ºÝºÝߣshows by User: colinmgray / http://www.slideshare.net/images/logo.gif ºÝºÝߣshows by User: colinmgray / Thu, 30 Jun 2022 09:18:59 GMT ºÝºÝߣShare feed for ºÝºÝߣshows by User: colinmgray Critical pedagogy and the pluriversal design studio /slideshow/critical-pedagogy-and-the-pluriversal-design-studio/252093598 drs2022pluriversalstudio-220630091859-6381649d
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.]]>
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.]]> Thu, 30 Jun 2022 09:18:59 GMT /slideshow/critical-pedagogy-and-the-pluriversal-design-studio/252093598 colinmgray@slideshare.net(colinmgray) Critical pedagogy and the pluriversal design studio colinmgray 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. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/drs2022pluriversalstudio-220630091859-6381649d-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> 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.
Critical pedagogy and the pluriversal design studio from colin gray
]]> 35 0 https://cdn.slidesharecdn.com/ss_thumbnails/drs2022pluriversalstudio-220630091859-6381649d-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Critique Assemblages in Response to Emergency Hybrid Studio Pedagogy /slideshow/critique-assemblages-in-response-to-emergency-hybrid-studio-pedagogy/250383025 2021lxdcritiqueassemblages-211006123358
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¡ªuntil 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¡ªeach 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.]]>
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¡ªuntil 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¡ªeach 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.]]> Wed, 06 Oct 2021 12:33:57 GMT /slideshow/critique-assemblages-in-response-to-emergency-hybrid-studio-pedagogy/250383025 colinmgray@slideshare.net(colinmgray) Critique Assemblages in Response to Emergency Hybrid Studio Pedagogy colinmgray 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¡ªuntil 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¡ªeach 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. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2021lxdcritiqueassemblages-211006123358-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> 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¡ªuntil 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¡ªeach 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.
Critique Assemblages in Response to Emergency Hybrid Studio Pedagogy from colin gray
]]> 110 0 https://cdn.slidesharecdn.com/ss_thumbnails/2021lxdcritiqueassemblages-211006123358-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Cross-Cultural UX Pedagogy: A China¨CUS Partnership /slideshow/crosscultural-ux-pedagogy-a-chinaus-partnership/250383004 cross-culturaluxpedagogyachinauspartnership-211006123104
Presented at LearnxDesign 2021 Paper available at: https://www.dropbox.com/s/43n726gpz7vnat1/2021_Lietal_LxD_CrossCulturalUXPedagogy.pdf?dl=0 Abstract: The recent emergence of new undergraduate and graduate design programs with a focus specific to User Experience (UX) offers new opportunities to engage with the complexity of these educational practices. In this paper, we report on a series of ten interviews with students and faculty to describe cross-cultural connections between two UX-focused programs, one in China and one in the United States. Our study includes the perspectives of students who engaged in intercultural UX experiences, as well as the perspectives of the faculty who designed those student experiences through an inter- cultural partnership. We report on how each program was created, developed, and iterated upon, describing program goals and student experiences across both programs from student and instructor perspectives. We demonstrate the complexity of UX educational experiences on an international scale, concluding with opportunities for intercultural engagement and the potential for links among education, profession, culture, and pedagogy.]]>
Presented at LearnxDesign 2021 Paper available at: https://www.dropbox.com/s/43n726gpz7vnat1/2021_Lietal_LxD_CrossCulturalUXPedagogy.pdf?dl=0 Abstract: The recent emergence of new undergraduate and graduate design programs with a focus specific to User Experience (UX) offers new opportunities to engage with the complexity of these educational practices. In this paper, we report on a series of ten interviews with students and faculty to describe cross-cultural connections between two UX-focused programs, one in China and one in the United States. Our study includes the perspectives of students who engaged in intercultural UX experiences, as well as the perspectives of the faculty who designed those student experiences through an inter- cultural partnership. We report on how each program was created, developed, and iterated upon, describing program goals and student experiences across both programs from student and instructor perspectives. We demonstrate the complexity of UX educational experiences on an international scale, concluding with opportunities for intercultural engagement and the potential for links among education, profession, culture, and pedagogy.]]> Wed, 06 Oct 2021 12:31:04 GMT /slideshow/crosscultural-ux-pedagogy-a-chinaus-partnership/250383004 colinmgray@slideshare.net(colinmgray) Cross-Cultural UX Pedagogy: A China¨CUS Partnership colinmgray Presented at LearnxDesign 2021 Paper available at: https://www.dropbox.com/s/43n726gpz7vnat1/2021_Lietal_LxD_CrossCulturalUXPedagogy.pdf?dl=0 Abstract: The recent emergence of new undergraduate and graduate design programs with a focus specific to User Experience (UX) offers new opportunities to engage with the complexity of these educational practices. In this paper, we report on a series of ten interviews with students and faculty to describe cross-cultural connections between two UX-focused programs, one in China and one in the United States. Our study includes the perspectives of students who engaged in intercultural UX experiences, as well as the perspectives of the faculty who designed those student experiences through an inter- cultural partnership. We report on how each program was created, developed, and iterated upon, describing program goals and student experiences across both programs from student and instructor perspectives. We demonstrate the complexity of UX educational experiences on an international scale, concluding with opportunities for intercultural engagement and the potential for links among education, profession, culture, and pedagogy. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/cross-culturaluxpedagogyachinauspartnership-211006123104-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Presented at LearnxDesign 2021 Paper available at: https://www.dropbox.com/s/43n726gpz7vnat1/2021_Lietal_LxD_CrossCulturalUXPedagogy.pdf?dl=0 Abstract: The recent emergence of new undergraduate and graduate design programs with a focus specific to User Experience (UX) offers new opportunities to engage with the complexity of these educational practices. In this paper, we report on a series of ten interviews with students and faculty to describe cross-cultural connections between two UX-focused programs, one in China and one in the United States. Our study includes the perspectives of students who engaged in intercultural UX experiences, as well as the perspectives of the faculty who designed those student experiences through an inter- cultural partnership. We report on how each program was created, developed, and iterated upon, describing program goals and student experiences across both programs from student and instructor perspectives. We demonstrate the complexity of UX educational experiences on an international scale, concluding with opportunities for intercultural engagement and the potential for links among education, profession, culture, and pedagogy.
Cross-Cultural UX Pedagogy: A China¸MÌîS Partnership from colin gray
]]> 77 0 https://cdn.slidesharecdn.com/ss_thumbnails/cross-culturaluxpedagogyachinauspartnership-211006123104-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Autono-preneurial Agents in the Community: Developing a Socially Aware API for Autonomous Entrepreneurial Lawn Mowers /slideshow/autonopreneurial-agents-in-the-community-developing-a-socially-aware-api-for-autonomous-entrepreneurial-lawn-mowers/216555923 group2020designfiction-200107144829
In this paper, we describe our efforts to appropriate an autono-preneurial agent¡ªin this case, the Amazon Locust¡ªthrough 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.]]>
In this paper, we describe our efforts to appropriate an autono-preneurial agent¡ªin this case, the Amazon Locust¡ªthrough 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.]]> Tue, 07 Jan 2020 14:48:29 GMT /slideshow/autonopreneurial-agents-in-the-community-developing-a-socially-aware-api-for-autonomous-entrepreneurial-lawn-mowers/216555923 colinmgray@slideshare.net(colinmgray) Autono-preneurial Agents in the Community: Developing a Socially Aware API for Autonomous Entrepreneurial Lawn Mowers colinmgray In this paper, we describe our efforts to appropriate an autono-preneurial agent¡ªin this case, the Amazon Locust¡ªthrough 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. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/group2020designfiction-200107144829-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> In this paper, we describe our efforts to appropriate an autono-preneurial agent¡ªin this case, the Amazon Locust¡ªthrough 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.
Autono-preneurial Agents in the Community: Developing a Socially Aware API for Autonomous Entrepreneurial Lawn Mowers from colin gray
]]> 329 3 https://cdn.slidesharecdn.com/ss_thumbnails/group2020designfiction-200107144829-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 A Practice-Led Account of the Conceptual Evolution of UX Knowledge /slideshow/a-practiceled-account-of-the-conceptual-evolution-of-ux-knowledge/144323658 2019chistackexchangeevolution-190508073437
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.]]>
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.]]> Wed, 08 May 2019 07:34:37 GMT /slideshow/a-practiceled-account-of-the-conceptual-evolution-of-ux-knowledge/144323658 colinmgray@slideshare.net(colinmgray) A Practice-Led Account of the Conceptual Evolution of UX Knowledge colinmgray 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. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2019chistackexchangeevolution-190508073437-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> 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.
A Practice-Led Account of the Conceptual Evolution of UX Knowledge from colin gray
]]> 244 5 https://cdn.slidesharecdn.com/ss_thumbnails/2019chistackexchangeevolution-190508073437-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Analyzing Value Discovery in Design Decisions Through Ethicography /slideshow/analyzing-value-discovery-in-design-decisions-through-ethicography/143935351 2019chiethicography-190506144534
HCI scholarship is increasingly concerned with the ethi- cal impact of socio-technical systems. Current theoretically- driven approaches that engage with ethics generally pre- scribe only abstract approaches by which designers might consider values in the design process. However, there is little guidance on methods that promote value discovery, which might lead to more specific examples of relevant values in specific design contexts. In this paper, we elaborate a method for value discovery, identifying how values impact the de- signer¡¯s decision making. We demonstrate the use of this method, called Ethicography, in describing value discovery and use throughout the design process. We present analysis of design activity by user experience (UX) design students in two lab protocol conditions, describing specific human val- ues that designers considered for each task, and visualizing the interplay of these values. We identify opportunities for further research, using the Ethicograph method to illustrate value discovery and translation into design solutions.]]>
HCI 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.]]> Mon, 06 May 2019 14:45:34 GMT /slideshow/analyzing-value-discovery-in-design-decisions-through-ethicography/143935351 colinmgray@slideshare.net(colinmgray) Analyzing Value Discovery in Design Decisions Through Ethicography colinmgray 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. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2019chiethicography-190506144534-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> 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.
Analyzing Value Discovery in Design Decisions Through Ethicography from colin gray
]]> 249 7 https://cdn.slidesharecdn.com/ss_thumbnails/2019chiethicography-190506144534-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Ethical Mediation in UX Practice /slideshow/ethical-mediation-in-ux-practice/143934834 2019chiethicalmediation-190506144243
HCI scholars have become increasingly interested in describ- ing the complex nature of UX practice. In parallel, HCI and STS scholars have sought to describe the ethical and value- laden relationship between designers and design outcomes. However, little research describes the ethical engagement of UX practitioners as a form of design complexity, including the multiple mediating factors that impact ethical awareness and decision-making. In this paper, we use a practice-led approach to describe ethical complexity, presenting three varied cases of UX practitioners based on in situ observations and interviews. In each case, we describe salient factors relat- ing to ethical mediation, including organizational practices, self-driven ethical principles, and unique characteristics of specific projects the practitioner is engaged in. Using the concept of mediation from activity theory, we provide a rich account of practitioners¡¯ ethical decision making. We pro- pose future work on ethical awareness and design education based on the concept of ethical mediation.]]>
HCI scholars have become increasingly interested in describ- ing the complex nature of UX practice. In parallel, HCI and STS scholars have sought to describe the ethical and value- laden relationship between designers and design outcomes. However, little research describes the ethical engagement of UX practitioners as a form of design complexity, including the multiple mediating factors that impact ethical awareness and decision-making. In this paper, we use a practice-led approach to describe ethical complexity, presenting three varied cases of UX practitioners based on in situ observations and interviews. In each case, we describe salient factors relat- ing to ethical mediation, including organizational practices, self-driven ethical principles, and unique characteristics of specific projects the practitioner is engaged in. Using the concept of mediation from activity theory, we provide a rich account of practitioners¡¯ ethical decision making. We pro- pose future work on ethical awareness and design education based on the concept of ethical mediation.]]> Mon, 06 May 2019 14:42:42 GMT /slideshow/ethical-mediation-in-ux-practice/143934834 colinmgray@slideshare.net(colinmgray) Ethical Mediation in UX Practice colinmgray HCI scholars have become increasingly interested in describ- ing the complex nature of UX practice. In parallel, HCI and STS scholars have sought to describe the ethical and value- laden relationship between designers and design outcomes. However, little research describes the ethical engagement of UX practitioners as a form of design complexity, including the multiple mediating factors that impact ethical awareness and decision-making. In this paper, we use a practice-led approach to describe ethical complexity, presenting three varied cases of UX practitioners based on in situ observations and interviews. In each case, we describe salient factors relat- ing to ethical mediation, including organizational practices, self-driven ethical principles, and unique characteristics of specific projects the practitioner is engaged in. Using the concept of mediation from activity theory, we provide a rich account of practitioners¡¯ ethical decision making. We pro- pose future work on ethical awareness and design education based on the concept of ethical mediation. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2019chiethicalmediation-190506144243-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> HCI scholars have become increasingly interested in describ- ing the complex nature of UX practice. In parallel, HCI and STS scholars have sought to describe the ethical and value- laden relationship between designers and design outcomes. However, little research describes the ethical engagement of UX practitioners as a form of design complexity, including the multiple mediating factors that impact ethical awareness and decision-making. In this paper, we use a practice-led approach to describe ethical complexity, presenting three varied cases of UX practitioners based on in situ observations and interviews. In each case, we describe salient factors relat- ing to ethical mediation, including organizational practices, self-driven ethical principles, and unique characteristics of specific projects the practitioner is engaged in. Using the concept of mediation from activity theory, we provide a rich account of practitioners¡¯ ethical decision making. We pro- pose future work on ethical awareness and design education based on the concept of ethical mediation.
Ethical Mediation in UX Practice from colin gray
]]> 305 4 https://cdn.slidesharecdn.com/ss_thumbnails/2019chiethicalmediation-190506144243-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 ¡°What do you recommend a complete beginner like me to practice?¡±: Professional Self-Disclosure in an Online Community /slideshow/what-do-you-recommend-a-complete-beginner-like-me-to-practice-professional-selfdisclosure-in-an-online-community/122133378 2018cscwselfdisclosure-181106155220
CSCW scholarship has previously addressed how professionals use digital technologies for learning and communication, but limited attention has been paid to professional self-disclosure on social media. Acts of self-disclosure???intentionally revealing personal information to others???are often considered beneficial for communication and formation of relationships, and describing the role of disclosure in professional communication is important to advance CSCW research that focuses on occupations or organizational settings. In this paper, we present a mixed-methods study of professional self-disclosure in an online community focused on user experience design (UX), documenting how acts of self-disclosure may support professional development. We found that self-disclosure was frequently used as an effective rhetorical and content-focused strategy to provoke discussions and request assistance with the goal of developing or maintaining professional competence. Through the identification of these self-disclosure strategies, we discuss professional self-disclosure in relation to professional identity development in online communities.]]>
CSCW scholarship has previously addressed how professionals use digital technologies for learning and communication, but limited attention has been paid to professional self-disclosure on social media. Acts of self-disclosure???intentionally revealing personal information to others???are often considered beneficial for communication and formation of relationships, and describing the role of disclosure in professional communication is important to advance CSCW research that focuses on occupations or organizational settings. In this paper, we present a mixed-methods study of professional self-disclosure in an online community focused on user experience design (UX), documenting how acts of self-disclosure may support professional development. We found that self-disclosure was frequently used as an effective rhetorical and content-focused strategy to provoke discussions and request assistance with the goal of developing or maintaining professional competence. Through the identification of these self-disclosure strategies, we discuss professional self-disclosure in relation to professional identity development in online communities.]]> Tue, 06 Nov 2018 15:52:20 GMT /slideshow/what-do-you-recommend-a-complete-beginner-like-me-to-practice-professional-selfdisclosure-in-an-online-community/122133378 colinmgray@slideshare.net(colinmgray) ¡°What do you recommend a complete beginner like me to practice?¡±: Professional Self-Disclosure in an Online Community colinmgray CSCW scholarship has previously addressed how professionals use digital technologies for learning and communication, but limited attention has been paid to professional self-disclosure on social media. Acts of self-disclosure?€¡±intentionally revealing personal information to others?€¡±are often considered beneficial for communication and formation of relationships, and describing the role of disclosure in professional communication is important to advance CSCW research that focuses on occupations or organizational settings. In this paper, we present a mixed-methods study of professional self-disclosure in an online community focused on user experience design (UX), documenting how acts of self-disclosure may support professional development. We found that self-disclosure was frequently used as an effective rhetorical and content-focused strategy to provoke discussions and request assistance with the goal of developing or maintaining professional competence. Through the identification of these self-disclosure strategies, we discuss professional self-disclosure in relation to professional identity development in online communities. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2018cscwselfdisclosure-181106155220-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> CSCW scholarship has previously addressed how professionals use digital technologies for learning and communication, but limited attention has been paid to professional self-disclosure on social media. Acts of self-disclosure?€¡±intentionally revealing personal information to others?€¡±are often considered beneficial for communication and formation of relationships, and describing the role of disclosure in professional communication is important to advance CSCW research that focuses on occupations or organizational settings. In this paper, we present a mixed-methods study of professional self-disclosure in an online community focused on user experience design (UX), documenting how acts of self-disclosure may support professional development. We found that self-disclosure was frequently used as an effective rhetorical and content-focused strategy to provoke discussions and request assistance with the goal of developing or maintaining professional competence. Through the identification of these self-disclosure strategies, we discuss professional self-disclosure in relation to professional identity development in online communities.
¡°What do you recommend a complete beginner like me to practice?¡±: Professional Self-Disclosure in an Online Community from colin gray
]]> 305 1 https://cdn.slidesharecdn.com/ss_thumbnails/2018cscwselfdisclosure-181106155220-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Supporting Distributed Critique through Interpretation and Sense-Making in an Online Creative Community /slideshow/supporting-distributed-critique-through-interpretation-and-sensemaking-in-an-online-creative-community/122133146 2018cscwdistributedcritique-181106155051
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 other???s 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.]]>
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 other???s 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.]]> Tue, 06 Nov 2018 15:50:51 GMT /slideshow/supporting-distributed-critique-through-interpretation-and-sensemaking-in-an-online-creative-community/122133146 colinmgray@slideshare.net(colinmgray) Supporting Distributed Critique through Interpretation and Sense-Making in an Online Creative Community colinmgray 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 other?€?s 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. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2018cscwdistributedcritique-181106155051-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> 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 other?€?s 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.
Supporting Distributed Critique through Interpretation and Sense-Making in an Online Creative Community from colin gray
]]> 332 3 https://cdn.slidesharecdn.com/ss_thumbnails/2018cscwdistributedcritique-181106155051-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Distinctions between the Communication of Experiential and Academic Design Knowledge: A Linguistic Analysis /slideshow/distinctions-between-the-communication-of-experiential-and-academic-design-knowledge-a-linguistic-analysis-103280195/103280195 drs2018experientialacademicdesignknowledge-180627122513
Design research has historically focused upon collocated design practices where the production of artefacts, collaboration between designers, and designers¡¯ learning practices are geographically bounded. Information and communication technologies are rapidly transforming this territorial context of designing and making by supporting designers to share experiential knowledge with peers online. But it is unclear how experiential design knowledge should be characterized, and how it may be different from academic design knowledge. In this study, we present a mixed-methods analysis to compare experiential design knowledge communicated in two online practitioner-oriented venues and two leading design research journals. We found that the articulation of experiential academic knowledge unsurprisingly differs in multiple linguistic measurements such as patterns of word usage and language formality. However, we also found that these distinctions are not absolute; in certain instances of online argumentation, practicing designers are able to effectively discipline their language use with the purpose of articulation and accuracy. We argue for increased attention to the ways in which online discussions regarding design practices contribute to the construction of design knowledge.]]>
Design research has historically focused upon collocated design practices where the production of artefacts, collaboration between designers, and designers¡¯ learning practices are geographically bounded. Information and communication technologies are rapidly transforming this territorial context of designing and making by supporting designers to share experiential knowledge with peers online. But it is unclear how experiential design knowledge should be characterized, and how it may be different from academic design knowledge. In this study, we present a mixed-methods analysis to compare experiential design knowledge communicated in two online practitioner-oriented venues and two leading design research journals. We found that the articulation of experiential academic knowledge unsurprisingly differs in multiple linguistic measurements such as patterns of word usage and language formality. However, we also found that these distinctions are not absolute; in certain instances of online argumentation, practicing designers are able to effectively discipline their language use with the purpose of articulation and accuracy. We argue for increased attention to the ways in which online discussions regarding design practices contribute to the construction of design knowledge.]]> Wed, 27 Jun 2018 12:25:13 GMT /slideshow/distinctions-between-the-communication-of-experiential-and-academic-design-knowledge-a-linguistic-analysis-103280195/103280195 colinmgray@slideshare.net(colinmgray) Distinctions between the Communication of Experiential and Academic Design Knowledge: A Linguistic Analysis colinmgray Design research has historically focused upon collocated design practices where the production of artefacts, collaboration between designers, and designers¡¯ learning practices are geographically bounded. Information and communication technologies are rapidly transforming this territorial context of designing and making by supporting designers to share experiential knowledge with peers online. But it is unclear how experiential design knowledge should be characterized, and how it may be different from academic design knowledge. In this study, we present a mixed-methods analysis to compare experiential design knowledge communicated in two online practitioner-oriented venues and two leading design research journals. We found that the articulation of experiential academic knowledge unsurprisingly differs in multiple linguistic measurements such as patterns of word usage and language formality. However, we also found that these distinctions are not absolute; in certain instances of online argumentation, practicing designers are able to effectively discipline their language use with the purpose of articulation and accuracy. We argue for increased attention to the ways in which online discussions regarding design practices contribute to the construction of design knowledge. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/drs2018experientialacademicdesignknowledge-180627122513-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Design research has historically focused upon collocated design practices where the production of artefacts, collaboration between designers, and designers¡¯ learning practices are geographically bounded. Information and communication technologies are rapidly transforming this territorial context of designing and making by supporting designers to share experiential knowledge with peers online. But it is unclear how experiential design knowledge should be characterized, and how it may be different from academic design knowledge. In this study, we present a mixed-methods analysis to compare experiential design knowledge communicated in two online practitioner-oriented venues and two leading design research journals. We found that the articulation of experiential academic knowledge unsurprisingly differs in multiple linguistic measurements such as patterns of word usage and language formality. However, we also found that these distinctions are not absolute; in certain instances of online argumentation, practicing designers are able to effectively discipline their language use with the purpose of articulation and accuracy. We argue for increased attention to the ways in which online discussions regarding design practices contribute to the construction of design knowledge.
Distinctions between the Communication of Experiential and Academic Design Knowledge: A Linguistic Analysis from colin gray
]]> 247 6 https://cdn.slidesharecdn.com/ss_thumbnails/drs2018experientialacademicdesignknowledge-180627122513-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Generating Mobile Application Onboarding Insights Through Minimalist Instruction /slideshow/generating-mobile-application-onboarding-insights-through-minimalist-instruction/101852168 dis2018mobileonboardingthroughmi-180611060954
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.]]>
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.]]> Mon, 11 Jun 2018 06:09:54 GMT /slideshow/generating-mobile-application-onboarding-insights-through-minimalist-instruction/101852168 colinmgray@slideshare.net(colinmgray) Generating Mobile Application Onboarding Insights Through Minimalist Instruction colinmgray 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. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/dis2018mobileonboardingthroughmi-180611060954-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> 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.
Generating Mobile Application Onboarding Insights Through Minimalist Instruction from colin gray
]]> 347 8 https://cdn.slidesharecdn.com/ss_thumbnails/dis2018mobileonboardingthroughmi-180611060954-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 The Dark (Patterns) Side of UX Design /slideshow/the-dark-patterns-side-of-ux-design/95010412 chi2018darkpatterns-180425171432
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.]]>
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.]]> Wed, 25 Apr 2018 17:14:32 GMT /slideshow/the-dark-patterns-side-of-ux-design/95010412 colinmgray@slideshare.net(colinmgray) The Dark (Patterns) Side of UX Design colinmgray 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. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/chi2018darkpatterns-180425171432-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> 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 &quot;dark patterns,&quot; 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.
The Dark (Patterns) Side of UX Design from colin gray
]]> 35425 6 https://cdn.slidesharecdn.com/ss_thumbnails/chi2018darkpatterns-180425171432-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Forming A Design Identity in Computing Education Through Reflection and Peer Interaction /slideshow/forming-a-design-identity-in-computing-education-through-reflection-and-peer-interaction/93902511 2018aeradesigneridentity-180415185851
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.]]>
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.]]> Sun, 15 Apr 2018 18:58:51 GMT /slideshow/forming-a-design-identity-in-computing-education-through-reflection-and-peer-interaction/93902511 colinmgray@slideshare.net(colinmgray) Forming A Design Identity in Computing Education Through Reflection and Peer Interaction colinmgray 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. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2018aeradesigneridentity-180415185851-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Presented at AERA&#39;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.
Forming A Design Identity in Computing Education Through Reflection and Peer Interaction from colin gray
]]> 207 3 https://cdn.slidesharecdn.com/ss_thumbnails/2018aeradesigneridentity-180415185851-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Breaking the Model, Breaking the ¡°Rules:¡± Instructional Design in a Transdisciplinary Learning Environment /slideshow/breaking-the-model-breaking-the-rules-instructional-design-in-a-transdisciplinary-learning-environment/93878780 2018aerabreakingthemodel-180414194938
Presented at AERA'18. Abstract: Instructional design as a practice and set of knowledge has long claimed to exist at a level ¡°beyond discipline¡±¡ªwhere 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.]]>
Presented at AERA'18. Abstract: Instructional design as a practice and set of knowledge has long claimed to exist at a level ¡°beyond discipline¡±¡ªwhere 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.]]> Sat, 14 Apr 2018 19:49:38 GMT /slideshow/breaking-the-model-breaking-the-rules-instructional-design-in-a-transdisciplinary-learning-environment/93878780 colinmgray@slideshare.net(colinmgray) Breaking the Model, Breaking the ¡°Rules:¡± Instructional Design in a Transdisciplinary Learning Environment colinmgray Presented at AERA'18. Abstract: Instructional design as a practice and set of knowledge has long claimed to exist at a level ¡°beyond discipline¡±¡ªwhere 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. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2018aerabreakingthemodel-180414194938-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Presented at AERA&#39;18. Abstract: Instructional design as a practice and set of knowledge has long claimed to exist at a level ¡°beyond discipline¡±¡ªwhere 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.
Breaking the Model, Breaking the ¡°Rules:¡± Instructional Design in a Transdisciplinary Learning Environment from colin gray
]]> 215 3 https://cdn.slidesharecdn.com/ss_thumbnails/2018aerabreakingthemodel-180414194938-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Developing a Socially-Aware Engineering Identity Through Transdisciplinary Learning /slideshow/developing-a-sociallyaware-engineering-identity-through-transdisciplinary-learning/76568886 2017muddtransdisciplinaryidentity-170601174850
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.]]>
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.]]> Thu, 01 Jun 2017 17:48:50 GMT /slideshow/developing-a-sociallyaware-engineering-identity-through-transdisciplinary-learning/76568886 colinmgray@slideshare.net(colinmgray) Developing a Socially-Aware Engineering Identity Through Transdisciplinary Learning colinmgray 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. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2017muddtransdisciplinaryidentity-170601174850-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> In conjunction with the drive towards human-centered design in engineering education, questions arise regarding how students build and engage a socially-aware engineering identity. In this paper, we describe how students in a transdisciplinary undergraduate program struggle to engage with ontological and epistemological perspectives that draw on that social turn, particularly in relation to human-centered engineering approaches and sociotechnical complexity. We use a critical qualitative meaning reconstruction approach to deeply analyze the meaning-making assumptions of these students to reveal characteristic barriers in engaging with other subjectivities, and related epistemological and ontological claims implicit in these subjectivities. We conclude with implications for encouraging socially-aware identity formation in engineering education.
Developing a Socially-Aware Engineering Identity Through Transdisciplinary Learning from colin gray
]]> 413 6 https://cdn.slidesharecdn.com/ss_thumbnails/2017muddtransdisciplinaryidentity-170601174850-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Designers¡¯ Articulation and Activation of Instrumental Design Judgments in Cross-Cultural User Research /slideshow/designers-articulation-and-activation-of-instrumental-design-judgments-in-crosscultural-user-research/69006610 2016graybolingdtrs-161115154018
Cross-cultural design practices have begun to rise in prominence, but these practices have infrequently intersected with common user-centered design practices that value the participation and lived experience of users. We identified the ways in which the design team referred to co-creation workshop participants during the design and debrief of the workshop, focusing on how these references invoked or implicated the design team¡¯s understanding of Chinese culture. We identified referents to the participants, using occurrence of third-person plural pronouns to locate projection of and reflection on participant interaction. In parallel, we performed a thematic analysis of design and debrief activities to document the team¡¯s articulation and activation of instrumental judgments relating to culture. The team¡¯s instrumental judgments shifted substantially across the design and debrief session, moving from totalizing cultural references in the design phase to frequent translator-mediated interactions in the debrief phase. Translators ¡°nuanced¡± the cultural meanings being explored by the design team, while team members attempted to engage with cultural concerns by ¡°making familiar¡± these concerns within the context of their own culture. Implications for considering culture as a part of standard user research methods and paradigms are considered, along with practical considerations for foregrounding cultural assumptions in design activity.]]>
Cross-cultural design practices have begun to rise in prominence, but these practices have infrequently intersected with common user-centered design practices that value the participation and lived experience of users. We identified the ways in which the design team referred to co-creation workshop participants during the design and debrief of the workshop, focusing on how these references invoked or implicated the design team¡¯s understanding of Chinese culture. We identified referents to the participants, using occurrence of third-person plural pronouns to locate projection of and reflection on participant interaction. In parallel, we performed a thematic analysis of design and debrief activities to document the team¡¯s articulation and activation of instrumental judgments relating to culture. The team¡¯s instrumental judgments shifted substantially across the design and debrief session, moving from totalizing cultural references in the design phase to frequent translator-mediated interactions in the debrief phase. Translators ¡°nuanced¡± the cultural meanings being explored by the design team, while team members attempted to engage with cultural concerns by ¡°making familiar¡± these concerns within the context of their own culture. Implications for considering culture as a part of standard user research methods and paradigms are considered, along with practical considerations for foregrounding cultural assumptions in design activity.]]> Tue, 15 Nov 2016 15:40:18 GMT /slideshow/designers-articulation-and-activation-of-instrumental-design-judgments-in-crosscultural-user-research/69006610 colinmgray@slideshare.net(colinmgray) Designers¡¯ Articulation and Activation of Instrumental Design Judgments in Cross-Cultural User Research colinmgray Cross-cultural design practices have begun to rise in prominence, but these practices have infrequently intersected with common user-centered design practices that value the participation and lived experience of users. We identified the ways in which the design team referred to co-creation workshop participants during the design and debrief of the workshop, focusing on how these references invoked or implicated the design team¡¯s understanding of Chinese culture. We identified referents to the participants, using occurrence of third-person plural pronouns to locate projection of and reflection on participant interaction. In parallel, we performed a thematic analysis of design and debrief activities to document the team¡¯s articulation and activation of instrumental judgments relating to culture. The team¡¯s instrumental judgments shifted substantially across the design and debrief session, moving from totalizing cultural references in the design phase to frequent translator-mediated interactions in the debrief phase. Translators ¡°nuanced¡± the cultural meanings being explored by the design team, while team members attempted to engage with cultural concerns by ¡°making familiar¡± these concerns within the context of their own culture. Implications for considering culture as a part of standard user research methods and paradigms are considered, along with practical considerations for foregrounding cultural assumptions in design activity. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2016graybolingdtrs-161115154018-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Cross-cultural design practices have begun to rise in prominence, but these practices have infrequently intersected with common user-centered design practices that value the participation and lived experience of users. We identified the ways in which the design team referred to co-creation workshop participants during the design and debrief of the workshop, focusing on how these references invoked or implicated the design team¡¯s understanding of Chinese culture. We identified referents to the participants, using occurrence of third-person plural pronouns to locate projection of and reflection on participant interaction. In parallel, we performed a thematic analysis of design and debrief activities to document the team¡¯s articulation and activation of instrumental judgments relating to culture. The team¡¯s instrumental judgments shifted substantially across the design and debrief session, moving from totalizing cultural references in the design phase to frequent translator-mediated interactions in the debrief phase. Translators ¡°nuanced¡± the cultural meanings being explored by the design team, while team members attempted to engage with cultural concerns by ¡°making familiar¡± these concerns within the context of their own culture. Implications for considering culture as a part of standard user research methods and paradigms are considered, along with practical considerations for foregrounding cultural assumptions in design activity.
Designers¡¯ Articulation and Activation of Instrumental Design Judgments in Cross-Cultural User Research from colin gray
]]> 465 5 https://cdn.slidesharecdn.com/ss_thumbnails/2016graybolingdtrs-161115154018-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 What is the Nature and Intended Use of Design Methods? /slideshow/what-is-the-nature-and-intended-use-of-design-methods/63559417 2016drsnatureofmethods-160629090035
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.]]>
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.]]> Wed, 29 Jun 2016 09:00:35 GMT /slideshow/what-is-the-nature-and-intended-use-of-design-methods/63559417 colinmgray@slideshare.net(colinmgray) What is the Nature and Intended Use of Design Methods? colinmgray 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. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2016drsnatureofmethods-160629090035-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> 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.
What is the Nature and Intended Use of Design Methods? from colin gray
]]> 590 4 https://cdn.slidesharecdn.com/ss_thumbnails/2016drsnatureofmethods-160629090035-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 ¡°It¡¯s More of a Mindset Than a Method¡±: UX Practitioners¡¯ Conception of Design Methods /slideshow/its-more-of-a-mindset-than-a-method-ux-practitioners-conception-of-design-methods/61915763 2016graychimindsetnotmethods-160511172310
There has been increasing interest in the work practices of user experience (UX) designers, particularly in relation to approaches that support adoption of human-centered principles in corporate environments. This paper addresses the ways in which UX designers conceive of methods that support their practice, and the methods they consider necessary as a baseline competency for beginning user experience designers. Interviews were conducted with practitioners in a range of companies, with differing levels of expertise and educational backgrounds represented. Interviewees were asked about their use of design methods in practice, and the methods they considered to be core of their practice; in addition, they were asked what set of methods would be vital for beginning designers joining their company. Based on these interviews, I evaluate practitioner conceptions of design methods, proposing an appropriation-oriented mindset that drives the use of tool knowledge, supporting designers¡¯ practice in a variety of corporate contexts. Opportunities are considered for future research in the study of UX practice and training of students in human-computer interaction programs.]]>
There has been increasing interest in the work practices of user experience (UX) designers, particularly in relation to approaches that support adoption of human-centered principles in corporate environments. This paper addresses the ways in which UX designers conceive of methods that support their practice, and the methods they consider necessary as a baseline competency for beginning user experience designers. Interviews were conducted with practitioners in a range of companies, with differing levels of expertise and educational backgrounds represented. Interviewees were asked about their use of design methods in practice, and the methods they considered to be core of their practice; in addition, they were asked what set of methods would be vital for beginning designers joining their company. Based on these interviews, I evaluate practitioner conceptions of design methods, proposing an appropriation-oriented mindset that drives the use of tool knowledge, supporting designers¡¯ practice in a variety of corporate contexts. Opportunities are considered for future research in the study of UX practice and training of students in human-computer interaction programs.]]> Wed, 11 May 2016 17:23:10 GMT /slideshow/its-more-of-a-mindset-than-a-method-ux-practitioners-conception-of-design-methods/61915763 colinmgray@slideshare.net(colinmgray) ¡°It¡¯s More of a Mindset Than a Method¡±: UX Practitioners¡¯ Conception of Design Methods colinmgray There has been increasing interest in the work practices of user experience (UX) designers, particularly in relation to approaches that support adoption of human-centered principles in corporate environments. This paper addresses the ways in which UX designers conceive of methods that support their practice, and the methods they consider necessary as a baseline competency for beginning user experience designers. Interviews were conducted with practitioners in a range of companies, with differing levels of expertise and educational backgrounds represented. Interviewees were asked about their use of design methods in practice, and the methods they considered to be core of their practice; in addition, they were asked what set of methods would be vital for beginning designers joining their company. Based on these interviews, I evaluate practitioner conceptions of design methods, proposing an appropriation-oriented mindset that drives the use of tool knowledge, supporting designers¡¯ practice in a variety of corporate contexts. Opportunities are considered for future research in the study of UX practice and training of students in human-computer interaction programs. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2016graychimindsetnotmethods-160511172310-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> There has been increasing interest in the work practices of user experience (UX) designers, particularly in relation to approaches that support adoption of human-centered principles in corporate environments. This paper addresses the ways in which UX designers conceive of methods that support their practice, and the methods they consider necessary as a baseline competency for beginning user experience designers. Interviews were conducted with practitioners in a range of companies, with differing levels of expertise and educational backgrounds represented. Interviewees were asked about their use of design methods in practice, and the methods they considered to be core of their practice; in addition, they were asked what set of methods would be vital for beginning designers joining their company. Based on these interviews, I evaluate practitioner conceptions of design methods, proposing an appropriation-oriented mindset that drives the use of tool knowledge, supporting designers¡¯ practice in a variety of corporate contexts. Opportunities are considered for future research in the study of UX practice and training of students in human-computer interaction programs.
¡°It¡¯s More of a Mindset Than a Method¡±: UX Practitioners¡¯ Conception of Design Methods from colin gray
]]> 1263 8 https://cdn.slidesharecdn.com/ss_thumbnails/2016graychimindsetnotmethods-160511172310-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Meaning Reconstruction as an Approach to Analyze Critical Dimensions of HCI Research /slideshow/meaning-reconstruction-as-an-approach-to-analyze-critical-dimensions-of-hci-research/61835003 2016graytoombsmckaychimeaningreconstruction-160509213514
A critical tradition has taken hold in HCI, yet research methods needed to meaningfully engage with critical questions in the qualitative tradition are nascent. In this paper, we explore one critical qualitative research approach that allows researchers to probe deeply into the relationships between communicative acts and social structures. Meaning reconstruction methods are described and illustrated using examples from HCI research, demonstrating how social norms can be traced as they are claimed and reproduced. We conclude with implications for strengthening rigorous critical inquiry in HCI research, including the use of extant critical research methods to document transparency and thick description.]]>
A critical tradition has taken hold in HCI, yet research methods needed to meaningfully engage with critical questions in the qualitative tradition are nascent. In this paper, we explore one critical qualitative research approach that allows researchers to probe deeply into the relationships between communicative acts and social structures. Meaning reconstruction methods are described and illustrated using examples from HCI research, demonstrating how social norms can be traced as they are claimed and reproduced. We conclude with implications for strengthening rigorous critical inquiry in HCI research, including the use of extant critical research methods to document transparency and thick description.]]> Mon, 09 May 2016 21:35:14 GMT /slideshow/meaning-reconstruction-as-an-approach-to-analyze-critical-dimensions-of-hci-research/61835003 colinmgray@slideshare.net(colinmgray) Meaning Reconstruction as an Approach to Analyze Critical Dimensions of HCI Research colinmgray A critical tradition has taken hold in HCI, yet research methods needed to meaningfully engage with critical questions in the qualitative tradition are nascent. In this paper, we explore one critical qualitative research approach that allows researchers to probe deeply into the relationships between communicative acts and social structures. Meaning reconstruction methods are described and illustrated using examples from HCI research, demonstrating how social norms can be traced as they are claimed and reproduced. We conclude with implications for strengthening rigorous critical inquiry in HCI research, including the use of extant critical research methods to document transparency and thick description. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2016graytoombsmckaychimeaningreconstruction-160509213514-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> A critical tradition has taken hold in HCI, yet research methods needed to meaningfully engage with critical questions in the qualitative tradition are nascent. In this paper, we explore one critical qualitative research approach that allows researchers to probe deeply into the relationships between communicative acts and social structures. Meaning reconstruction methods are described and illustrated using examples from HCI research, demonstrating how social norms can be traced as they are claimed and reproduced. We conclude with implications for strengthening rigorous critical inquiry in HCI research, including the use of extant critical research methods to document transparency and thick description.
Meaning Reconstruction as an Approach to Analyze Critical Dimensions of HCI Research from colin gray
]]> 1267 10 https://cdn.slidesharecdn.com/ss_thumbnails/2016graytoombsmckaychimeaningreconstruction-160509213514-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Inverting Critique: Emergent Technologically-Mediated Critique Practices of Developing Design Students /slideshow/inverting-critique-emergent-technologicallymediated-critique-practices-of-developing-design-students/60813291 2016aeramultimodalcritique-160412140644
Critique is the primary method of assessment used in design education, yet is not well understood apart from traditional structures of institutional power and faculty initiation. In this study, we analyze the classroom presentations and critiques of eleven teams in a design-focused human-computer interaction graduate program, focusing on an emergent instructional design for technologically-mediated critique created by experienced students serving as peer mentors. Initial analysis suggests complex interaction between multiple modes of critique beyond the ¡°traditional¡± critique: 1) public oral critique led by faculty, 2) a critique document authored in Google Docs by experienced students, and 3) backchannel chat in Google Docs by experienced students. These interactions indicate instructional affordances for including many simultaneous users within an existing critique infrastructure. Implications of this instructional design for expanding the capacity of physical critique events and the role of participation in student learning are considered.]]>
Critique is the primary method of assessment used in design education, yet is not well understood apart from traditional structures of institutional power and faculty initiation. In this study, we analyze the classroom presentations and critiques of eleven teams in a design-focused human-computer interaction graduate program, focusing on an emergent instructional design for technologically-mediated critique created by experienced students serving as peer mentors. Initial analysis suggests complex interaction between multiple modes of critique beyond the ¡°traditional¡± critique: 1) public oral critique led by faculty, 2) a critique document authored in Google Docs by experienced students, and 3) backchannel chat in Google Docs by experienced students. These interactions indicate instructional affordances for including many simultaneous users within an existing critique infrastructure. Implications of this instructional design for expanding the capacity of physical critique events and the role of participation in student learning are considered.]]> Tue, 12 Apr 2016 14:06:44 GMT /slideshow/inverting-critique-emergent-technologicallymediated-critique-practices-of-developing-design-students/60813291 colinmgray@slideshare.net(colinmgray) Inverting Critique: Emergent Technologically-Mediated Critique Practices of Developing Design Students colinmgray Critique is the primary method of assessment used in design education, yet is not well understood apart from traditional structures of institutional power and faculty initiation. In this study, we analyze the classroom presentations and critiques of eleven teams in a design-focused human-computer interaction graduate program, focusing on an emergent instructional design for technologically-mediated critique created by experienced students serving as peer mentors. Initial analysis suggests complex interaction between multiple modes of critique beyond the ¡°traditional¡± critique: 1) public oral critique led by faculty, 2) a critique document authored in Google Docs by experienced students, and 3) backchannel chat in Google Docs by experienced students. These interactions indicate instructional affordances for including many simultaneous users within an existing critique infrastructure. Implications of this instructional design for expanding the capacity of physical critique events and the role of participation in student learning are considered. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2016aeramultimodalcritique-160412140644-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Critique is the primary method of assessment used in design education, yet is not well understood apart from traditional structures of institutional power and faculty initiation. In this study, we analyze the classroom presentations and critiques of eleven teams in a design-focused human-computer interaction graduate program, focusing on an emergent instructional design for technologically-mediated critique created by experienced students serving as peer mentors. Initial analysis suggests complex interaction between multiple modes of critique beyond the ¡°traditional¡± critique: 1) public oral critique led by faculty, 2) a critique document authored in Google Docs by experienced students, and 3) backchannel chat in Google Docs by experienced students. These interactions indicate instructional affordances for including many simultaneous users within an existing critique infrastructure. Implications of this instructional design for expanding the capacity of physical critique events and the role of participation in student learning are considered.
Inverting Critique: Emergent Technologically-Mediated Critique Practices of Developing Design Students from colin gray
]]> 457 6 https://cdn.slidesharecdn.com/ss_thumbnails/2016aeramultimodalcritique-160412140644-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 https://cdn.slidesharecdn.com/profile-photo-colinmgray-48x48.jpg?cb=1656648851 Colin M. Gray is an Assistant Professor at Purdue University in the Department of Computer Graphics Technology. He holds a PhD in Instructional Systems Technology from Indiana University Bloomington, a MEd in Educational Technology from University of South Carolina, and a MA in Graphic Design from Savannah College of Art & Design. His research focuses on the role of student experience in informing a critical design pedagogy, and the ways in which the pedagogy and underlying studio environment inform the development of design thinking, particularly in relation to critique and professional identity formation. colingray.me https://cdn.slidesharecdn.com/ss_thumbnails/drs2022pluriversalstudio-220630091859-6381649d-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/critical-pedagogy-and-the-pluriversal-design-studio/252093598 Critical pedagogy and ... https://cdn.slidesharecdn.com/ss_thumbnails/2021lxdcritiqueassemblages-211006123358-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/critique-assemblages-in-response-to-emergency-hybrid-studio-pedagogy/250383025 Critique Assemblages i... https://cdn.slidesharecdn.com/ss_thumbnails/cross-culturaluxpedagogyachinauspartnership-211006123104-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/crosscultural-ux-pedagogy-a-chinaus-partnership/250383004 Cross-Cultural UX Peda...