores how learners of design use Facebook groups to collaboratively bring about design learning via critique. Facebook group communications of graduate Human-Computer Interaction design (HCI/d) participants at a large Midwestern American university were analyzed. Data included 4558 status updates and 15273 comments from 160 students. A preliminary analysis of computer-mediated communication (CMC) in this Facebook group revealed that communication centered on quasi-professional social talk, and under this framing, informal peer critique emerged as a form of phatic, professional communication.
Seventy-four threads, out of a corpus of 4558, focused on critique, suggesting learners did not capitalize on the potential of the media. Critique threads were primarily posted in groups with larger numbers of members, reflecting the desire for a broader venue of potential critique participants employed by those who recognize the potential of the media. A participation coefficient was devised to represent the level of reciprocity, addressing both the students’ participation in requesting critique through status updates, and in providing feedback to other student requests for critique. No significant relationship was found between these two participation metrics, despite the assertion by multiple students that reciprocity was, or should be, present in these online critiques. Three outliers were located in this participation matrix, and are discussed as a framing for future work in understanding informal communication around critique as a type of designerly talk.
An overview of multimedia learning concerns when using embedded social media tools, focusing on the iconographic and technical implications of video embedding.
AERA2014: Instructional Design In Action: Observing the Judgments of ID Pract...colin gray
The document discusses a study on instructional design (ID) practitioners' judgments during practice. It aims to understand what judgments take place and how they align with design judgment frameworks. Researchers observed 8 ID practitioners for 20 hours total, taking field notes and later conducting interviews. They identified 11 types of design judgments, such as framing, appreciative, and navigational. Results showed practitioners made an average of 35 judgments per observation. The most common judgments were framing, appreciative, quality, and instrumental. This suggests design judgments are an integral part of ID practice and occur frequently throughout the process.
The Hidden Curriculum of the Design Studio: Student Engagement in Informal Cr...colin gray
Critique is an important part of a typical design pedagogy, but is generally only discussed within formal curricular structures, which do not address informal interactions between students in the design studio. In this study, I report findings from ethnographic observations of a design studio, including occurrences of informal critique that take place outside of the planned curriculum. Types of critique that are observed are detailed, including similarities or differences to critique in typical classroom practice.
Emergent Critique in Informal Design Talk: Reflections of Surface, Pedagogic...colin gray
While critique is frequently studied in formal higher education contexts, often including investigation of classroom critique and high stakes design juries, relatively little is known about the qualities of informal critique and design talk that occurs organically between students in the design studio environment. A critical analysis of design education has revealed a lack of attention to the role of student experience and the power relations that often dominate critique as an evaluative activity. Previous studies conducted in this framing have revealed what Dutton (1991) terms the "hidden curriculum" of a design studio, including factors that affect the student experience of a design pedagogy. Utilizing Shaffer's (2003) framework to theorize the construction of this "hidden curriculum," an evaluation of features manifests on three levels: surface, pedagogical, and epistemological.
This study investigates the occurrence of informal design talk between students in a shared studio workspace in a graduate Human-Computer Interaction design program. Data sources for this ethnographic investigation include: approximately 150 hours of participant observation of the studio space during a four month period, supporting audio recordings and photographs, and intensive interviews.
Based on initial analysis of collected data, including field notes, photographs, and audio recordings, a preliminary taxonomy of informal instigating interactions can be arranged. A broad continuum of informal design talk was observed, with little critique or critical talk between students following a structure that corresponds with classroom or professor-led critique. Despite this lack of structural similarity, informal design talk frequently invokes elements of critical discourse, reflecting the growth of a personal design perspective, and the latent assumptions built into the surface, pedagogical, and epistemological structures of the studio environment.
Building Design Knowledge: Creating and Disseminating Design Precedentcolin gray
An invited lecture at Iowa State University on October 9, 2014. This talk focused on the role of design precedent and knowledge-building within the instructional design community, with specific guidance on preparing design cases for publication in the International Journal of Designs for Learning.
Stop Telling Designers What To Do: Reframing Instructional Design Education T...colin gray
This document summarizes a study on design judgment in instructional design practice. The researchers observed 8 instructional designers and identified different types of judgments they made. They found that judgments were made continuously throughout projects and were highly situational based on contextual factors. Design judgments occurred in complex, layered ways and involved multiple types of judgments. The researchers believe this study suggests instructional design education should focus less on teaching isolated tools/models and more on helping students develop their ability to make judgments within complex design contexts.
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.
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.
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.
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
The document discusses instrumental design judgments in cross-cultural user research. It analyzes data from design workshops and debrief sessions conducted by a design team in China. The analysis finds:
1. The design team made explicit and implicit efforts to understand Chinese culture, such as relating observations to their own context, asking translators for explanations, and trying out cultural understandings.
2. The design team was also aware of limitations in their cultural perspectives and made generalizations.
3. Over time, the design team shifted their instrumental judgments, first by "nuancing" the role of translators to provide more cultural context, and then by "making familiar" unfamiliar Chinese concepts by relating them to their own experiences
Struggle Over Representation in the Studio: Critical Pedagogy in Design Educa...colin gray
This document discusses critical pedagogy and its application to design education. It notes that studio pedagogy is built on apprenticeship models and incorporates elements of critique that can normalize oppression. Critical framings have been rare in design education. The document presents a case study of students in a design classroom struggling over how to represent their identity and process. There were tensions between the students' emphasis on physical prototyping and the faculty prioritization of completed artifacts. This highlighted different discourses between the proto-professional students oriented toward practice, and the academic focus on legitimizing certain representations over others.
This document provides an overview of a module introducing web accessibility. It discusses navigation tools available, then previews topics to be covered which include definitions of web accessibility, consequences of poor accessibility, and ways to integrate accessibility. Specific types of disabilities are outlined, and technological impairments are discussed. Sections cover an introduction to accessibility, consequences of inaccessibility, and ways to create accessibility through site audits, structure planning, and identifying content types.
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.
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.
Reprioritizing the Relationship Between HCI Research and Practice: Bubble-Up ...colin gray
There has been an ongoing conversation about the role and relationship of theory and practice in the HCI community. This paper explores this relationship privileging a practice perspective through a tentative model, which describes a “bubble-up” of ideas from practice to inform research and theory development, and an accompanying “trickle-down” of theory into practice. Interviews were conducted with interaction designers, which included a description of their use of design methods in practice, and their knowledge and use of two common design methods—affinity diagramming and the concept of affordance. Based on these interviews, potential relationships between theory and practice are explored through this model. Disseminating agents already common in HCI practice are addressed as possible mechanisms for the research community to understand practice more completely. Opportunities for future research, based on the use of the tentative model in a generative way, are considered.
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.
Informal peer critique and the negotiation of habitus in a design studio (AEC...colin gray
Critique is considered to be a central feature of design education, serving as both a structural mechanism that provides regular feedback, and a high stakes assessment tool. This study utilizes informal peer critique as a natural extension of this existing form, engaging the practice community in reflection-in-action due to the natural physical co-location of the studio environment. The purpose of this study is to gain greater understanding of the pedagogical role of informal critique in shaping design thinking and judgment, as seen through the framing of Bourdieu’s habitus. The methodology of this study is informed by a critical theory perspective, and uses a combination of interview, observation, and stimulated recall in the process of data collection. Divergent viewpoints on the role of informal v. formal spaces, objectivity v. subjectivity of critique, and differences between professor and peer feedback are addressed. Additionally, beliefs about critique on the individual and group level are analysed as critical elements of an evolving habitus, supported by or developed in response to the culture inscribed by the pedagogy and design studio. This form of critique reveals tacit design thinking and conceptions of design, and outlines the co-construction of habitus by individual students and the design pedagogy.
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.
Locating the Emerging Design Identity of Students Through Visual and Textual ...colin gray
Reflective activities have the potential to encourage students to develop critical skills and awareness of mental models. In this study, I address the emerging identity of early design students as they externalize their evolving conceptions of design through visual and textual reflection. Forty-three students in an introductory human-computer interaction (HCI) course completed weekly textual reflections on a course blog, and completed visual reflections at the conclusion of each of three projects. The weekly blog reflections were intended to document their experience as a developing designer, while the visual reflections represented their personal conception of design within HCI—their rendering of the “whole game”. Through this process of reflection, students externalized their transformation as designers, including an awareness of the pedagogical, social, and cultural factors shaping them, and a growing sense of their personal and professional design identity. Through interviews and additional analysis of eight of these students, a disjuncture was found between conceptions of design in visual and textual reflections, with visual reflections forming a professional, generic design identity, and textual reflections more congruent with the student’s personal identity. Issues relating to lack of representational skill and how these forms of reflection externalize a student’s evolving design philosophy are addressed.
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.
Evolution of Design Competence in UX Practicecolin gray
There has been increasing interest in the adoption of UX within corporate environments, and what competencies translate into effective UX design. This paper addresses the space between pedagogy and UX practice through the lens of competence, with the goal of understanding how students are initiated into the practice community, how their perception of competence shifts over time, and what factors influence this shift. A 12-week longitudinal data collection, including surveys and interviews, documents this shift, with participants beginning internships and full-time positions in UX. Students and early professionals were asked to assess their level of competence and factors that influenced competence. A co-construction of identity between the designer and their environment is proposed, with a variety of factors relating to tool and representational knowledge, complexity, and corporate culture influencing perceptions of competence in UX over time. Opportunities for future research, particularly in building an understanding of competency in UX based on this preliminary framing of early UX practice are addressed.
[Presented at CHI'14, Toronto, ON, Canada]
This document discusses learning analytics dashboards and how to design them effectively. It provides examples of existing learning analytics dashboards such as SNAPP, GISMO, and the Student Activity Meter. Common issues with dashboards are outlined, such as having too many screens, inadequate data context, and poor visualizations. The document recommends designing dashboards by reducing non-data elements, enhancing data visualization, and organizing information to support its intended meaning and use.
This paper analyzes learner engagement patterns and profiles in a MOOC on entrepreneurship over multiple iterations. It finds that bystanders, who watched less than 10% of videos and submitted no assignments, made up about half of all learners. Completers, who earned a certificate, accounted for just over 8% of learners. Statistical analysis showed that factors like gender, country's socioeconomic development level, and learner type influenced video consumption and course completion rates. Females on average watched more videos than males. Learners from countries with higher socioeconomic development levels also tended to watch more videos.
Emergent Critique in Informal Design Talk: Reflections of Surface, Pedagogic...colin gray
While critique is frequently studied in formal higher education contexts, often including investigation of classroom critique and high stakes design juries, relatively little is known about the qualities of informal critique and design talk that occurs organically between students in the design studio environment. A critical analysis of design education has revealed a lack of attention to the role of student experience and the power relations that often dominate critique as an evaluative activity. Previous studies conducted in this framing have revealed what Dutton (1991) terms the "hidden curriculum" of a design studio, including factors that affect the student experience of a design pedagogy. Utilizing Shaffer's (2003) framework to theorize the construction of this "hidden curriculum," an evaluation of features manifests on three levels: surface, pedagogical, and epistemological.
This study investigates the occurrence of informal design talk between students in a shared studio workspace in a graduate Human-Computer Interaction design program. Data sources for this ethnographic investigation include: approximately 150 hours of participant observation of the studio space during a four month period, supporting audio recordings and photographs, and intensive interviews.
Based on initial analysis of collected data, including field notes, photographs, and audio recordings, a preliminary taxonomy of informal instigating interactions can be arranged. A broad continuum of informal design talk was observed, with little critique or critical talk between students following a structure that corresponds with classroom or professor-led critique. Despite this lack of structural similarity, informal design talk frequently invokes elements of critical discourse, reflecting the growth of a personal design perspective, and the latent assumptions built into the surface, pedagogical, and epistemological structures of the studio environment.
Building Design Knowledge: Creating and Disseminating Design Precedentcolin gray
An invited lecture at Iowa State University on October 9, 2014. This talk focused on the role of design precedent and knowledge-building within the instructional design community, with specific guidance on preparing design cases for publication in the International Journal of Designs for Learning.
Stop Telling Designers What To Do: Reframing Instructional Design Education T...colin gray
This document summarizes a study on design judgment in instructional design practice. The researchers observed 8 instructional designers and identified different types of judgments they made. They found that judgments were made continuously throughout projects and were highly situational based on contextual factors. Design judgments occurred in complex, layered ways and involved multiple types of judgments. The researchers believe this study suggests instructional design education should focus less on teaching isolated tools/models and more on helping students develop their ability to make judgments within complex design contexts.
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.
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.
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.
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
The document discusses instrumental design judgments in cross-cultural user research. It analyzes data from design workshops and debrief sessions conducted by a design team in China. The analysis finds:
1. The design team made explicit and implicit efforts to understand Chinese culture, such as relating observations to their own context, asking translators for explanations, and trying out cultural understandings.
2. The design team was also aware of limitations in their cultural perspectives and made generalizations.
3. Over time, the design team shifted their instrumental judgments, first by "nuancing" the role of translators to provide more cultural context, and then by "making familiar" unfamiliar Chinese concepts by relating them to their own experiences
Struggle Over Representation in the Studio: Critical Pedagogy in Design Educa...colin gray
This document discusses critical pedagogy and its application to design education. It notes that studio pedagogy is built on apprenticeship models and incorporates elements of critique that can normalize oppression. Critical framings have been rare in design education. The document presents a case study of students in a design classroom struggling over how to represent their identity and process. There were tensions between the students' emphasis on physical prototyping and the faculty prioritization of completed artifacts. This highlighted different discourses between the proto-professional students oriented toward practice, and the academic focus on legitimizing certain representations over others.
This document provides an overview of a module introducing web accessibility. It discusses navigation tools available, then previews topics to be covered which include definitions of web accessibility, consequences of poor accessibility, and ways to integrate accessibility. Specific types of disabilities are outlined, and technological impairments are discussed. Sections cover an introduction to accessibility, consequences of inaccessibility, and ways to create accessibility through site audits, structure planning, and identifying content types.
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.
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.
Reprioritizing the Relationship Between HCI Research and Practice: Bubble-Up ...colin gray
There has been an ongoing conversation about the role and relationship of theory and practice in the HCI community. This paper explores this relationship privileging a practice perspective through a tentative model, which describes a “bubble-up” of ideas from practice to inform research and theory development, and an accompanying “trickle-down” of theory into practice. Interviews were conducted with interaction designers, which included a description of their use of design methods in practice, and their knowledge and use of two common design methods—affinity diagramming and the concept of affordance. Based on these interviews, potential relationships between theory and practice are explored through this model. Disseminating agents already common in HCI practice are addressed as possible mechanisms for the research community to understand practice more completely. Opportunities for future research, based on the use of the tentative model in a generative way, are considered.
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.
Informal peer critique and the negotiation of habitus in a design studio (AEC...colin gray
Critique is considered to be a central feature of design education, serving as both a structural mechanism that provides regular feedback, and a high stakes assessment tool. This study utilizes informal peer critique as a natural extension of this existing form, engaging the practice community in reflection-in-action due to the natural physical co-location of the studio environment. The purpose of this study is to gain greater understanding of the pedagogical role of informal critique in shaping design thinking and judgment, as seen through the framing of Bourdieu’s habitus. The methodology of this study is informed by a critical theory perspective, and uses a combination of interview, observation, and stimulated recall in the process of data collection. Divergent viewpoints on the role of informal v. formal spaces, objectivity v. subjectivity of critique, and differences between professor and peer feedback are addressed. Additionally, beliefs about critique on the individual and group level are analysed as critical elements of an evolving habitus, supported by or developed in response to the culture inscribed by the pedagogy and design studio. This form of critique reveals tacit design thinking and conceptions of design, and outlines the co-construction of habitus by individual students and the design pedagogy.
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.
Locating the Emerging Design Identity of Students Through Visual and Textual ...colin gray
Reflective activities have the potential to encourage students to develop critical skills and awareness of mental models. In this study, I address the emerging identity of early design students as they externalize their evolving conceptions of design through visual and textual reflection. Forty-three students in an introductory human-computer interaction (HCI) course completed weekly textual reflections on a course blog, and completed visual reflections at the conclusion of each of three projects. The weekly blog reflections were intended to document their experience as a developing designer, while the visual reflections represented their personal conception of design within HCI—their rendering of the “whole game”. Through this process of reflection, students externalized their transformation as designers, including an awareness of the pedagogical, social, and cultural factors shaping them, and a growing sense of their personal and professional design identity. Through interviews and additional analysis of eight of these students, a disjuncture was found between conceptions of design in visual and textual reflections, with visual reflections forming a professional, generic design identity, and textual reflections more congruent with the student’s personal identity. Issues relating to lack of representational skill and how these forms of reflection externalize a student’s evolving design philosophy are addressed.
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.
Evolution of Design Competence in UX Practicecolin gray
There has been increasing interest in the adoption of UX within corporate environments, and what competencies translate into effective UX design. This paper addresses the space between pedagogy and UX practice through the lens of competence, with the goal of understanding how students are initiated into the practice community, how their perception of competence shifts over time, and what factors influence this shift. A 12-week longitudinal data collection, including surveys and interviews, documents this shift, with participants beginning internships and full-time positions in UX. Students and early professionals were asked to assess their level of competence and factors that influenced competence. A co-construction of identity between the designer and their environment is proposed, with a variety of factors relating to tool and representational knowledge, complexity, and corporate culture influencing perceptions of competence in UX over time. Opportunities for future research, particularly in building an understanding of competency in UX based on this preliminary framing of early UX practice are addressed.
[Presented at CHI'14, Toronto, ON, Canada]
This document discusses learning analytics dashboards and how to design them effectively. It provides examples of existing learning analytics dashboards such as SNAPP, GISMO, and the Student Activity Meter. Common issues with dashboards are outlined, such as having too many screens, inadequate data context, and poor visualizations. The document recommends designing dashboards by reducing non-data elements, enhancing data visualization, and organizing information to support its intended meaning and use.
This paper analyzes learner engagement patterns and profiles in a MOOC on entrepreneurship over multiple iterations. It finds that bystanders, who watched less than 10% of videos and submitted no assignments, made up about half of all learners. Completers, who earned a certificate, accounted for just over 8% of learners. Statistical analysis showed that factors like gender, country's socioeconomic development level, and learner type influenced video consumption and course completion rates. Females on average watched more videos than males. Learners from countries with higher socioeconomic development levels also tended to watch more videos.
This study evaluated a two-part intervention using visual activity schedules and a prompting hierarchy to promote independence in adolescents with autism. Three participants aged 14-16 from an ABA school participated. The study used a multiple baseline design to measure the effects on on-schedule performance, prompts required, and on-task behavior. Results showed increased on-schedule and on-task performance for all participants with the visual schedules, but the hypothesized shift in stimulus control from prompts to the schedules was not achieved. The findings support further development of visual schedules but highlight the need for additional strategies to promote independence.
2020_09_24 «How Learning Analytics Can Inform E-Learning in the New Normal» -...eMadrid network
This document discusses how learning analytics can help inform e-learning during the COVID-19 pandemic. A survey of 298 NYU students found that their ratings of remote courses dropped compared to in-person courses. Learning analytics uses data science methods to generate insights from student data that can then be used to take direct actions by various stakeholders. It has the potential to provide feedback to course designers, help instructors identify where more support is needed, give students insights into their own learning, and help administrators ensure curriculum alignment. By creating a continuous feedback loop, learning analytics can help make data-informed decisions that allow for agility during this unstable environment.
The document discusses strategies for making better use of face-to-face classroom time through the use of lecture casting. It notes that traditional lectures often lead to high levels of student boredom. Lecture casting, which involves recording lectures for students to access online, is presented as a way to address this issue if implemented properly. Specifically, it should be used to move content delivery outside of class, freeing up class time for more engaging activities like discussion and problem-solving. Moving content delivery online alone does not guarantee better learning outcomes; the classroom experience also needs revamping to focus on interactive learning.
Stats I Syllabus (Hph 7300)Ransdell Winter2010Sarah
This document outlines the syllabus for a biostatistics course offered at Nova Southeastern University. The course is designed to enable students to apply statistical methods to solve problems in healthcare research. It will cover topics like experimental design, hypothesis testing, probability distributions, and the analysis of variance. Students will learn to generate, interpret, and evaluate clinical research. They will complete homework problem sets, exams, and readings from the required textbook to earn a letter grade for the course.
This document contains a teacher's practicum portfolio for the Learning Delivery Modalities (LDM) Course 2. It includes various artifacts used for distance learning such as lesson plans, individual learning monitoring plans, teacher-made learning resources, certificates of participation in professional development activities, and a reflective summary. The artifacts provide evidence of how the teacher addressed standards related to learner needs, assessment, teaching resources, professional development, and stakeholder engagement during the pandemic.
This document contains a teacher's practicum portfolio for the Learning Delivery Modalities (LDM) Course 2. It includes various artifacts used for distance learning such as lesson plans, individual learning monitoring plans, certificates of participation in professional development activities, and a reflective summary. Annotations are provided explaining how each artifact relates to different professional teaching standards and how the teacher has applied their learning from the LDM course this school year during the pandemic.
1. This document discusses using learning analytics to gain insights from educational data.
2. Two case studies are described that analyzed institutional data to better understand the impacts of a new virtual learning environment and predictors of student satisfaction in science and engineering courses.
3. Both cases followed a process of appreciating the issue, identifying relevant data sources, summarizing individual data, joining data sources, preparing data for analysis, analyzing and visualizing results, and refining understanding.
This document appears to be instructions for a student lab on photosynthesis. It provides the topic, overall question of why life does not exist on Mars, objectives to develop experimental skills and understand photosynthesis. It outlines the required sections for the lab write up including an introduction, hypothesis, variables, materials, procedure, data collection, conclusion, and bibliography. Rubrics are also provided to evaluate the students' lab reports. The goal is for students to design an experiment on factors affecting photosynthesis and write a report to analyze their results.
The document discusses using the Structure of the Observed Learning Outcome (SOLO) framework for test development in the new normal. The SOLO framework involves 5 levels of understanding - pre-structural, uni-structural, multi-structural, relational, and extended abstract. It can be used to structure test questions, rubrics, and scoring. An example shows how student responses to a question can be classified into SOLO levels and scored accordingly. The SOLO framework combined with revised Bloom's taxonomy allows for comprehensive test development.
This document provides an overview and summary of topics covered in a research methods course. It discusses reviewing concepts from prior lectures, including different types of research and variables. Today's lecture will cover instrumentation, validity and reliability, and threats to internal validity. Instrumentation discusses how to collect and measure data. Validity and reliability refer to the accuracy and consistency of measurements. Threats to internal validity could interfere with determining the true effect of independent variables on dependent variables.
1. The document discusses Flanders' Interaction Analysis Categories (FIAC) system for observing and analyzing classroom interactions. It involves coding teacher and student verbal behaviors into 10 categories.
2. An observer records which categories occur in real time during a lesson. These recordings are then tabulated to analyze proportions of teacher vs student talk, levels of questioning vs lecturing, and other metrics.
3. The FIAC system aims to provide an objective understanding of classroom dynamics, help teachers modify their instruction, and supports research on teaching behaviors. However, it only analyzes verbal behaviors and requires highly trained observers.
Identifying the Inquiry and Stating the Problem Part II.pptxCzarinaBeaSaberon
This document discusses key components of developing a research study, including developing a research question, statement of the problem, types of research questions, scope and delimitation, and significance of the study. It provides examples for each component. A research question serves to guide the study and should be more complex than a typical question. The statement of the problem includes a general problem statement and specific research questions. Research questions can be non-researchable or researchable. Scope and delimitation define the boundaries and limitations of the study. Significance of the study discusses how the study benefits various groups. Theoretical and conceptual frameworks provide foundations and structures to support the study.
This document outlines different methods that can be used to measure self-regulated learning. It discusses measuring SRL as both an aptitude and an event, and some of the challenges in measurement. Some key methods mentioned include self-report questionnaires, observations of student behavior, think-aloud protocols, learning diaries, interviews, and analyzing digital traces of student interactions in online learning environments. The document advocates for using mixed methods to address limitations of individual approaches and gain a more comprehensive understanding of students' self-regulated learning.
This document provides a lesson plan for a geriatric nursing course. The course spans 12 weeks and covers topics such as the aging process, common diseases in older adults, end-of-life care, and financing healthcare for seniors. The lesson plan outlines objectives, required materials including textbooks and online resources, evaluation methods, and a reference list. The overarching goals are to help students develop knowledge and skills for providing holistic care to geriatric patients.
The document provides an overview and review of methods and techniques course content. It discusses research problem definition, variables, hypotheses, instrumentation, validity and reliability. It reviews quantitative and categorical variables, dependent and independent variables, and advantages and disadvantages of hypotheses. Examples of data collection instruments are given like rating scales, questionnaires, observations. Scoring types like raw scores, derived scores for norm-referenced versus criterion-referenced instruments are also outlined.
This document describes an internship project to create educational resources about invasive species in Florida. The intern created:
1) Four videos (with scripts) about different invasive plant species found in Florida's Natural Area Teaching Lab.
2) An accompanying lesson plan for high school students focused on invasive and native species in Florida. The lesson uses images and facts to teach students about reproductive success.
3) Additional projects at the Florida Museum of Natural History including an interactive magnetic board game and beach bird nest display labels.
The goal of the resources is to educate students and the public about invasive species through technology and hands-on learning to promote awareness and prevention. The intern gained skills in science communication, lesson planning
Student wellbeing survey results (Biggins and Holley)debbieholley1
Background
Research from Jisc, the EU and House of Lords all point to the growing need for digital skills in staff and students.
Covid-19 has intensified the focus on these skills as learning went mostly online from March 2020.
The particular focus of this research is on a) how students access learning materials and b) students’ digital
wellbeing.
Purpose
The purpose of this document is to set out the findings and analysis from the questionnaire responses that have been
received to date. It is therefore an interim report.
Methodology
The questionnaire, which can be seen in Appendix 1 was created and approved for use by the BU Ethics Committee.
The questionnaire uses radio button, free-test fields and Likert-type questions.
The confidence levels use the following scale:
1. Unaware. You have not heard of the technology.
2. Aware. You are aware of the technology but have not used it.
3. Practiced. You have a working knowledge of the technology and can use it but usually need help.
4. Competent. You can use the technology and have detailed knowledge.
5. Expert. You are recognised as an expert by fellow students.
The other Likert-type questions use more standard options:
Frequency is expressed using the scale: Never/very rarely; rarely; occasionally; frequently; always/very
frequently.
Difficulty is expressed using the scale: Very difficult; difficult; neither easy nor difficult; easy; very easy; N/A.
Agreement is expressed using the scale: Strongly disagree; disagree; neither agree nor disagree; agree;
strongly agree.
Only the minimum data needed to identify the respondent’s level of study and department was mandatory. All other
questions were optional.
The data was analysed and presented using r.
Full BU ethics was obtained to collect and disseminate the data.
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
This document describes a partnership between Purdue University and Beijing Normal University to establish dual degree programs in user experience (UX) design. It discusses the timeline of establishing the partnership from initial conversations in 2017 to welcoming the first dual degree student in 2020. Interviews with students and faculty from both programs revealed cultural differences that impact the educational experience, such as expectations of instructor roles and communication styles. Differences were also found in industry partnerships, course structures, and career expectations between the two programs. The partnership aims to advance cross-cultural UX education and identify opportunities to decolonize and pluralize HCI knowledge and practices.
Autono-preneurial Agents in the Community: Developing a Socially Aware API fo...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.
This document summarizes a study on ethical decision making in user experience (UX) design practice. It documents three case studies of UX designers with different levels of experience and organizational roles. Through observations and interviews, it identifies themes in their individual practices, how organizational factors influence their work, and how they navigate ethical issues. It frames UX designers as "ethical mediators" who must balance multiple constraints and priorities. The study aims to understand designers' roles in ethical decision making and develop methods to strengthen ethical awareness and action in the field.
“What do you recommend a complete beginner like me to practice?”: Professiona...colin gray
This document analyzes self-disclosure in an online user experience (UX) professional community on Reddit from January 2016 to February 2017. It finds that UX professionals disclosed academic background, work experience, career plans, and expertise. Self-disclosure occurred in 31.7% of posts and supported online communication by attracting more comments and follow-up disclosures. Disclosure helped the UX profession by sharing knowledge, established credibility for opinions, and built professional identities. The study concludes self-disclosure informs lifelong professional practice and aids the development of the UX field.
Supporting Distributed Critique through Interpretation and Sense-Making in an...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
The document analyzes the distinct characteristics of communication of experiential knowledge compared to academic knowledge. It examines language variables and semantic categories across different knowledge sharing platforms, finding that experiential knowledge tends to use more informal language while academic knowledge emphasizes logical and hierarchical thinking. Expressions of knowledge on Stack Exchange show a tendency toward rigorous argumentation in knowledge building. Both practice and academic communities can build knowledge, and there is potential for generative conversation and collaboration between the two.
Generating Mobile Application Onboarding Insights Through Minimalist 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.
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.
“It’s More of a Mindset Than a Method”: UX Practitioners’ Conception of Desig...colin gray
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Research Study Critique #1
1. Research Study
Critique #1
colin gray
may 20, 2009
AEET/EDET 780
2. Research Study
Jamet, E., Gavota, M., & C. Quaireau (2008).
Attention guiding in multimedia learning
[Electronic version]. Learning and Instruction,
18(2), 135-145.
http://dx.doi.org.pallas2.tcl.sc.edu/10.1016/j.learninstruc.2007.01.011
13. STUDY // subject
112 undergraduate students
from france
courtesy of wikipedia.org
14. STUDY // subject
112 undergraduate students
from france
randomly assigned to one of the
four test conditions
courtesy of wikipedia.org
15. STUDY // subject
112 undergraduate students
from france
randomly assigned to one of the
four test conditions
pre-test to eliminate learners
with prior knowledge
courtesy of wikipedia.org
16. STUDY // subject
112 undergraduate students
from france
randomly assigned to one of the
four test conditions
pre-test to eliminate learners
with prior knowledge
computer used for multimedia
experience with a model of the
brain
courtesy of wikipedia.org
17. STUDY // subject
112 undergraduate students
from france
randomly assigned to one of the
four test conditions
pre-test to eliminate learners
with prior knowledge
computer used for multimedia
experience with a model of the
brain
post-test using paper and pencil
courtesy of wikipedia.org
24. STUDY // next steps
effect of color dominance on attentional guidance
25. STUDY // next steps
effect of color dominance on attentional guidance
visual complexity within process modeling
26. STUDY // next steps
effect of color dominance on attentional guidance
visual complexity within process modeling
role of textual information in cognitive processing
27. STUDY // next steps
effect of color dominance on attentional guidance
visual complexity within process modeling
role of textual information in cognitive processing
30. OVERVIEW // mechanics
excellent use of cognitive theories as intellectual
grounding throughout
31. OVERVIEW // mechanics
excellent use of cognitive theories as intellectual
grounding throughout
high applicability of study outcomes
32. OVERVIEW // mechanics
excellent use of cognitive theories as intellectual
grounding throughout
high applicability of study outcomes
research question guided the information
acquisition process
35. OVERVIEW // applicability
practical examples of multimedia learning theory
direct applicability to elearning development
36. OVERVIEW // applicability
practical examples of multimedia learning theory
direct applicability to elearning development
opportunity for future study
My name is colin gray, and this my first research study critique for EDET 780 for Maymester, 2009.
This study, by Jamet, Gavota, and Quaireau evaluated the modification of attention guiding modes, and how these presentational issues correlate with the cognitive processing of multimedia information. This study builds on the theory of Mayer, Johnson-Laird, and others in the understanding how the dual descriptive and depictive channels affect the acquisition of information. This study focuses on combining two separately studied attention guiding modes, sequentiality and salience.
Let’s begin by discussing the purpose of the study, and how it relates to multimedia learning theory.
This study focuses on determining the multimedia effects that promote attention guidance.
The study selects two guidance techniques, sequentiality and salience.
sequentiality displays information in sequence, as it is discussed, thus limited the amount of new data being cognitively processed at any one point in the learning acquisition experience.
salience hilights the area currently being discussed, either by influencing the scale or colorization of the area to dominate visual interest and speed cognitive processing.
This study focuses on determining the multimedia effects that promote attention guidance.
The study selects two guidance techniques, sequentiality and salience.
sequentiality displays information in sequence, as it is discussed, thus limited the amount of new data being cognitively processed at any one point in the learning acquisition experience.
salience hilights the area currently being discussed, either by influencing the scale or colorization of the area to dominate visual interest and speed cognitive processing.
The study groups were broken up into combinations of both attentional guidance effects, resulting in a static/non-salient group, static/salient group, sequential/non-salient group, and finally, the sequential/salient group.
The static/non-salient group experiences a static illustration with all sections hilighted. The areas are not hilighted visually while they are being discussed.
The static/salient group experiences the same static illustration with sections hilighted. However, when the areas of narration are discussed, they are hilighted in sequence in a different color.
The sequential/non-salient group experiences an illustration that builds over time, showing only the topic area under current discussion. The area is not hilighted in another color when it is discussed.
Finally, the sequential/salient group experiences a building illustration, with the sections under discussion changing color as they are discussed.
The study groups were broken up into combinations of both attentional guidance effects, resulting in a static/non-salient group, static/salient group, sequential/non-salient group, and finally, the sequential/salient group.
The static/non-salient group experiences a static illustration with all sections hilighted. The areas are not hilighted visually while they are being discussed.
The static/salient group experiences the same static illustration with sections hilighted. However, when the areas of narration are discussed, they are hilighted in sequence in a different color.
The sequential/non-salient group experiences an illustration that builds over time, showing only the topic area under current discussion. The area is not hilighted in another color when it is discussed.
Finally, the sequential/salient group experiences a building illustration, with the sections under discussion changing color as they are discussed.
The study groups were broken up into combinations of both attentional guidance effects, resulting in a static/non-salient group, static/salient group, sequential/non-salient group, and finally, the sequential/salient group.
The static/non-salient group experiences a static illustration with all sections hilighted. The areas are not hilighted visually while they are being discussed.
The static/salient group experiences the same static illustration with sections hilighted. However, when the areas of narration are discussed, they are hilighted in sequence in a different color.
The sequential/non-salient group experiences an illustration that builds over time, showing only the topic area under current discussion. The area is not hilighted in another color when it is discussed.
Finally, the sequential/salient group experiences a building illustration, with the sections under discussion changing color as they are discussed.
The study groups were broken up into combinations of both attentional guidance effects, resulting in a static/non-salient group, static/salient group, sequential/non-salient group, and finally, the sequential/salient group.
The static/non-salient group experiences a static illustration with all sections hilighted. The areas are not hilighted visually while they are being discussed.
The static/salient group experiences the same static illustration with sections hilighted. However, when the areas of narration are discussed, they are hilighted in sequence in a different color.
The sequential/non-salient group experiences an illustration that builds over time, showing only the topic area under current discussion. The area is not hilighted in another color when it is discussed.
Finally, the sequential/salient group experiences a building illustration, with the sections under discussion changing color as they are discussed.
The subject selection was not identified in the text, although all of the participants were undergraduate students at a university in Renne, France.
They were all assigned one of the previously mentioned test conditions, and proceeded to the actual multimedia encounter after completing a pre-test, analyzing their previous subject matter knowledge. Those who tested well on the pre-test were eliminated from the study. A computer learning environment with narration was used to present the same body of data to the learner, describing functional areas of the brain in a labeled illustration.
Following the multimedia encounter, a post-test was conducted using traditional pencil and paper.
The subject selection was not identified in the text, although all of the participants were undergraduate students at a university in Renne, France.
They were all assigned one of the previously mentioned test conditions, and proceeded to the actual multimedia encounter after completing a pre-test, analyzing their previous subject matter knowledge. Those who tested well on the pre-test were eliminated from the study. A computer learning environment with narration was used to present the same body of data to the learner, describing functional areas of the brain in a labeled illustration.
Following the multimedia encounter, a post-test was conducted using traditional pencil and paper.
The subject selection was not identified in the text, although all of the participants were undergraduate students at a university in Renne, France.
They were all assigned one of the previously mentioned test conditions, and proceeded to the actual multimedia encounter after completing a pre-test, analyzing their previous subject matter knowledge. Those who tested well on the pre-test were eliminated from the study. A computer learning environment with narration was used to present the same body of data to the learner, describing functional areas of the brain in a labeled illustration.
Following the multimedia encounter, a post-test was conducted using traditional pencil and paper.
The subject selection was not identified in the text, although all of the participants were undergraduate students at a university in Renne, France.
They were all assigned one of the previously mentioned test conditions, and proceeded to the actual multimedia encounter after completing a pre-test, analyzing their previous subject matter knowledge. Those who tested well on the pre-test were eliminated from the study. A computer learning environment with narration was used to present the same body of data to the learner, describing functional areas of the brain in a labeled illustration.
Following the multimedia encounter, a post-test was conducted using traditional pencil and paper.
The subject selection was not identified in the text, although all of the participants were undergraduate students at a university in Renne, France.
They were all assigned one of the previously mentioned test conditions, and proceeded to the actual multimedia encounter after completing a pre-test, analyzing their previous subject matter knowledge. Those who tested well on the pre-test were eliminated from the study. A computer learning environment with narration was used to present the same body of data to the learner, describing functional areas of the brain in a labeled illustration.
Following the multimedia encounter, a post-test was conducted using traditional pencil and paper.
The study participants were evaluated on four criteria, including process retention, functional retention, diagram completion, and transfer.
The functional retention results (represented here by the reported mean scores) were the most dramatic, with a significant advantage over the other test groups.
Other test scores were similar, showing modest gains over the secondary static/salient group. this chart represents all four scoring metrics compared additively.
These results indicate a link between both sequential and salient multimedia instruction, in that these devices positively affect learner performance. A slight additive effect is also noted in the sequential/salient group, as predicted by the research hypothesis.
The output of this study does have some limitations, which could affect the applicability of outcomes.
The study focuses on the attention guiding effects of process-oriented data, including step-by-step and procedurally-oriented data, so it may have limited effectiveness on simpler data sets.
The study output also posits that combining previously understood (and studied) attentional guidance effects can have an additive effect on output.
The output of this study does have some limitations, which could affect the applicability of outcomes.
The study focuses on the attention guiding effects of process-oriented data, including step-by-step and procedurally-oriented data, so it may have limited effectiveness on simpler data sets.
The study output also posits that combining previously understood (and studied) attentional guidance effects can have an additive effect on output.
The structure of this study provides for a number of related research opportunities, including:
how hues of color can effect the attentional effect
how types of process complexity can effect the learning outcome
and how text display on-screen during learning can effect cognitive processing
The structure of this study provides for a number of related research opportunities, including:
how hues of color can effect the attentional effect
how types of process complexity can effect the learning outcome
and how text display on-screen during learning can effect cognitive processing
The structure of this study provides for a number of related research opportunities, including:
how hues of color can effect the attentional effect
how types of process complexity can effect the learning outcome
and how text display on-screen during learning can effect cognitive processing
The structure of this study provides for a number of related research opportunities, including:
how hues of color can effect the attentional effect
how types of process complexity can effect the learning outcome
and how text display on-screen during learning can effect cognitive processing
Let’s move on to a brief critique of the study, and its implications for future research.
In general, this study is very well written. The writing is concise and dense, the utilization of previous studies and cognitive theory is referred to throughout the text, and the outcomes of the study are presented in neutral context, enhancing applicability of the study outcomes.
Also, the research question was well stated, and reflected the intent and structure of the research hypotheses.
In general, this study is very well written. The writing is concise and dense, the utilization of previous studies and cognitive theory is referred to throughout the text, and the outcomes of the study are presented in neutral context, enhancing applicability of the study outcomes.
Also, the research question was well stated, and reflected the intent and structure of the research hypotheses.
In general, this study is very well written. The writing is concise and dense, the utilization of previous studies and cognitive theory is referred to throughout the text, and the outcomes of the study are presented in neutral context, enhancing applicability of the study outcomes.
Also, the research question was well stated, and reflected the intent and structure of the research hypotheses.
This study was incredibly helpful in understanding the practical implications of the multimedia theories I have already studied. The types of attention guiding effects used in the study are very similar to those used in the most dominant strains of elearning development, so understanding the additive effects of these attention guiding modes will prove to be valuable.
The results of the study reveal the potential for further study in the field of multimedia learning, and demonstrate the direct applicability of a wide variety of learning theory to practice in multimedia learning development.
This study was incredibly helpful in understanding the practical implications of the multimedia theories I have already studied. The types of attention guiding effects used in the study are very similar to those used in the most dominant strains of elearning development, so understanding the additive effects of these attention guiding modes will prove to be valuable.
The results of the study reveal the potential for further study in the field of multimedia learning, and demonstrate the direct applicability of a wide variety of learning theory to practice in multimedia learning development.
This study was incredibly helpful in understanding the practical implications of the multimedia theories I have already studied. The types of attention guiding effects used in the study are very similar to those used in the most dominant strains of elearning development, so understanding the additive effects of these attention guiding modes will prove to be valuable.
The results of the study reveal the potential for further study in the field of multimedia learning, and demonstrate the direct applicability of a wide variety of learning theory to practice in multimedia learning development.
In conclusion, this study was incredibly helpful in grounding my understanding of the cognitive theories, and their potential for application in contemporary learning development. The study results presented a clear case for implementation of a variety of common, proven attention guiding devices in presenting common types of data.