2022
Goffe, Louis; Chivukula, Shruthi Sai; Bowyer, Alex; Bowen, Simon; Toombs, Austin L; Gray, Colin M
Web Augmentation for Well-Being: the Human-Centred Design of a Takeaway Food Ordering Digital Platform Journal Article
In: Interacting with computers, pp. iwac015, 2022, ISSN: 0953-5438.
Abstract | Links | BibTeX | Tags:
@article{Goffe2022-wn,
title = {Web Augmentation for Well-Being: the Human-Centred Design of
a Takeaway Food Ordering Digital Platform},
author = {Louis Goffe and Shruthi Sai Chivukula and Alex Bowyer and Simon Bowen and Austin L Toombs and Colin M Gray},
url = {https://academic.oup.com/iwc/advance-article/doi/10.1093/iwc/iwac015/6609536},
doi = {10.1093/iwc/iwac015},
issn = {0953-5438},
year = {2022},
date = {2022-07-01},
journal = {Interacting with computers},
pages = {iwac015},
publisher = {Öxford University Press"},
abstract = {Äbstract. Online services have become increasingly centralized,
drawing on notions of the `platform economy' to focus on
ecosystem value rather than user value."},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Äbstract. Online services have become increasingly centralized,
drawing on notions of the `platform economy' to focus on
ecosystem value rather than user value."
drawing on notions of the `platform economy' to focus on
ecosystem value rather than user value."
Gray, Colin M
Critical Pedagogy and the Pluriversal Design Studio Inproceedings
In: Proceedings of the Design Research Society, Design Research Society, 2022.
Abstract | Links | BibTeX | Tags: Critical Pedagogy, Design Education, Design Knowledge, Ethics and Values
@inproceedings{Gray2022-kn,
title = {Critical Pedagogy and the Pluriversal Design Studio},
author = {Colin M Gray},
url = {http://dx.doi.org/10.21606/drs.2022.238
https://colingray.me/wp-content/uploads/2022/04/2022_Gray_DRS_CriticalPedagogyPluriversalDesignStudio.pdf},
doi = {10.21606/drs.2022.238},
year = {2022},
date = {2022-06-01},
urldate = {2022-06-01},
booktitle = {Proceedings of the Design Research Society},
publisher = {Design Research Society},
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 issues relating to disempowerment,
student agency, and monolithic representations of the student
role and student development. I build upon this critical
foundation to re-imagine studio practices as pluriversal,
recognizing the challenges and opportunities of bridging
epistemological and ontological differences and facilitating the
potential for pluralism in design curricula, our student
experiences, and the future of design professions.},
keywords = {Critical Pedagogy, Design Education, Design Knowledge, Ethics and Values},
pubstate = {published},
tppubtype = {inproceedings}
}
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 issues relating to disempowerment,
student agency, and monolithic representations of the student
role and student development. I build upon this critical
foundation to re-imagine studio practices as pluriversal,
recognizing the challenges and opportunities of bridging
epistemological and ontological differences and facilitating the
potential for pluralism in design curricula, our student
experiences, and the future of design professions.
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 issues relating to disempowerment,
student agency, and monolithic representations of the student
role and student development. I build upon this critical
foundation to re-imagine studio practices as pluriversal,
recognizing the challenges and opportunities of bridging
epistemological and ontological differences and facilitating the
potential for pluralism in design curricula, our student
experiences, and the future of design professions.
Gray, Colin M; Liu, Wei; Xin, Xin; Chin, Daniel; Marks, Jacqueline; Bunting, Sadie; Anglin, Jerry; Hutzel, Becky; Kokate, Samruddhi; Yang, Yushu
Defamiliarization and Intercultural Learning in Cross-Cultural HCI Education Inproceedings
In: EduCHI'22: 4th Annual Symposium on HCI Education, 2022.
Abstract | Links | BibTeX | Tags: Cross-Cultural Education, Design Education, Design Knowledge, Design Methods, Design Theory, UX Knowledge
@inproceedings{Gray2022-es,
title = {Defamiliarization and Intercultural Learning in Cross-Cultural HCI Education},
author = {Colin M Gray and Wei Liu and Xin Xin and Daniel Chin and Jacqueline Marks and Sadie Bunting and Jerry Anglin and Becky Hutzel and Samruddhi Kokate and Yushu Yang},
url = {https://colingray.me/wp-content/uploads/2022/04/2022_Grayetal_EduCHI_DefamiliarizationInterculturalLearning.pdf},
year = {2022},
date = {2022-04-01},
urldate = {2022-04-01},
booktitle = {EduCHI'22: 4th Annual Symposium on HCI Education},
abstract = {HCI and UX work is increasingly global, and students have the
potential to benefit from building their globalization
competence. However, little research has described the unique
opportunities and challenges of intercultural project work in
the context of HCI education, including the ways in which design
knowledge is leveraged in a cross-cultural setting. In this
research paper, we describe the experiences of a Collaborative
Online International Learning (COIL) project team with
participants from China and the United States as they worked to
identify design opportunities to create ``charmful''
semi-autonomous driving experiences for the Chinese market.
Through our analysis of focus groups, synchronous group
meetings, and artifacts created over one academic semester, we
describe how students engaged design knowledge through the lens
of culture and identify strategies that the teams used to
constructively defamiliarize their understanding of the design
context and potential outcomes. We conclude with opportunities
and challenges in coordinating cross-cultural design work and
describe new ways in which defamiliarization might be a
productive lens to acknowledge and build upon cultural
knowledge.},
keywords = {Cross-Cultural Education, Design Education, Design Knowledge, Design Methods, Design Theory, UX Knowledge},
pubstate = {published},
tppubtype = {inproceedings}
}
HCI and UX work is increasingly global, and students have the
potential to benefit from building their globalization
competence. However, little research has described the unique
opportunities and challenges of intercultural project work in
the context of HCI education, including the ways in which design
knowledge is leveraged in a cross-cultural setting. In this
research paper, we describe the experiences of a Collaborative
Online International Learning (COIL) project team with
participants from China and the United States as they worked to
identify design opportunities to create ``charmful''
semi-autonomous driving experiences for the Chinese market.
Through our analysis of focus groups, synchronous group
meetings, and artifacts created over one academic semester, we
describe how students engaged design knowledge through the lens
of culture and identify strategies that the teams used to
constructively defamiliarize their understanding of the design
context and potential outcomes. We conclude with opportunities
and challenges in coordinating cross-cultural design work and
describe new ways in which defamiliarization might be a
productive lens to acknowledge and build upon cultural
knowledge.
potential to benefit from building their globalization
competence. However, little research has described the unique
opportunities and challenges of intercultural project work in
the context of HCI education, including the ways in which design
knowledge is leveraged in a cross-cultural setting. In this
research paper, we describe the experiences of a Collaborative
Online International Learning (COIL) project team with
participants from China and the United States as they worked to
identify design opportunities to create ``charmful''
semi-autonomous driving experiences for the Chinese market.
Through our analysis of focus groups, synchronous group
meetings, and artifacts created over one academic semester, we
describe how students engaged design knowledge through the lens
of culture and identify strategies that the teams used to
constructively defamiliarize their understanding of the design
context and potential outcomes. We conclude with opportunities
and challenges in coordinating cross-cultural design work and
describe new ways in which defamiliarization might be a
productive lens to acknowledge and build upon cultural
knowledge.
Pivonka, Anne; Makary, Laura; Gray, Colin M
Organizing Metaphors for Design Methods in Intermediate HCI Education Inproceedings
In: EduCHI'22: 4th Annual Symposium on HCI Education, 2022.
Abstract | Links | BibTeX | Tags: Design Education, Design Knowledge, Design Methods, Studio Pedagogy, UX Knowledge
@inproceedings{Pivonka2022-nm,
title = {Organizing Metaphors for Design Methods in Intermediate HCI Education},
author = {Anne Pivonka and Laura Makary and Colin M Gray},
url = {https://colingray.me/wp-content/uploads/2022/04/2022_PivonkaMakaryGray_EduCHI_OrganizingMetaphorsDesignMethods.pdf},
year = {2022},
date = {2022-04-01},
urldate = {2022-04-01},
booktitle = {EduCHI'22: 4th Annual Symposium on HCI Education},
abstract = {Design students must develop competence in a wide range of areas
in order to be successful in their future practice.
Increasingly, knowledge of design methods is used to frame both
a designer's repertoire and their overall facility as a
designer. However, there is little research on how students
build cognitive schema in relation to design methods or how
these schema relate to specific epistemological patterns of
engagement. In this research paper, we report a multiple case
study, capturing the experiences of four advanced undergraduate
UX design students at a large research-intensive institution.
Through an interview study and subsequent analysis, we describe
the wide variety of organizing metaphors that these students
used to frame their understanding and performance of design
methods, including both principles they used to consider methods
as knowledge, and the ways in which these organizing principles
impacted their practice of design. We conclude with
recommendations for further research on the uptake of
methods-focused competence in HCI education and practice.},
keywords = {Design Education, Design Knowledge, Design Methods, Studio Pedagogy, UX Knowledge},
pubstate = {published},
tppubtype = {inproceedings}
}
Design students must develop competence in a wide range of areas
in order to be successful in their future practice.
Increasingly, knowledge of design methods is used to frame both
a designer's repertoire and their overall facility as a
designer. However, there is little research on how students
build cognitive schema in relation to design methods or how
these schema relate to specific epistemological patterns of
engagement. In this research paper, we report a multiple case
study, capturing the experiences of four advanced undergraduate
UX design students at a large research-intensive institution.
Through an interview study and subsequent analysis, we describe
the wide variety of organizing metaphors that these students
used to frame their understanding and performance of design
methods, including both principles they used to consider methods
as knowledge, and the ways in which these organizing principles
impacted their practice of design. We conclude with
recommendations for further research on the uptake of
methods-focused competence in HCI education and practice.
in order to be successful in their future practice.
Increasingly, knowledge of design methods is used to frame both
a designer's repertoire and their overall facility as a
designer. However, there is little research on how students
build cognitive schema in relation to design methods or how
these schema relate to specific epistemological patterns of
engagement. In this research paper, we report a multiple case
study, capturing the experiences of four advanced undergraduate
UX design students at a large research-intensive institution.
Through an interview study and subsequent analysis, we describe
the wide variety of organizing metaphors that these students
used to frame their understanding and performance of design
methods, including both principles they used to consider methods
as knowledge, and the ways in which these organizing principles
impacted their practice of design. We conclude with
recommendations for further research on the uptake of
methods-focused competence in HCI education and practice.
Parsons, Paul C; Gray, Colin M
Separating Grading and Feedback in UX Design Studios Inproceedings
In: EduCHI'22: 4th Annual Symposium on HCI Education, 2022.
Abstract | Links | BibTeX | Tags: Design Education, Design Theory, Instructional Design, Reflection, Studio Pedagogy, UX Knowledge
@inproceedings{Parsons2022-ow,
title = {Separating Grading and Feedback in UX Design Studios},
author = {Paul C Parsons and Colin M Gray},
url = {https://colingray.me/wp-content/uploads/2022/04/2022_ParsonsGray_EduCHI_SeparatingGradingandFeedback.pdf},
year = {2022},
date = {2022-04-01},
urldate = {2022-04-01},
booktitle = {EduCHI'22: 4th Annual Symposium on HCI Education},
abstract = {Assessment and feedback are central tasks in most instructional
settings, and the reception of feedback by students is generally
regarded as an essential part of the learning process [18, 22].
Despite the centrality and importance of feedback, there is
increasing evidence that traditional feedback practices are not
effective [6, 37]. Among several known challenges to
implementing effective feedback is the entanglement of feedback
with assessment (i.e., grading), which has become so strong in
many instances that they are effectively conjoined [37]. This
integration is routine and often assumed uncritically, and it
can lead to several problems for the student experience. While
both assessment and feedback have important functions, they are
distinct, and their conflation can obscure the important role
that each has for the teacher and student. In this `teachable
moment' paper, we describe some known problems with assessment
and feedback, the value of disentangling them, and several
strategies we have taken to improve the feedback process across
a series of UX design courses at a large research university."},
keywords = {Design Education, Design Theory, Instructional Design, Reflection, Studio Pedagogy, UX Knowledge},
pubstate = {published},
tppubtype = {inproceedings}
}
Assessment and feedback are central tasks in most instructional
settings, and the reception of feedback by students is generally
regarded as an essential part of the learning process [18, 22].
Despite the centrality and importance of feedback, there is
increasing evidence that traditional feedback practices are not
effective [6, 37]. Among several known challenges to
implementing effective feedback is the entanglement of feedback
with assessment (i.e., grading), which has become so strong in
many instances that they are effectively conjoined [37]. This
integration is routine and often assumed uncritically, and it
can lead to several problems for the student experience. While
both assessment and feedback have important functions, they are
distinct, and their conflation can obscure the important role
that each has for the teacher and student. In this `teachable
moment' paper, we describe some known problems with assessment
and feedback, the value of disentangling them, and several
strategies we have taken to improve the feedback process across
a series of UX design courses at a large research university."
settings, and the reception of feedback by students is generally
regarded as an essential part of the learning process [18, 22].
Despite the centrality and importance of feedback, there is
increasing evidence that traditional feedback practices are not
effective [6, 37]. Among several known challenges to
implementing effective feedback is the entanglement of feedback
with assessment (i.e., grading), which has become so strong in
many instances that they are effectively conjoined [37]. This
integration is routine and often assumed uncritically, and it
can lead to several problems for the student experience. While
both assessment and feedback have important functions, they are
distinct, and their conflation can obscure the important role
that each has for the teacher and student. In this `teachable
moment' paper, we describe some known problems with assessment
and feedback, the value of disentangling them, and several
strategies we have taken to improve the feedback process across
a series of UX design courses at a large research university."
Gray, Colin M; Hasib, Aiza; Li, Ziqing; Chivukula, Shruthi Sai
Using decisive constraints to create design methods that guide ethical impact Journal Article
In: Design Studies, vol. 79, pp. 101097, 2022, ISSN: 0142-694X.
Abstract | Links | BibTeX | Tags: Design Knowledge, Design Methods, Ethics and Values
@article{Gray2022-kv,
title = {Using decisive constraints to create design methods that guide ethical impact},
author = {Colin M Gray and Aiza Hasib and Ziqing Li and Shruthi Sai Chivukula},
url = {https://www.sciencedirect.com/science/article/pii/S0142694X22000175},
doi = {10.1016/j.destud.2022.101097},
issn = {0142-694X},
year = {2022},
date = {2022-03-01},
urldate = {2022-03-01},
journal = {Design Studies},
volume = {79},
pages = {101097},
abstract = {Numerous methods have been designed to aid practitioners in
identifying ethical concerns, imagining potential futures,
defining values, and evaluating existing systems. However, there
is little scholarship that addresses the design of these methods,
including how ethical concerns are operationalized in these
methods. In this paper, we report results of an interview study
with twelve ethics-focused method designers, investigating their
process of instigating, creating, and disseminating their method.
We conducted a top-down thematic analysis using the Biskjaer and
Halskov framework of decisive constraints, identifying intrinsic,
extrinsic, and self-imposed constraints alongside iterative and
evaluative resonance-seeking activities. This analysis provides a
rich conceptual vocabulary to better describe the design of
methods for ethical impact from the perspective of researchers
and practitioners.},
keywords = {Design Knowledge, Design Methods, Ethics and Values},
pubstate = {published},
tppubtype = {article}
}
Numerous methods have been designed to aid practitioners in
identifying ethical concerns, imagining potential futures,
defining values, and evaluating existing systems. However, there
is little scholarship that addresses the design of these methods,
including how ethical concerns are operationalized in these
methods. In this paper, we report results of an interview study
with twelve ethics-focused method designers, investigating their
process of instigating, creating, and disseminating their method.
We conducted a top-down thematic analysis using the Biskjaer and
Halskov framework of decisive constraints, identifying intrinsic,
extrinsic, and self-imposed constraints alongside iterative and
evaluative resonance-seeking activities. This analysis provides a
rich conceptual vocabulary to better describe the design of
methods for ethical impact from the perspective of researchers
and practitioners.
identifying ethical concerns, imagining potential futures,
defining values, and evaluating existing systems. However, there
is little scholarship that addresses the design of these methods,
including how ethical concerns are operationalized in these
methods. In this paper, we report results of an interview study
with twelve ethics-focused method designers, investigating their
process of instigating, creating, and disseminating their method.
We conducted a top-down thematic analysis using the Biskjaer and
Halskov framework of decisive constraints, identifying intrinsic,
extrinsic, and self-imposed constraints alongside iterative and
evaluative resonance-seeking activities. This analysis provides a
rich conceptual vocabulary to better describe the design of
methods for ethical impact from the perspective of researchers
and practitioners.
Boling, Elizabeth; Gray, Colin M; Lachheb, Ahmed
Inscribing a Designer Mindset to Instructional Design Students Incollection
In: The Instructional Design Trainer's Guide, pp. 18–28, Routledge, 2022, ISBN: 9781003109938, 9781003109938.
Abstract | Links | BibTeX | Tags: Design Education, Design Theory, Ethics and Values, Instructional Design
@incollection{Boling2022-kg,
title = {Inscribing a Designer Mindset to Instructional Design Students},
author = {Elizabeth Boling and Colin M Gray and Ahmed Lachheb},
url = {https://www.taylorfrancis.com/chapters/edit/10.4324/9781003109938-3/inscribing-designer-mindset-instructional-design-students-elizabeth-boling-colin-gray-ahmed-lachheb},
doi = {10.4324/9781003109938-3},
isbn = {9781003109938, 9781003109938},
year = {2022},
date = {2022-03-01},
urldate = {2022-03-01},
booktitle = {The Instructional Design Trainer's Guide},
pages = {18--28},
publisher = {Routledge},
abstract = {In this chapter, we focus on building a designer's mindset among
instructional design (ID) students by using frame experiments as
an instructional method. We provide the theoretical foundation
of frame experiments with a sample scenario of their use and
conclude by sharing specific instructional activities that
instructors may use to build design judgment.},
keywords = {Design Education, Design Theory, Ethics and Values, Instructional Design},
pubstate = {published},
tppubtype = {incollection}
}
In this chapter, we focus on building a designer's mindset among
instructional design (ID) students by using frame experiments as
an instructional method. We provide the theoretical foundation
of frame experiments with a sample scenario of their use and
conclude by sharing specific instructional activities that
instructors may use to build design judgment.
instructional design (ID) students by using frame experiments as
an instructional method. We provide the theoretical foundation
of frame experiments with a sample scenario of their use and
conclude by sharing specific instructional activities that
instructors may use to build design judgment.
Gray, Colin M
Languaging design methods Journal Article
In: Design Studies, vol. 78, pp. 101076, 2022, ISSN: 0142-694X.
Abstract | Links | BibTeX | Tags: Design Methods, Ethics and Values
@article{Gray2022-na,
title = {Languaging design methods},
author = {Colin M Gray},
url = {https://www.sciencedirect.com/science/article/pii/S0142694X21000879},
doi = {10.1016/j.destud.2021.101076},
issn = {0142-694X},
year = {2022},
date = {2022-01-01},
urldate = {2022-01-01},
journal = {Design Studies},
volume = {78},
pages = {101076},
abstract = {Design methods have been integral to design studies research,
with initial goals of bringing rationality and objectivity to
design activities, later shifting to the creation and provision
of methods as tools to encourage more reflective, meaningful, and
socially responsible design practices. However, little research
exists that describes how methods are created, what knowledge is
used to inform this creation, or connects elements of methods to
performance by designers. In this research note, I describe
performative, codification-oriented, and presentation-oriented
stances towards design methods, articulating a vocabulary that
languages aspects of methods. I describe areas where this
vocabulary may support design researchers, including building new
design methods, informing descriptive accounts of methods in use,
and supporting the creation of a theory of method.},
keywords = {Design Methods, Ethics and Values},
pubstate = {published},
tppubtype = {article}
}
Design methods have been integral to design studies research,
with initial goals of bringing rationality and objectivity to
design activities, later shifting to the creation and provision
of methods as tools to encourage more reflective, meaningful, and
socially responsible design practices. However, little research
exists that describes how methods are created, what knowledge is
used to inform this creation, or connects elements of methods to
performance by designers. In this research note, I describe
performative, codification-oriented, and presentation-oriented
stances towards design methods, articulating a vocabulary that
languages aspects of methods. I describe areas where this
vocabulary may support design researchers, including building new
design methods, informing descriptive accounts of methods in use,
and supporting the creation of a theory of method.
with initial goals of bringing rationality and objectivity to
design activities, later shifting to the creation and provision
of methods as tools to encourage more reflective, meaningful, and
socially responsible design practices. However, little research
exists that describes how methods are created, what knowledge is
used to inform this creation, or connects elements of methods to
performance by designers. In this research note, I describe
performative, codification-oriented, and presentation-oriented
stances towards design methods, articulating a vocabulary that
languages aspects of methods. I describe areas where this
vocabulary may support design researchers, including building new
design methods, informing descriptive accounts of methods in use,
and supporting the creation of a theory of method.
Debs, Luciana; Gray, Colin M; Asunda, Paul A
Students' perceptions and reasoning patterns about the ethics of emerging technology Journal Article
In: International Journal of Technology and Design Education, 2022, ISSN: 1573-1804.
Abstract | Links | BibTeX | Tags: Design Education, Ethics and Values
@article{Debs2022-mt,
title = {Students' perceptions and reasoning patterns about the ethics of emerging technology},
author = {Luciana Debs and Colin M Gray and Paul A Asunda},
url = {https://doi.org/10.1007/s10798-021-09719-w},
doi = {10.1007/s10798-021-09719-w},
issn = {1573-1804},
year = {2022},
date = {2022-01-01},
urldate = {2022-01-01},
journal = {International Journal of Technology and Design Education},
abstract = {Discussions around the unethical use of emerging technology have
become increasingly common in our society. Despite previous
research acknowledging the importance of including societal-level
discussions in engineering and technology undergraduate
curricula, there is a lack of research around college students'
understanding of and engagement with the ethics of new and
emerging technology. In this qualitative study, we present the
results from 17 interviews with students from a range of
engineering and technology fields, describing how they reason as
both designers and consumers of new technology. Our goal is to
characterize students' patterns of reasoning about the ethics of
new technology, and, in this paper, we describe how this
reasoning is argued from multiple stakeholder perspectives
(corporations, government, professionals, users and society). Our
findings indicate privacy, security and balance of power as the
most relevant ethical issues to respondents, and that
participants consider several stakeholders in their reasoning,
often shifting among multiple perspectives. Furthermore,
interviewed students often concluded their reasoning by either
resigning themselves to the pervasiveness of technology or by
pushing the liability concerns to one stakeholder while
diminishing the responsibility of others. In each case,
respondents frequently avoided entering societal-level
discussions related to ethical issues of emerging technology. Our
results offer relevant insights that can facilitate further work
related to the research and teaching of ethics to college
students, as well as suggest areas for future research
particularly building upon participants' feelings of resignation
in relation to unethical use of new technology.},
keywords = {Design Education, Ethics and Values},
pubstate = {published},
tppubtype = {article}
}
Discussions around the unethical use of emerging technology have
become increasingly common in our society. Despite previous
research acknowledging the importance of including societal-level
discussions in engineering and technology undergraduate
curricula, there is a lack of research around college students'
understanding of and engagement with the ethics of new and
emerging technology. In this qualitative study, we present the
results from 17 interviews with students from a range of
engineering and technology fields, describing how they reason as
both designers and consumers of new technology. Our goal is to
characterize students' patterns of reasoning about the ethics of
new technology, and, in this paper, we describe how this
reasoning is argued from multiple stakeholder perspectives
(corporations, government, professionals, users and society). Our
findings indicate privacy, security and balance of power as the
most relevant ethical issues to respondents, and that
participants consider several stakeholders in their reasoning,
often shifting among multiple perspectives. Furthermore,
interviewed students often concluded their reasoning by either
resigning themselves to the pervasiveness of technology or by
pushing the liability concerns to one stakeholder while
diminishing the responsibility of others. In each case,
respondents frequently avoided entering societal-level
discussions related to ethical issues of emerging technology. Our
results offer relevant insights that can facilitate further work
related to the research and teaching of ethics to college
students, as well as suggest areas for future research
particularly building upon participants' feelings of resignation
in relation to unethical use of new technology.
become increasingly common in our society. Despite previous
research acknowledging the importance of including societal-level
discussions in engineering and technology undergraduate
curricula, there is a lack of research around college students'
understanding of and engagement with the ethics of new and
emerging technology. In this qualitative study, we present the
results from 17 interviews with students from a range of
engineering and technology fields, describing how they reason as
both designers and consumers of new technology. Our goal is to
characterize students' patterns of reasoning about the ethics of
new technology, and, in this paper, we describe how this
reasoning is argued from multiple stakeholder perspectives
(corporations, government, professionals, users and society). Our
findings indicate privacy, security and balance of power as the
most relevant ethical issues to respondents, and that
participants consider several stakeholders in their reasoning,
often shifting among multiple perspectives. Furthermore,
interviewed students often concluded their reasoning by either
resigning themselves to the pervasiveness of technology or by
pushing the liability concerns to one stakeholder while
diminishing the responsibility of others. In each case,
respondents frequently avoided entering societal-level
discussions related to ethical issues of emerging technology. Our
results offer relevant insights that can facilitate further work
related to the research and teaching of ethics to college
students, as well as suggest areas for future research
particularly building upon participants' feelings of resignation
in relation to unethical use of new technology.
Gray, Colin M
Building an Ethnographic Toolbox: Engaging Analog and Digital Tools in Virtual and Physical Spaces Journal Article
In: TechTrends, vol. 66, no. 1, pp. 56–67, 2022, ISSN: 1559-7075.
Abstract | Links | BibTeX | Tags: Critical Theory, Design Education, Instructional Design, Research Methods
@article{Gray2022-bj,
title = {Building an Ethnographic Toolbox: Engaging Analog and Digital Tools in Virtual and Physical Spaces},
author = {Colin M Gray},
url = {https://doi.org/10.1007/s11528-021-00680-y},
doi = {10.1007/s11528-021-00680-y},
issn = {1559-7075},
year = {2022},
date = {2022-01-01},
urldate = {2022-01-01},
journal = {TechTrends},
volume = {66},
number = {1},
pages = {56--67},
abstract = {Studio pedagogy has been used as a comprehensive approach to
prepare students to practice within their chosen discipline of
design. However, little is known about how students experience
these learning environments, including the interplay of social
and educational experiences that support the development of
expertise and identity. To explore and evaluate this complexity,
I used a critical ethnographic approach to immerse myself for one
year in a physical studio and set of Facebook groups, which in
parallel supported students' learning experience. I describe the
``ethnographic toolbox'' that I built and utilized to inform
interpretations of the physical and virtual learning
environments. This toolbox included analog and digital tools,
along with many forms of sensemaking, archiving, and engagement
with metadata that both structured and enabled my role as an
ethnographer. I describe the set of tools, and use vignettes to
illustrate how these tools were used in physical and virtual
environments.},
keywords = {Critical Theory, Design Education, Instructional Design, Research Methods},
pubstate = {published},
tppubtype = {article}
}
Studio pedagogy has been used as a comprehensive approach to
prepare students to practice within their chosen discipline of
design. However, little is known about how students experience
these learning environments, including the interplay of social
and educational experiences that support the development of
expertise and identity. To explore and evaluate this complexity,
I used a critical ethnographic approach to immerse myself for one
year in a physical studio and set of Facebook groups, which in
parallel supported students' learning experience. I describe the
``ethnographic toolbox'' that I built and utilized to inform
interpretations of the physical and virtual learning
environments. This toolbox included analog and digital tools,
along with many forms of sensemaking, archiving, and engagement
with metadata that both structured and enabled my role as an
ethnographer. I describe the set of tools, and use vignettes to
illustrate how these tools were used in physical and virtual
environments.
prepare students to practice within their chosen discipline of
design. However, little is known about how students experience
these learning environments, including the interplay of social
and educational experiences that support the development of
expertise and identity. To explore and evaluate this complexity,
I used a critical ethnographic approach to immerse myself for one
year in a physical studio and set of Facebook groups, which in
parallel supported students' learning experience. I describe the
``ethnographic toolbox'' that I built and utilized to inform
interpretations of the physical and virtual learning
environments. This toolbox included analog and digital tools,
along with many forms of sensemaking, archiving, and engagement
with metadata that both structured and enabled my role as an
ethnographer. I describe the set of tools, and use vignettes to
illustrate how these tools were used in physical and virtual
environments.
Light, Ann; Gray, Colin M; Lindström, Kristina; Forlano, Laura; Lockton, Dan; Speed, Chris
Designing Transformative Futures Inproceedings
In: Proceedings of the Design Research Society Conference, Bilbao, Spain, 2022.
Abstract | Links | BibTeX | Tags: Critical Theory, Design Methods, Ethics and Values, Research Methods
@inproceedings{Light2022-cj,
title = {Designing Transformative Futures},
author = {Ann Light and Colin M Gray and Kristina Lindström and Laura Forlano and Dan Lockton and Chris Speed},
url = {http://dx.doi.org/10.21606/drs.2022.896
https://colingray.me/wp-content/uploads/2022/09/2022_Lightetal_DRS_DesigningTransformativeFutures.pdf},
doi = {10.21606/drs.2022.896},
year = {2022},
date = {2022-01-01},
urldate = {2022-01-01},
booktitle = {Proceedings of the Design Research Society Conference},
address = {Bilbao, Spain},
abstract = {What makes the design of futures sufficiently transformative?
Worldwide, people are aware of the need to change and keep
changing to address eco-social challenges and their fall-out in
an age of crises and transitions in climate, biodiversity, and
health. Calls for climate justice and the development of
eco-social sensibilities speak to the need for dynamic and
provisional engagements. Such concerns raise age-old issues of
inequality and colonialist destruction. Our designs carry the
imprint of this current politics, wittingly or unwittingly, into
worlds to come. This conversation asked how might we respond
fluidly to coming uncertainties, questioning our own practices
to sow the seeds of more radical transformation, while
recognizing the structural forces that can limit or temper
opportunities for design activism. It was organized in three
quadrant exercises, which we also reflect upon.},
keywords = {Critical Theory, Design Methods, Ethics and Values, Research Methods},
pubstate = {published},
tppubtype = {inproceedings}
}
What makes the design of futures sufficiently transformative?
Worldwide, people are aware of the need to change and keep
changing to address eco-social challenges and their fall-out in
an age of crises and transitions in climate, biodiversity, and
health. Calls for climate justice and the development of
eco-social sensibilities speak to the need for dynamic and
provisional engagements. Such concerns raise age-old issues of
inequality and colonialist destruction. Our designs carry the
imprint of this current politics, wittingly or unwittingly, into
worlds to come. This conversation asked how might we respond
fluidly to coming uncertainties, questioning our own practices
to sow the seeds of more radical transformation, while
recognizing the structural forces that can limit or temper
opportunities for design activism. It was organized in three
quadrant exercises, which we also reflect upon.
Worldwide, people are aware of the need to change and keep
changing to address eco-social challenges and their fall-out in
an age of crises and transitions in climate, biodiversity, and
health. Calls for climate justice and the development of
eco-social sensibilities speak to the need for dynamic and
provisional engagements. Such concerns raise age-old issues of
inequality and colonialist destruction. Our designs carry the
imprint of this current politics, wittingly or unwittingly, into
worlds to come. This conversation asked how might we respond
fluidly to coming uncertainties, questioning our own practices
to sow the seeds of more radical transformation, while
recognizing the structural forces that can limit or temper
opportunities for design activism. It was organized in three
quadrant exercises, which we also reflect upon.
2021
Di, Zhu; Gray, Colin M; Toombs, Austin L; Liu, Wei
Building a Cross-Cultural UX Design Dual Degree Inproceedings
In: IASDR 2021: The Ninth Congress of the International Association of Societies of Design Research, 2021.
Abstract | Links | BibTeX | Tags: Cross-Cultural Education, Design Education, Studio Pedagogy, UX Knowledge
@inproceedings{Di2021-wv,
title = {Building a Cross-Cultural UX Design Dual Degree},
author = {Zhu Di and Colin M Gray and Austin L Toombs and Wei Liu},
url = {https://colingray.me/wp-content/uploads/2021/09/2021_Dietal_IASDR_CrossCulturalUXDesignDualDegree.pdf},
year = {2021},
date = {2021-12-01},
booktitle = {IASDR 2021: The Ninth Congress of the International
Association of Societies of Design Research},
abstract = {User Experience (UX) design has expanded rapidly across a range of industry and educational contexts in the last decade. While the core knowledge and “center” of UX is still emergent and contested, new educational programs to train the next generation of UX designers have begun to outline pedagogical practices and concepts that have relevance to the present and future of UX as a discipline. In this paper, we take a broad view of UX preparation, building on a case study of a global dual degree partnership between programs in the United States and China. We recount our individual experiences of building new programs in UX at the undergraduate and graduate levels, and the process of mapping our curricula to offer a bidirectional dual degree program that launched in 2019.},
keywords = {Cross-Cultural Education, Design Education, Studio Pedagogy, UX Knowledge},
pubstate = {published},
tppubtype = {inproceedings}
}
User Experience (UX) design has expanded rapidly across a range of industry and educational contexts in the last decade. While the core knowledge and “center” of UX is still emergent and contested, new educational programs to train the next generation of UX designers have begun to outline pedagogical practices and concepts that have relevance to the present and future of UX as a discipline. In this paper, we take a broad view of UX preparation, building on a case study of a global dual degree partnership between programs in the United States and China. We recount our individual experiences of building new programs in UX at the undergraduate and graduate levels, and the process of mapping our curricula to offer a bidirectional dual degree program that launched in 2019.
Gray, Colin M
"Scaling Up" and Adapting to Crisis: Shifting a Residential UX Studio Program Online Journal Article
In: Design and Technology Education, 2021.
Abstract | Links | BibTeX | Tags: Critical Pedagogy, Design Education, Studio Pedagogy
@article{Gray2021-oq,
title = {"Scaling Up" and Adapting to Crisis: Shifting a Residential UX Studio Program Online},
author = {Colin M Gray},
url = {https://ojs.lboro.ac.uk/DATE/article/view/2969},
year = {2021},
date = {2021-11-01},
urldate = {2021-11-01},
journal = {Design and Technology Education},
abstract = {Our undergraduate UX program at Purdue University launched in 2016 as one of the first UX-focused undergraduate degree programs in the United States, intentionally designed to support the unique characteristics of a residential, research-intensive, land-grant institution. We designed multiple overlapping studio experiences that formed multiple connections among cohorts, supporting mentorship, cognitive apprenticeship, the construction of social bonds, and reflection on one’s own development as a designer. Our program was experiencing quick growth, with our cohort size growing from 20 students in 2016 to 50 students in 2021. With the onset of pandemic restrictions, the challenges of “scaling up” and the challenges of building a virtual studio pedagogy thus met. Our “hidden curriculum” of peer feedback and tacit learning, critique as a means of socialization and feedback, emancipation of the self, and allowance for identity formation pointed towards studio properties that were central to our pedagogy and needed to be reformulated or rethought. I describe the resulting “dimensions of crisis” that impacted our pedagogy and practice, the new supports for studio learning practices that we designed, and how these changes may lead to lasting changes to our residential program once the restrictions of the pandemic subside.},
keywords = {Critical Pedagogy, Design Education, Studio Pedagogy},
pubstate = {published},
tppubtype = {article}
}
Our undergraduate UX program at Purdue University launched in 2016 as one of the first UX-focused undergraduate degree programs in the United States, intentionally designed to support the unique characteristics of a residential, research-intensive, land-grant institution. We designed multiple overlapping studio experiences that formed multiple connections among cohorts, supporting mentorship, cognitive apprenticeship, the construction of social bonds, and reflection on one’s own development as a designer. Our program was experiencing quick growth, with our cohort size growing from 20 students in 2016 to 50 students in 2021. With the onset of pandemic restrictions, the challenges of “scaling up” and the challenges of building a virtual studio pedagogy thus met. Our “hidden curriculum” of peer feedback and tacit learning, critique as a means of socialization and feedback, emancipation of the self, and allowance for identity formation pointed towards studio properties that were central to our pedagogy and needed to be reformulated or rethought. I describe the resulting “dimensions of crisis” that impacted our pedagogy and practice, the new supports for studio learning practices that we designed, and how these changes may lead to lasting changes to our residential program once the restrictions of the pandemic subside.
Liu, Wei; Lee, Kun-Pyo; Gray, Colin M; Toombs, Austin L; Chen, Kuo-Hsiang; Leifer, Larry
Transdisciplinary Teaching and Learning in UX Design: A Program Review and AR Case Studies Journal Article
In: Applied Sciences, vol. 11, no. 22, pp. 10648, 2021.
Abstract | Links | BibTeX | Tags: Design Education, Transdisciplinary Education
@article{Liu2021-sz,
title = {Transdisciplinary Teaching and Learning in UX Design: A Program Review and AR Case Studies},
author = {Wei Liu and Kun-Pyo Lee and Colin M Gray and Austin L Toombs and Kuo-Hsiang Chen and Larry Leifer},
doi = {10.3390/app112210648},
year = {2021},
date = {2021-11-01},
urldate = {2021-11-01},
journal = {Applied Sciences},
volume = {11},
number = {22},
pages = {10648},
abstract = {Today's user experience (UX) educators and designers can no
longer just focus on creat- ing more usable systems, but must
also rise to the level of strategists, using design thinking and
human--computer interaction (HCI) solutions to improve academic
and business outcomes. Both psychological, designer, and
engineering approaches are adopted in this study. An invited
program review committee met to review progress of the UX program
at the Beijing Normal University (BNUX). They considered issues
and challenges facing the program today, and the steps that it
could make to develop further. During a recent augmented reality
(AR) project on designing future life experience on smart home
and wearables, several experiential concepts and prototypes were
generated to demonstrate HCI and UX research directions. The
committee was impressed by BNUX with its energy, enthusiasm, and
a sense of purpose on practicing transdisciplinary teaching and
learning activities. Recommendations on the current organization
of education, the relation between project-based learning and
research, and opportunities for exposure and visibility are
provided.},
keywords = {Design Education, Transdisciplinary Education},
pubstate = {published},
tppubtype = {article}
}
Today's user experience (UX) educators and designers can no
longer just focus on creat- ing more usable systems, but must
also rise to the level of strategists, using design thinking and
human--computer interaction (HCI) solutions to improve academic
and business outcomes. Both psychological, designer, and
engineering approaches are adopted in this study. An invited
program review committee met to review progress of the UX program
at the Beijing Normal University (BNUX). They considered issues
and challenges facing the program today, and the steps that it
could make to develop further. During a recent augmented reality
(AR) project on designing future life experience on smart home
and wearables, several experiential concepts and prototypes were
generated to demonstrate HCI and UX research directions. The
committee was impressed by BNUX with its energy, enthusiasm, and
a sense of purpose on practicing transdisciplinary teaching and
learning activities. Recommendations on the current organization
of education, the relation between project-based learning and
research, and opportunities for exposure and visibility are
provided.
longer just focus on creat- ing more usable systems, but must
also rise to the level of strategists, using design thinking and
human--computer interaction (HCI) solutions to improve academic
and business outcomes. Both psychological, designer, and
engineering approaches are adopted in this study. An invited
program review committee met to review progress of the UX program
at the Beijing Normal University (BNUX). They considered issues
and challenges facing the program today, and the steps that it
could make to develop further. During a recent augmented reality
(AR) project on designing future life experience on smart home
and wearables, several experiential concepts and prototypes were
generated to demonstrate HCI and UX research directions. The
committee was impressed by BNUX with its energy, enthusiasm, and
a sense of purpose on practicing transdisciplinary teaching and
learning activities. Recommendations on the current organization
of education, the relation between project-based learning and
research, and opportunities for exposure and visibility are
provided.
Liu, Wei; Lee, Kun-Pyo; Gray, Colin M; Toombs, Austin L; Chen, Kuo-Hsiang; Leifer, Larry
Transdisciplinary Teaching and Learning in UX Design: A Program Review and AR Case Studies Journal Article
In: Äpplied Sciences, vol. 11, no. 22, pp. 10648, 2021.
Abstract | Links | BibTeX | Tags: Cross-Cultural Education, Design Education, UX Knowledge
@article{Liu2021-szb,
title = {Transdisciplinary Teaching and Learning in UX Design: A Program Review and AR Case Studies},
author = {Wei Liu and Kun-Pyo Lee and Colin M Gray and Austin L Toombs and Kuo-Hsiang Chen and Larry Leifer},
url = {https://www.mdpi.com/journal/applsci},
doi = {10.3390/app112210648},
year = {2021},
date = {2021-11-01},
urldate = {2021-11-01},
journal = {Äpplied Sciences},
volume = {11},
number = {22},
pages = {10648},
abstract = {Today's user experience (UX) educators and designers can no
longer just focus on creat- ing more usable systems, but must
also rise to the level of strategists, using design thinking and
human--computer interaction (HCI) solutions to improve academic
and business outcomes. Both psychological, designer, and
engineering approaches are adopted in this study. An invited
program review committee met to review progress of the UX program
at the Beijing Normal University (BNUX). They considered issues
and challenges facing the program today, and the steps that it
could make to develop further. During a recent augmented reality
(AR) project on designing future life experience on smart home
and wearables, several experiential concepts and prototypes were
generated to demonstrate HCI and UX research directions. The
committee was impressed by BNUX with its energy, enthusiasm, and
a sense of purpose on practicing transdisciplinary teaching and
learning activities. Recommendations on the current organization
of education, the relation between project-based learning and
research, and opportunities for exposure and visibility are
provided.},
keywords = {Cross-Cultural Education, Design Education, UX Knowledge},
pubstate = {published},
tppubtype = {article}
}
Today's user experience (UX) educators and designers can no
longer just focus on creat- ing more usable systems, but must
also rise to the level of strategists, using design thinking and
human--computer interaction (HCI) solutions to improve academic
and business outcomes. Both psychological, designer, and
engineering approaches are adopted in this study. An invited
program review committee met to review progress of the UX program
at the Beijing Normal University (BNUX). They considered issues
and challenges facing the program today, and the steps that it
could make to develop further. During a recent augmented reality
(AR) project on designing future life experience on smart home
and wearables, several experiential concepts and prototypes were
generated to demonstrate HCI and UX research directions. The
committee was impressed by BNUX with its energy, enthusiasm, and
a sense of purpose on practicing transdisciplinary teaching and
learning activities. Recommendations on the current organization
of education, the relation between project-based learning and
research, and opportunities for exposure and visibility are
provided.
longer just focus on creat- ing more usable systems, but must
also rise to the level of strategists, using design thinking and
human--computer interaction (HCI) solutions to improve academic
and business outcomes. Both psychological, designer, and
engineering approaches are adopted in this study. An invited
program review committee met to review progress of the UX program
at the Beijing Normal University (BNUX). They considered issues
and challenges facing the program today, and the steps that it
could make to develop further. During a recent augmented reality
(AR) project on designing future life experience on smart home
and wearables, several experiential concepts and prototypes were
generated to demonstrate HCI and UX research directions. The
committee was impressed by BNUX with its energy, enthusiasm, and
a sense of purpose on practicing transdisciplinary teaching and
learning activities. Recommendations on the current organization
of education, the relation between project-based learning and
research, and opportunities for exposure and visibility are
provided.
Gray, Colin M; Chen, Jingle; Chivukula, Shruthi Sai; Qu, Liyang
End User Accounts of Dark Patterns as Felt Manipulation Journal Article
In: Proceedings of the ACM on Human-Computer Interaction, vol. 5, no. CSCW2, pp. Article 372, 2021.
Abstract | Links | BibTeX | Tags: Asshole Design, Dark Patterns, Ethics and Values
@article{Gray2021b,
title = {End User Accounts of Dark Patterns as Felt Manipulation},
author = {Colin M Gray and Jingle Chen and Shruthi Sai Chivukula and Liyang Qu},
url = {https://doi.org/10.1145/3479516},
year = {2021},
date = {2021-10-21},
urldate = {2021-10-21},
journal = {Proceedings of the ACM on Human-Computer Interaction},
volume = {5},
number = {CSCW2},
pages = {Article 372},
abstract = {Manipulation defines many of our experiences as a consumer,
including subtle nudges and overt advertising campaigns that
seek to gain our attention and money. With the advent of
digital services that can continuously optimize online
experiences to favor stakeholder requirements, increasingly
designers and developers make use of "dark
patterns"—forms of manipulation that prey on human
psychology—to encourage certain behaviors and discourage
others in ways that present unequal value to the end user.
In this paper, we provide an account of end user perceptions
of manipulation that builds on and extends notions of dark
patterns. We report on the results of a survey of users conducted in English and Mandarin Chinese (n=169), including
follow-up interviews from nine survey respondents. We used a
card sorting method to support thematic analysis of
responses from each cultural context, identifying both
qualitatively-supported insights to describe end users' felt
experiences of manipulative products, and a continuum of
manipulation. We further support this analysis through a
quantitative analysis of survey results and the presentation
of vignettes from the interviews. We conclude with
implications for future research, considerations for public
policy, and guidance on how to further empower and give
users autonomy in their experiences with digital services.},
keywords = {Asshole Design, Dark Patterns, Ethics and Values},
pubstate = {published},
tppubtype = {article}
}
Manipulation defines many of our experiences as a consumer,
including subtle nudges and overt advertising campaigns that
seek to gain our attention and money. With the advent of
digital services that can continuously optimize online
experiences to favor stakeholder requirements, increasingly
designers and developers make use of "dark
patterns"—forms of manipulation that prey on human
psychology—to encourage certain behaviors and discourage
others in ways that present unequal value to the end user.
In this paper, we provide an account of end user perceptions
of manipulation that builds on and extends notions of dark
patterns. We report on the results of a survey of users conducted in English and Mandarin Chinese (n=169), including
follow-up interviews from nine survey respondents. We used a
card sorting method to support thematic analysis of
responses from each cultural context, identifying both
qualitatively-supported insights to describe end users' felt
experiences of manipulative products, and a continuum of
manipulation. We further support this analysis through a
quantitative analysis of survey results and the presentation
of vignettes from the interviews. We conclude with
implications for future research, considerations for public
policy, and guidance on how to further empower and give
users autonomy in their experiences with digital services.
including subtle nudges and overt advertising campaigns that
seek to gain our attention and money. With the advent of
digital services that can continuously optimize online
experiences to favor stakeholder requirements, increasingly
designers and developers make use of "dark
patterns"—forms of manipulation that prey on human
psychology—to encourage certain behaviors and discourage
others in ways that present unequal value to the end user.
In this paper, we provide an account of end user perceptions
of manipulation that builds on and extends notions of dark
patterns. We report on the results of a survey of users conducted in English and Mandarin Chinese (n=169), including
follow-up interviews from nine survey respondents. We used a
card sorting method to support thematic analysis of
responses from each cultural context, identifying both
qualitatively-supported insights to describe end users' felt
experiences of manipulative products, and a continuum of
manipulation. We further support this analysis through a
quantitative analysis of survey results and the presentation
of vignettes from the interviews. We conclude with
implications for future research, considerations for public
policy, and guidance on how to further empower and give
users autonomy in their experiences with digital services.
Allred, Alyse Marie; Gray, Colin M
"Be Gay, Do Crimes": The Co-Production and Activist Potential of Contemporary Fanzines Journal Article
In: Proceedings of the ACM on Human-Computer Interaction, vol. 5, no. CSCW2, 2021.
@article{Allred2021-fz,
title = {"Be Gay, Do Crimes": The Co-Production and Activist Potential of Contemporary Fanzines},
author = {Alyse Marie Allred and Colin M Gray},
url = {http://dx.doi.org/10.1145/3479520},
doi = {10.1145/3479520},
year = {2021},
date = {2021-10-01},
urldate = {2021-10-01},
journal = {Proceedings of the ACM on Human-Computer Interaction},
volume = {5},
number = {CSCW2},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Li, Ziqing; Gray, Colin M; Toombs, Austin L; McDonald, Kevin; Marinovic, Lukas; Liu, Wei
Cross-Cultural UX Pedagogy: A China–US Case Study Inproceedings
In: LearnxDesign: The 6th International Conference for Design Education Researchers, Jinan, China, 2021.
Abstract | Links | BibTeX | Tags: Cross-Cultural Education, Design Education, Instructional Design, Transdisciplinary Education
@inproceedings{Li2021-pm,
title = {Cross-Cultural UX Pedagogy: A China–US Case Study},
author = {Ziqing Li and Colin M Gray and Austin L Toombs and Kevin McDonald and Lukas Marinovic and Wei Liu},
url = {https://colingray.me/wp-content/uploads/2021/06/2021_Lietal_LxD_CrossCulturalUXPedagogy.pdf},
year = {2021},
date = {2021-09-01},
urldate = {2021-09-01},
booktitle = {LearnxDesign: The 6th International Conference for Design
Education Researchers},
address = {Jinan, China},
institution = {Shandong University of Art and Design},
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 intercultural
partnership. We report on how each program was created,
developed, and iterated upon, describing program goals and
student experiences across both pro-grams 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.},
keywords = {Cross-Cultural Education, Design Education, Instructional Design, Transdisciplinary Education},
pubstate = {published},
tppubtype = {inproceedings}
}
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 intercultural
partnership. We report on how each program was created,
developed, and iterated upon, describing program goals and
student experiences across both pro-grams 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.
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 intercultural
partnership. We report on how each program was created,
developed, and iterated upon, describing program goals and
student experiences across both pro-grams 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.
Gray, Colin M; Chivukula, Shruthi Sai; Melkey, Kassandra; Manocha, Rhea
Understanding “Dark” Design Roles in Computing Education Inproceedings
In: ICER'21: Proceedings of the 14th ACM Conference on International Computing Education Research, 2021.
Abstract | Links | BibTeX | Tags: Dark Patterns, Design Education, Ethics and Values
@inproceedings{Gray2021b,
title = {Understanding “Dark” Design Roles in Computing Education},
author = {Colin M Gray and Shruthi Sai Chivukula and Kassandra Melkey and Rhea Manocha},
url = {https://doi.org/10.1145/3446871.3469754},
year = {2021},
date = {2021-08-19},
urldate = {2021-08-19},
booktitle = {ICER'21: Proceedings of the 14th ACM Conference on International Computing Education Research},
abstract = {In conjunction with the increasing ubiquity of technology,
computing educators have identified the need for pedagogical
engagement with ethical awareness and moral reasoning. Typical
approaches to incorporating ethics in computing curricula have
focused primarily on abstract methods, principles, or paradigms
of ethical reasoning, with relatively little focus on examining
and developing students' pragmatic awareness of ethics as
grounded in their everyday work practices. In this paper, we
identify and describe computing students' negotiation of values
as they engage in authentic design problems through a lab
protocol study. We collected data from four groups of three
students each, with each group including participants from
either undergraduate User Experience Design students, Industrial
Engineering students, or a mix of both. We used a thematic
analysis approach to identify the roles that students took on to
address the design prompt. Through our analysis, we found that
the students took on a variety of ``dark'' roles that resulted
in manipulation of the user and prioritization of stakeholder
needs over user needs, with a focus either on building solutions
or building rationale for design decisions. We found these roles
to actively propagate through design discourses, impacting other
designers in ways that frequently reinforced unethical decision
making. Even when students were aware of ethical concerns based
on their educational training, this awareness did not
consistently result in ethically-sound decisions. These findings
indicate the need for additional ethical supports to inform
everyday computing practice, including means of actively
identifying and balancing negative societal impacts of design
decisions. The roles we have identified may productively support
the development of pragmatically-focused ethical training in
computing education, while adding more precision to future
analysis of computing student discourses and outputs.},
keywords = {Dark Patterns, Design Education, Ethics and Values},
pubstate = {published},
tppubtype = {inproceedings}
}
In conjunction with the increasing ubiquity of technology,
computing educators have identified the need for pedagogical
engagement with ethical awareness and moral reasoning. Typical
approaches to incorporating ethics in computing curricula have
focused primarily on abstract methods, principles, or paradigms
of ethical reasoning, with relatively little focus on examining
and developing students' pragmatic awareness of ethics as
grounded in their everyday work practices. In this paper, we
identify and describe computing students' negotiation of values
as they engage in authentic design problems through a lab
protocol study. We collected data from four groups of three
students each, with each group including participants from
either undergraduate User Experience Design students, Industrial
Engineering students, or a mix of both. We used a thematic
analysis approach to identify the roles that students took on to
address the design prompt. Through our analysis, we found that
the students took on a variety of ``dark'' roles that resulted
in manipulation of the user and prioritization of stakeholder
needs over user needs, with a focus either on building solutions
or building rationale for design decisions. We found these roles
to actively propagate through design discourses, impacting other
designers in ways that frequently reinforced unethical decision
making. Even when students were aware of ethical concerns based
on their educational training, this awareness did not
consistently result in ethically-sound decisions. These findings
indicate the need for additional ethical supports to inform
everyday computing practice, including means of actively
identifying and balancing negative societal impacts of design
decisions. The roles we have identified may productively support
the development of pragmatically-focused ethical training in
computing education, while adding more precision to future
analysis of computing student discourses and outputs.
computing educators have identified the need for pedagogical
engagement with ethical awareness and moral reasoning. Typical
approaches to incorporating ethics in computing curricula have
focused primarily on abstract methods, principles, or paradigms
of ethical reasoning, with relatively little focus on examining
and developing students' pragmatic awareness of ethics as
grounded in their everyday work practices. In this paper, we
identify and describe computing students' negotiation of values
as they engage in authentic design problems through a lab
protocol study. We collected data from four groups of three
students each, with each group including participants from
either undergraduate User Experience Design students, Industrial
Engineering students, or a mix of both. We used a thematic
analysis approach to identify the roles that students took on to
address the design prompt. Through our analysis, we found that
the students took on a variety of ``dark'' roles that resulted
in manipulation of the user and prioritization of stakeholder
needs over user needs, with a focus either on building solutions
or building rationale for design decisions. We found these roles
to actively propagate through design discourses, impacting other
designers in ways that frequently reinforced unethical decision
making. Even when students were aware of ethical concerns based
on their educational training, this awareness did not
consistently result in ethically-sound decisions. These findings
indicate the need for additional ethical supports to inform
everyday computing practice, including means of actively
identifying and balancing negative societal impacts of design
decisions. The roles we have identified may productively support
the development of pragmatically-focused ethical training in
computing education, while adding more precision to future
analysis of computing student discourses and outputs.
Goffe, Louis; Chivukula, Shruthi Sai; Bowyer, Alex; Bowen, Simon; Toombs, Austin L; Gray, Colin M
Appetite for disruption: Designing human-centred augmentations to an online food ordering platform Inproceedings
In: BCS Learning & Development, 2021.
@inproceedings{Goffe2021-rx,
title = {Appetite for disruption: Designing human-centred augmentations to an online food ordering platform},
author = {Louis Goffe and Shruthi Sai Chivukula and Alex Bowyer and Simon Bowen and Austin L Toombs and Colin M Gray},
url = {https://scienceopen.com/hosted-document?doi=10.14236/ewic/HCI2021.16},
doi = {10.14236/ewic/hci2021.16},
year = {2021},
date = {2021-07-01},
urldate = {2021-07-01},
publisher = {BCS Learning & Development},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Gray, Colin M; Santos, Cristiana; Bielova, Nataliia; Toth, Michael; Clifford, Damian
Dark Patterns and the Legal Requirements of Consent Banners: An Interaction Criticism Perspective Inproceedings
In: Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems, 2021.
Abstract | Links | BibTeX | Tags: Dark Patterns, Ethics and Values, Legal and Policy Perspectives
@inproceedings{Gray2021,
title = {Dark Patterns and the Legal Requirements of Consent Banners: An Interaction Criticism Perspective},
author = {Colin M Gray and Cristiana Santos and Nataliia Bielova and Michael Toth and Damian Clifford},
url = {http://arxiv.org/abs/2009.10194},
doi = {10.1145/3411764.3445779},
year = {2021},
date = {2021-05-01},
booktitle = {Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems},
abstract = {User engagement with data privacy and security through consent banners has become a ubiquitous part of interacting with internet services. While previous work has addressed consent banners from either interaction design, legal, and ethics-focused perspectives, little research addresses the connections among multiple disciplinary approaches, including tensions and opportunities that transcend disciplinary boundaries. In this paper, we draw together perspectives and commentary from HCI, design, privacy and data protection, and legal research communities, using the language and strategies of "dark patterns" to perform an interaction criticism reading of three different types of consent banners. Our analysis builds upon designer, interface, user, and social context lenses to raise tensions and synergies that arise together in complex, contingent, and conflicting ways in the act of designing consent banners. We conclude with opportunities for transdisciplinary dialogue across legal, ethical, computer science, and interactive systems scholarship to translate matters of ethical concern into public policy.},
keywords = {Dark Patterns, Ethics and Values, Legal and Policy Perspectives},
pubstate = {published},
tppubtype = {inproceedings}
}
User engagement with data privacy and security through consent banners has become a ubiquitous part of interacting with internet services. While previous work has addressed consent banners from either interaction design, legal, and ethics-focused perspectives, little research addresses the connections among multiple disciplinary approaches, including tensions and opportunities that transcend disciplinary boundaries. In this paper, we draw together perspectives and commentary from HCI, design, privacy and data protection, and legal research communities, using the language and strategies of "dark patterns" to perform an interaction criticism reading of three different types of consent banners. Our analysis builds upon designer, interface, user, and social context lenses to raise tensions and synergies that arise together in complex, contingent, and conflicting ways in the act of designing consent banners. We conclude with opportunities for transdisciplinary dialogue across legal, ethical, computer science, and interactive systems scholarship to translate matters of ethical concern into public policy.
Chivukula, Shruthi Sai; Hasib, Aiza; Li, Ziqing; Chen, Jingle; Gray, Colin M
Identity Claims that Underlie Ethical Awareness and Action Inproceedings
In: Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems, 2021.
Abstract | Links | BibTeX | Tags: Critical Theory, Ethics and Values, Practice-Led Research
@inproceedings{Chivukula2021-oj,
title = {Identity Claims that Underlie Ethical Awareness and Action},
author = {Shruthi Sai Chivukula and Aiza Hasib and Ziqing Li and Jingle Chen and Colin M Gray},
url = {https://colingray.me/wp-content/uploads/2021/01/2021_Chivukulaetal_CHI_IdentityClaimsEthicalAwarenessAction.pdf},
doi = {10.1145/3411764.3445375},
year = {2021},
date = {2021-05-01},
booktitle = {Proceedings of the 2021 CHI Conference on Human Factors in
Computing Systems},
series = {CHI'21},
abstract = {HCI and STS researchers have previously described the ethical
complexity of practice, drawing together aspects of
organizational complexity, design knowledge, and ethical
frameworks. Building on this work, we investigate the identity
claims and beliefs that impact practitioners' ability to
recognize and act upon ethical concerns in a range of
technology-focused disciplines. In this paper, we report results
from an interview study with 12 practitioners, identifying and
describing their identity claims related to ethical awareness
and action. We conducted a critically-focused thematic analysis
to identify eight distinct claims representing roles relating to
learning, educating, following policies, feeling a sense of
responsibility, being a member of a profession, a translator, an
activist, and deliberative. Based on our findings, we
demonstrate how the claims foreground building competence in
relation to ethical practice. We highlight the dynamic interplay
among these claims and point towards implications for identity
work in socio-technical contexts.},
keywords = {Critical Theory, Ethics and Values, Practice-Led Research},
pubstate = {published},
tppubtype = {inproceedings}
}
HCI and STS researchers have previously described the ethical
complexity of practice, drawing together aspects of
organizational complexity, design knowledge, and ethical
frameworks. Building on this work, we investigate the identity
claims and beliefs that impact practitioners' ability to
recognize and act upon ethical concerns in a range of
technology-focused disciplines. In this paper, we report results
from an interview study with 12 practitioners, identifying and
describing their identity claims related to ethical awareness
and action. We conducted a critically-focused thematic analysis
to identify eight distinct claims representing roles relating to
learning, educating, following policies, feeling a sense of
responsibility, being a member of a profession, a translator, an
activist, and deliberative. Based on our findings, we
demonstrate how the claims foreground building competence in
relation to ethical practice. We highlight the dynamic interplay
among these claims and point towards implications for identity
work in socio-technical contexts.
complexity of practice, drawing together aspects of
organizational complexity, design knowledge, and ethical
frameworks. Building on this work, we investigate the identity
claims and beliefs that impact practitioners' ability to
recognize and act upon ethical concerns in a range of
technology-focused disciplines. In this paper, we report results
from an interview study with 12 practitioners, identifying and
describing their identity claims related to ethical awareness
and action. We conducted a critically-focused thematic analysis
to identify eight distinct claims representing roles relating to
learning, educating, following policies, feeling a sense of
responsibility, being a member of a profession, a translator, an
activist, and deliberative. Based on our findings, we
demonstrate how the claims foreground building competence in
relation to ethical practice. We highlight the dynamic interplay
among these claims and point towards implications for identity
work in socio-technical contexts.
Gray, Colin M; Chivukula, Shruthi Sai
"That's dastardly ingenious": Ethical Argumentation Strategies on Reddit Journal Article
In: Proceedings of the ACM on Human-Computer Interaction, vol. 5, no. CSCW1, 2021.
Abstract | Links | BibTeX | Tags: Ethics and Values, Reddit, Social Media
@article{Gray2021-xj,
title = {"That's dastardly ingenious": Ethical Argumentation Strategies on Reddit},
author = {Colin M Gray and Shruthi Sai Chivukula},
url = {https://colingray.me/wp-content/uploads/2021/02/2021_GrayChivukula_CSCW_EthicalArgumentation.pdf},
doi = {10.1145/3449144},
year = {2021},
date = {2021-04-01},
journal = {Proceedings of the ACM on Human-Computer Interaction},
volume = {5},
number = {CSCW1},
abstract = {Scholars have previously described how online communities engage
in particular discourses and forms of argumentation. In parallel,
HCI and STS researchers have described discourses surrounding
ethics and values and their role in shaping design processes and
outcomes. However, little work has addressed the intersection of
ethical concern and the discourses of non-expert users. In this
paper, we describe the argumentation strategies used by Redditors
on the subreddit `r/assholedesign' as they discuss ethically
problematic design artifacts. We used content and sequence
analysis methods to identify the building blocks of ethical
argumentation in this online community, including ethical
positioning when raising issues of concern, identification of
potential remedies to the original design artifact or issues of
concern, and means of extending or negating these elements.
Through this analysis, we reveal the breadth of ethical
argumentation strategies used ``in-the-wild'' by non-experts,
resulting in an increased awareness of the capacity of community
members to engage in ``everyday ethics'' regardless of specific
ethics training. We describe future opportunities to connect
these ethical argumentation strategies with design practices,
education, and methods.},
keywords = {Ethics and Values, Reddit, Social Media},
pubstate = {published},
tppubtype = {article}
}
Scholars have previously described how online communities engage
in particular discourses and forms of argumentation. In parallel,
HCI and STS researchers have described discourses surrounding
ethics and values and their role in shaping design processes and
outcomes. However, little work has addressed the intersection of
ethical concern and the discourses of non-expert users. In this
paper, we describe the argumentation strategies used by Redditors
on the subreddit `r/assholedesign' as they discuss ethically
problematic design artifacts. We used content and sequence
analysis methods to identify the building blocks of ethical
argumentation in this online community, including ethical
positioning when raising issues of concern, identification of
potential remedies to the original design artifact or issues of
concern, and means of extending or negating these elements.
Through this analysis, we reveal the breadth of ethical
argumentation strategies used ``in-the-wild'' by non-experts,
resulting in an increased awareness of the capacity of community
members to engage in ``everyday ethics'' regardless of specific
ethics training. We describe future opportunities to connect
these ethical argumentation strategies with design practices,
education, and methods.
in particular discourses and forms of argumentation. In parallel,
HCI and STS researchers have described discourses surrounding
ethics and values and their role in shaping design processes and
outcomes. However, little work has addressed the intersection of
ethical concern and the discourses of non-expert users. In this
paper, we describe the argumentation strategies used by Redditors
on the subreddit `r/assholedesign' as they discuss ethically
problematic design artifacts. We used content and sequence
analysis methods to identify the building blocks of ethical
argumentation in this online community, including ethical
positioning when raising issues of concern, identification of
potential remedies to the original design artifact or issues of
concern, and means of extending or negating these elements.
Through this analysis, we reveal the breadth of ethical
argumentation strategies used ``in-the-wild'' by non-experts,
resulting in an increased awareness of the capacity of community
members to engage in ``everyday ethics'' regardless of specific
ethics training. We describe future opportunities to connect
these ethical argumentation strategies with design practices,
education, and methods.
Chivukula, Shruthi Sai; Li, Ziqing; Pivonka, Anne C; Chen, Jingning; Gray, Colin M
Surveying the Landscape of Ethics-Focused Design Methods Unpublished Forthcoming
Forthcoming.
Abstract | Links | BibTeX | Tags: Design Methods, Ethics and Values, UX Knowledge
@unpublished{Chivukula2021-xk,
title = {Surveying the Landscape of Ethics-Focused Design Methods},
author = {Shruthi Sai Chivukula and Ziqing Li and Anne C Pivonka and Jingning Chen and Colin M Gray},
url = {http://arxiv.org/abs/2102.08909},
year = {2021},
date = {2021-02-11},
abstract = {Over the past decade, HCI researchers, design researchers, and practitioners have increasingly addressed ethics-focused issues through a range of theoretical, methodological and pragmatic contributions to the field. While many forms of design knowledge have been proposed and described, we focus explicitly on knowledge that has been codified as "methods," which we define as any supports for everyday work practices of designers. In this paper, we identify, analyze, and map a collection of 63 existing ethics-focused methods intentionally designed for ethical impact. We present a content analysis, providing a descriptive record of how they operationalize ethics, their intended audience or context of use, their "core" or "script," and the means by which these methods are formulated, articulated, and languaged. Building on these results, we provide an initial definition of ethics-focused methods, identifying potential opportunities for the development of future methods to support design practice and research.},
keywords = {Design Methods, Ethics and Values, UX Knowledge},
pubstate = {forthcoming},
tppubtype = {unpublished}
}
Over the past decade, HCI researchers, design researchers, and practitioners have increasingly addressed ethics-focused issues through a range of theoretical, methodological and pragmatic contributions to the field. While many forms of design knowledge have been proposed and described, we focus explicitly on knowledge that has been codified as "methods," which we define as any supports for everyday work practices of designers. In this paper, we identify, analyze, and map a collection of 63 existing ethics-focused methods intentionally designed for ethical impact. We present a content analysis, providing a descriptive record of how they operationalize ethics, their intended audience or context of use, their "core" or "script," and the means by which these methods are formulated, articulated, and languaged. Building on these results, we provide an initial definition of ethics-focused methods, identifying potential opportunities for the development of future methods to support design practice and research.
Gray, Colin M
"Supervising Women Workers": The Rise of Instructional Training Films (1944) Book Chapter
In: Boling, Elizabeth; Gray, Colin M; Howard, Craig; Baaki, John (Ed.): Historical Instructional Design Cases: ID Knowledge in Context and Practice, Routledge, 2021.
Abstract | BibTeX | Tags: Design Case, Instructional Design
@inbook{Gray2020-gb,
title = {"Supervising Women Workers": The Rise of Instructional Training Films (1944)},
author = {Colin M Gray},
editor = {Elizabeth Boling and Colin M Gray and Craig Howard and John Baaki},
year = {2021},
date = {2021-01-01},
booktitle = {Historical Instructional Design Cases: ID Knowledge in Context
and Practice},
publisher = {Routledge},
abstract = {In the early 1940s, large portions of the world were at war.
Women rapidly joined the workforce in large and unprecedented
numbers, which required different approaches to management that
took into account the role of gender, experience, and social
expectations. In this chapter, I analyze ``Supervising Women
Workers,'' an eleven-minute instructional film created during
World War II to train front-line managers to address the shift
in the composition of the workforce. The chapter focuses on a
description of the instructional and film content and its
relevance to social norms, human performance challenges, and
assumptions of gendered capabilities and norms. The role of the
film style, production design, and design concerns related to
the film are considered.},
keywords = {Design Case, Instructional Design},
pubstate = {published},
tppubtype = {inbook}
}
In the early 1940s, large portions of the world were at war.
Women rapidly joined the workforce in large and unprecedented
numbers, which required different approaches to management that
took into account the role of gender, experience, and social
expectations. In this chapter, I analyze ``Supervising Women
Workers,'' an eleven-minute instructional film created during
World War II to train front-line managers to address the shift
in the composition of the workforce. The chapter focuses on a
description of the instructional and film content and its
relevance to social norms, human performance challenges, and
assumptions of gendered capabilities and norms. The role of the
film style, production design, and design concerns related to
the film are considered.
Women rapidly joined the workforce in large and unprecedented
numbers, which required different approaches to management that
took into account the role of gender, experience, and social
expectations. In this chapter, I analyze ``Supervising Women
Workers,'' an eleven-minute instructional film created during
World War II to train front-line managers to address the shift
in the composition of the workforce. The chapter focuses on a
description of the instructional and film content and its
relevance to social norms, human performance challenges, and
assumptions of gendered capabilities and norms. The role of the
film style, production design, and design concerns related to
the film are considered.
Gray, Colin M; Howard, Craig D
Setting the Cases in Historical Context Book Chapter
In: Boling, Elizabeth; Gray, Colin M; Howard, Craig; Baaki, John (Ed.): Historical Instructional Design Cases: ID Knowledge in Context and Practice, Routledge, 2021.
Abstract | BibTeX | Tags: Instructional Design
@inbook{Gray2020-xc,
title = {Setting the Cases in Historical Context},
author = {Colin M Gray and Craig D Howard},
editor = {Elizabeth Boling and Colin M Gray and Craig Howard and John Baaki},
year = {2021},
date = {2021-01-01},
booktitle = {Historical Instructional Design Cases: ID Knowledge in Context
and Practice},
publisher = {Routledge},
abstract = {In this chapter, we provide historical context to contextualize
the 130-year time period in which the cases in this volume were
written. Leveraging world and national events and advancements
in education and technology, we situate the social context of
each case and provide a timeline to cross-reference these
events.},
keywords = {Instructional Design},
pubstate = {published},
tppubtype = {inbook}
}
In this chapter, we provide historical context to contextualize
the 130-year time period in which the cases in this volume were
written. Leveraging world and national events and advancements
in education and technology, we situate the social context of
each case and provide a timeline to cross-reference these
events.
the 130-year time period in which the cases in this volume were
written. Leveraging world and national events and advancements
in education and technology, we situate the social context of
each case and provide a timeline to cross-reference these
events.
Boling, Elizabeth; Gray, Colin M; Howard, Craig; Baaki, John (Ed.)
Historical Instructional Design Cases: ID Knowledge in Context and Practice Book
Routledge, 2021.
BibTeX | Tags: Design Case, Design Knowledge, Instructional Design
@book{Boling2020-dv,
title = {Historical Instructional Design Cases: ID Knowledge in Context and Practice},
editor = {Elizabeth Boling and Colin M Gray and Craig Howard and John Baaki},
year = {2021},
date = {2021-01-01},
publisher = {Routledge},
keywords = {Design Case, Design Knowledge, Instructional Design},
pubstate = {published},
tppubtype = {book}
}
Gray, Colin M; Wolford, Christopher; Huston, Davin
Iterating Overnight: Using Cardboard to Teach Audio During a Pandemic Inproceedings
In: Proceedings of the Mudd Design Workshop XII: Designing Through Making: 2-D and 3-D Representations of Designs In Campus Facilities and Remotely, Harvey Mudd College, Claremont, CA, 2021.
Abstract | BibTeX | Tags: Design Education, Design Methods, Design Theory, Prototyping
@inproceedings{Gray2021-so,
title = {Iterating Overnight: Using Cardboard to Teach Audio During a Pandemic},
author = {Colin M Gray and Christopher Wolford and Davin Huston},
year = {2021},
date = {2021-01-01},
booktitle = {Proceedings of the Mudd Design Workshop XII: Designing Through Making: 2-D and 3-D Representations of Designs In Campus Facilities and Remotely},
publisher = {Harvey Mudd College},
address = {Claremont, CA},
abstract = {Prototyping is a key competency in engineering and technology
disciplines, bridging abstract and often-technical design
requirements and the realization of these requirements in the
physical world. While many approaches have historically been
used to encourage the development of prototyping competence in
engineering education, rapid fabrication techniques are
increasingly available both to students and the general public
as part of the ``maker movement.`` However, the development of
prototyping competence has been considered to be understudied,
particularly with regard to the appropriate levels of fidelity
through which a prototype might be most beneficial to
problematize the design situation, allow exploration of the
problem space, and facilitate iteration. In this paper, we
describe the tensions among technologically and pragmatically
different approaches to prototyping. We focus our inquiry on a
traditionally in-person multidisciplinary engineering/technology
lab course which was confronted with two difficulties: a
building construction project that caused the lab to be
relocated off of the main campus with limited fabrication
equipment availability and a mid-semester shift to online-only
instruction due to the COVID-19 pandemic. In the context of
these two instructional tensions, we describe the outcomes of a
student project to design and fabricate a functioning
loudspeaker in cardboard, providing a detailed account of the
design outcomes and process moves that resulted from this shift
in fabrication approach.},
keywords = {Design Education, Design Methods, Design Theory, Prototyping},
pubstate = {published},
tppubtype = {inproceedings}
}
Prototyping is a key competency in engineering and technology
disciplines, bridging abstract and often-technical design
requirements and the realization of these requirements in the
physical world. While many approaches have historically been
used to encourage the development of prototyping competence in
engineering education, rapid fabrication techniques are
increasingly available both to students and the general public
as part of the ``maker movement.`` However, the development of
prototyping competence has been considered to be understudied,
particularly with regard to the appropriate levels of fidelity
through which a prototype might be most beneficial to
problematize the design situation, allow exploration of the
problem space, and facilitate iteration. In this paper, we
describe the tensions among technologically and pragmatically
different approaches to prototyping. We focus our inquiry on a
traditionally in-person multidisciplinary engineering/technology
lab course which was confronted with two difficulties: a
building construction project that caused the lab to be
relocated off of the main campus with limited fabrication
equipment availability and a mid-semester shift to online-only
instruction due to the COVID-19 pandemic. In the context of
these two instructional tensions, we describe the outcomes of a
student project to design and fabricate a functioning
loudspeaker in cardboard, providing a detailed account of the
design outcomes and process moves that resulted from this shift
in fabrication approach.
disciplines, bridging abstract and often-technical design
requirements and the realization of these requirements in the
physical world. While many approaches have historically been
used to encourage the development of prototyping competence in
engineering education, rapid fabrication techniques are
increasingly available both to students and the general public
as part of the ``maker movement.`` However, the development of
prototyping competence has been considered to be understudied,
particularly with regard to the appropriate levels of fidelity
through which a prototype might be most beneficial to
problematize the design situation, allow exploration of the
problem space, and facilitate iteration. In this paper, we
describe the tensions among technologically and pragmatically
different approaches to prototyping. We focus our inquiry on a
traditionally in-person multidisciplinary engineering/technology
lab course which was confronted with two difficulties: a
building construction project that caused the lab to be
relocated off of the main campus with limited fabrication
equipment availability and a mid-semester shift to online-only
instruction due to the COVID-19 pandemic. In the context of
these two instructional tensions, we describe the outcomes of a
student project to design and fabricate a functioning
loudspeaker in cardboard, providing a detailed account of the
design outcomes and process moves that resulted from this shift
in fabrication approach.
2020
Gray, Colin M
Paradigms of Knowledge Production in Human-Computer Interaction: Towards a Framing for Learner Experience (LX) Design Incollection
In: Learner and User Experience Research: An Introduction for the Field of Learning Design & Technology, EdTech Books, 2020.
Abstract | Links | BibTeX | Tags: Design Knowledge, Instructional Design, Learning Experience (LX) Design, UX Knowledge
@incollection{Gray2020-wf,
title = {Paradigms of Knowledge Production in Human-Computer Interaction: Towards a Framing for Learner Experience (LX) Design},
author = {Colin M Gray},
url = {https://edtechbooks.org/ux/paradigms_in_hci
https://colingray.me/wp-content/uploads/2020/10/2020_Gray_LearnerUserExperienceResearch_ParadigmsofHCILX.pdf},
year = {2020},
date = {2020-10-01},
booktitle = {Learner and User Experience Research: An Introduction for the Field of Learning Design & Technology},
publisher = {EdTech Books},
abstract = {In this chapter, I contextualize the knowledge production of the
human-computer interaction (HCI) community within broader
epistemological, historical, and disciplinary framings of this
scholarship. I describe the historical landscape of HCI as a
discipline, including the significant subcommunities that have
formed over time as the discipline has become more inclusive of
disciplines and forms of knowledge. This description will map
across cognitivist, social constructivist, and humanist/design
threads of the community, all of which are still active
participants in the creation of HCI knowledge. These threads are
contextualized for a learning, design, and technology (LDT)
audience, including historical and theoretical connections to
scientific and humanist modes of instructional design
scholarship. I conclude with a preliminary grounding for learner
experience (LX) design and a conceptual roadmap that draws from
strengths in the LDT and HCI communities.},
keywords = {Design Knowledge, Instructional Design, Learning Experience (LX) Design, UX Knowledge},
pubstate = {published},
tppubtype = {incollection}
}
In this chapter, I contextualize the knowledge production of the
human-computer interaction (HCI) community within broader
epistemological, historical, and disciplinary framings of this
scholarship. I describe the historical landscape of HCI as a
discipline, including the significant subcommunities that have
formed over time as the discipline has become more inclusive of
disciplines and forms of knowledge. This description will map
across cognitivist, social constructivist, and humanist/design
threads of the community, all of which are still active
participants in the creation of HCI knowledge. These threads are
contextualized for a learning, design, and technology (LDT)
audience, including historical and theoretical connections to
scientific and humanist modes of instructional design
scholarship. I conclude with a preliminary grounding for learner
experience (LX) design and a conceptual roadmap that draws from
strengths in the LDT and HCI communities.
human-computer interaction (HCI) community within broader
epistemological, historical, and disciplinary framings of this
scholarship. I describe the historical landscape of HCI as a
discipline, including the significant subcommunities that have
formed over time as the discipline has become more inclusive of
disciplines and forms of knowledge. This description will map
across cognitivist, social constructivist, and humanist/design
threads of the community, all of which are still active
participants in the creation of HCI knowledge. These threads are
contextualized for a learning, design, and technology (LDT)
audience, including historical and theoretical connections to
scientific and humanist modes of instructional design
scholarship. I conclude with a preliminary grounding for learner
experience (LX) design and a conceptual roadmap that draws from
strengths in the LDT and HCI communities.
Gray, Colin M
Markers of Quality in Design Precedent Journal Article
In: International Journal of Designs for Learning, vol. 11, no. 3, pp. 1–12, 2020.
Abstract | Links | BibTeX | Tags: Design Case, Design Knowledge, Instructional Design
@article{Gray2020-yu,
title = {Markers of Quality in Design Precedent},
author = {Colin M Gray},
url = {https://doi.org/10.14434/ijdl.v11i3.31193
https://colingray.me/wp-content/uploads/2020/08/2020_Gray_IJDL_MarkersofQualityPrecedent.pdf},
doi = {10.14434/ijdl.v11i3.31193},
year = {2020},
date = {2020-10-01},
journal = {International Journal of Designs for Learning},
volume = {11},
number = {3},
pages = {1--12},
abstract = {The generation and description of design precedent is at the core
of design case scholarship. However, traditional standards of
quality and rigor that are relevant for other types of design and
scientific scholarship do not always apply equally to the
generation of design cases. In this paper, I describe the nature
of design precedent and the standards for evaluating precedent
artifacts in a way that foregrounds access of the reader to
aspects of design complexity in the design work being described.
Standards of quality point towards the appropriateness and
potential contribution of the precedent material to design
knowledge, across the following dimensions: interest to other
designers; rich representation of the design; articulation of
transparency and failure; accessibility of style; and
acknowledgement of complexity and scope.},
keywords = {Design Case, Design Knowledge, Instructional Design},
pubstate = {published},
tppubtype = {article}
}
The generation and description of design precedent is at the core
of design case scholarship. However, traditional standards of
quality and rigor that are relevant for other types of design and
scientific scholarship do not always apply equally to the
generation of design cases. In this paper, I describe the nature
of design precedent and the standards for evaluating precedent
artifacts in a way that foregrounds access of the reader to
aspects of design complexity in the design work being described.
Standards of quality point towards the appropriateness and
potential contribution of the precedent material to design
knowledge, across the following dimensions: interest to other
designers; rich representation of the design; articulation of
transparency and failure; accessibility of style; and
acknowledgement of complexity and scope.
of design case scholarship. However, traditional standards of
quality and rigor that are relevant for other types of design and
scientific scholarship do not always apply equally to the
generation of design cases. In this paper, I describe the nature
of design precedent and the standards for evaluating precedent
artifacts in a way that foregrounds access of the reader to
aspects of design complexity in the design work being described.
Standards of quality point towards the appropriateness and
potential contribution of the precedent material to design
knowledge, across the following dimensions: interest to other
designers; rich representation of the design; articulation of
transparency and failure; accessibility of style; and
acknowledgement of complexity and scope.
Parsons, Paul; Gray, Colin M; Baigelenov, Ali; Carr, Ian
Design Judgment in Data Visualization Practice Inproceedings
In: 2020 IEEE Visualization Conference (VIS), pp. 176-180, 2020.
Abstract | Links | BibTeX | Tags: Design Theory
@inproceedings{Parsons2020-hz,
title = {Design Judgment in Data Visualization Practice},
author = {Paul Parsons and Colin M Gray and Ali Baigelenov and Ian Carr},
url = {http://arxiv.org/abs/2009.02628
http://dx.doi.org/10.1109/VIS47514.2020.00042},
doi = {10.1109/VIS47514.2020.00042},
year = {2020},
date = {2020-10-01},
booktitle = {2020 IEEE Visualization Conference (VIS)},
pages = {176-180},
abstract = {Data visualization is becoming an increasingly popular field of design practice. Although many studies have highlighted the knowledge required for effective data visualization design, their focus has largely been on formal knowledge and logical decision-making processes that can be abstracted and codified. Less attention has been paid to the more situated and personal ways of knowing that are prevalent in all design activity. In this study, we conducted semistructured interviews with data visualization practitioners during which they were asked to describe the practical and situated aspects of their design processes. Using a philosophical framework of design judgment from Nelson and Stolterman [23], we analyzed the transcripts to describe the volume and complex layering of design judgments that are used by data visualization practitioners as they describe and interrogate their work. We identify aspects of data visualization practice that require further investigation beyond notions of rational, model- or principle-directed decision-making processes.},
keywords = {Design Theory},
pubstate = {published},
tppubtype = {inproceedings}
}
Data visualization is becoming an increasingly popular field of design practice. Although many studies have highlighted the knowledge required for effective data visualization design, their focus has largely been on formal knowledge and logical decision-making processes that can be abstracted and codified. Less attention has been paid to the more situated and personal ways of knowing that are prevalent in all design activity. In this study, we conducted semistructured interviews with data visualization practitioners during which they were asked to describe the practical and situated aspects of their design processes. Using a philosophical framework of design judgment from Nelson and Stolterman [23], we analyzed the transcripts to describe the volume and complex layering of design judgments that are used by data visualization practitioners as they describe and interrogate their work. We identify aspects of data visualization practice that require further investigation beyond notions of rational, model- or principle-directed decision-making processes.
Chivukula, Shruthi Sai; Gray, Colin M
Co-Evolving Towards Evil Design Outcomes: Mapping Problem and Solution Process Moves Inproceedings
In: Proceedings of the Design Research Society, Design Research Society, Brisbane, Australia, 2020.
Abstract | Links | BibTeX | Tags: Dark Patterns, Design Theory, Ethics and Values
@inproceedings{Chivukula2020-ai,
title = {Co-Evolving Towards Evil Design Outcomes: Mapping Problem and Solution Process Moves},
author = {Shruthi Sai Chivukula and Colin M Gray},
url = {https://colingray.me/wp-content/uploads/2020/04/2020_ChivukulaGray_DRS_CoEvolutionTowardsEvilDesign.pdf
http://dx.doi.org/10.21606/drs.2020.107},
doi = {10.21606/drs.2020.107},
year = {2020},
date = {2020-08-01},
booktitle = {Proceedings of the Design Research Society},
publisher = {Design Research Society},
address = {Brisbane, Australia},
abstract = {Creative outcomes require designers to continuously frame the
problem space and generate solutions, resulting in the
co-evolution of problem and solution. Little work has addressed
the value dimensions of design activity with regard to this co-
evolutionary process and the role of the designer in acting upon
specific and value- laden framings and/or solutions. In this
paper, we identify how triads of student designers from user
experience (UX) and industrial engineering (IE) disciplines
frame the problem space and generate solutions, foregrounding
the ethical character of their judgments in response to an
ethically-nuanced design task. Using sequence analysis to
analyze the lab protocol data, we describe the frequency and
interconnectedness of process moves that lead the design team
towards unethical outcomes. Based on our findings, we call for
additional attention to ethical dimensions of problem-solution
co- evolution, and identify key interaction patterns among
designers that lead towards unethical outcomes.},
keywords = {Dark Patterns, Design Theory, Ethics and Values},
pubstate = {published},
tppubtype = {inproceedings}
}
Creative outcomes require designers to continuously frame the
problem space and generate solutions, resulting in the
co-evolution of problem and solution. Little work has addressed
the value dimensions of design activity with regard to this co-
evolutionary process and the role of the designer in acting upon
specific and value- laden framings and/or solutions. In this
paper, we identify how triads of student designers from user
experience (UX) and industrial engineering (IE) disciplines
frame the problem space and generate solutions, foregrounding
the ethical character of their judgments in response to an
ethically-nuanced design task. Using sequence analysis to
analyze the lab protocol data, we describe the frequency and
interconnectedness of process moves that lead the design team
towards unethical outcomes. Based on our findings, we call for
additional attention to ethical dimensions of problem-solution
co- evolution, and identify key interaction patterns among
designers that lead towards unethical outcomes.
problem space and generate solutions, resulting in the
co-evolution of problem and solution. Little work has addressed
the value dimensions of design activity with regard to this co-
evolutionary process and the role of the designer in acting upon
specific and value- laden framings and/or solutions. In this
paper, we identify how triads of student designers from user
experience (UX) and industrial engineering (IE) disciplines
frame the problem space and generate solutions, foregrounding
the ethical character of their judgments in response to an
ethically-nuanced design task. Using sequence analysis to
analyze the lab protocol data, we describe the frequency and
interconnectedness of process moves that lead the design team
towards unethical outcomes. Based on our findings, we call for
additional attention to ethical dimensions of problem-solution
co- evolution, and identify key interaction patterns among
designers that lead towards unethical outcomes.
Watkins, Chris Rhys; Gray, Colin M; Toombs, Austin L; Parsons, Paul
Tensions in Enacting a Design Philosophy in UX Practice Inproceedings
In: DIS'20: Proceedings of the Designing Interactive Systems Conference 2020, ACM Press, New York, NY, 2020.
Abstract | Links | BibTeX | Tags: Design Education, Ethics and Values, Practice-Led Research, ux practice, UX Knowledge
@inproceedings{Watkins2020-zr,
title = {Tensions in Enacting a Design Philosophy in UX Practice},
author = {Chris Rhys Watkins and Colin M Gray and Austin L Toombs and Paul Parsons},
url = {https://colingray.me/wp-content/uploads/2020/04/2020_Watkinsetal_DIS_TensionsDesignPhilosophy.pdf
http://dx.doi.org/10.1145/3357236.3395505},
doi = {10.1145/3357236.3395505},
year = {2020},
date = {2020-07-01},
booktitle = {DIS'20: Proceedings of the Designing Interactive Systems
Conference 2020},
publisher = {ACM Press},
address = {New York, NY},
series = {DIS'20},
abstract = {Design culture is increasingly present within organizations,
especially with the rise of UX as a profession. Yet there are
often disconnects between the development of a design philosophy
and its translation in practice. Students preparing for UX
careers are positioned in a liminal space between their
educational experience and future practice, and are actively
working to build a bridge between their developing philosophy of
design and the translation of that philosophy when faced with
the complexity of design practice. In this study, we interviewed
ten students and practitioners educated within design-oriented
HCI programs, focusing on their design philosophy and evaluating
how their philosophical beliefs were shaped in practice.
Building on prior work on flows of competence, we thematically
analyzed these interviews, identifying the philosophical beliefs
of these designers and their trajectories of development,
adoption, or suppression in industry. We identify opportunities
for enhancements to UX educational practices and future research
on design complexity in industry contexts.},
keywords = {Design Education, Ethics and Values, Practice-Led Research, ux practice, UX Knowledge},
pubstate = {published},
tppubtype = {inproceedings}
}
Design culture is increasingly present within organizations,
especially with the rise of UX as a profession. Yet there are
often disconnects between the development of a design philosophy
and its translation in practice. Students preparing for UX
careers are positioned in a liminal space between their
educational experience and future practice, and are actively
working to build a bridge between their developing philosophy of
design and the translation of that philosophy when faced with
the complexity of design practice. In this study, we interviewed
ten students and practitioners educated within design-oriented
HCI programs, focusing on their design philosophy and evaluating
how their philosophical beliefs were shaped in practice.
Building on prior work on flows of competence, we thematically
analyzed these interviews, identifying the philosophical beliefs
of these designers and their trajectories of development,
adoption, or suppression in industry. We identify opportunities
for enhancements to UX educational practices and future research
on design complexity in industry contexts.
especially with the rise of UX as a profession. Yet there are
often disconnects between the development of a design philosophy
and its translation in practice. Students preparing for UX
careers are positioned in a liminal space between their
educational experience and future practice, and are actively
working to build a bridge between their developing philosophy of
design and the translation of that philosophy when faced with
the complexity of design practice. In this study, we interviewed
ten students and practitioners educated within design-oriented
HCI programs, focusing on their design philosophy and evaluating
how their philosophical beliefs were shaped in practice.
Building on prior work on flows of competence, we thematically
analyzed these interviews, identifying the philosophical beliefs
of these designers and their trajectories of development,
adoption, or suppression in industry. We identify opportunities
for enhancements to UX educational practices and future research
on design complexity in industry contexts.
Jo, Eunkyung; Toombs, Austin L
Understanding Parenting Stress through Co-designed Self-Trackers Inproceedings
In: Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, New York, NY, 2020.
Abstract | Links | BibTeX | Tags:
@inproceedings{Jo2020-ut,
title = {Understanding Parenting Stress through Co-designed Self-Trackers},
author = {Eunkyung Jo and Austin L Toombs},
url = {http://dx.doi.org/10.1145/3313831.3376359
https://colingray.me/wp-content/uploads/2020/01/2020_Joetal_CHI_UnderstandingParentingStress.pdf},
doi = {10.1145/3313831.3376359},
year = {2020},
date = {2020-04-01},
booktitle = {Proceedings of the 2020 CHI Conference on Human Factors in
Computing Systems},
address = {New York, NY},
series = {CHI'20:},
abstract = {New parents often experience significant stress as they take on
new roles and responsibilities. Stress management and mental
wellbeing are two areas in which personal informatics (PI)
research has gained attention, and there is an opportunity to
investigate how parenting stress can be mitigated through PI
practices. In this paper, we present the results of a
co-designed technology probe study through which we deployed
individualized self-trackers with new parents. We investigate
the stress management topics new parents are interested in
tracking and how—and with what goals—they engage in
self-directed PI practices. Our findings indicate that PI
practices can potentially enable parents to: re-discover
positive aspects of their everyday lives; identify better-suited
stress management strategies; and facilitate spousal
communication about shared responsibilities. We discuss how
self-tracking experiences for the mental wellness of parents can
be better designed.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
New parents often experience significant stress as they take on
new roles and responsibilities. Stress management and mental
wellbeing are two areas in which personal informatics (PI)
research has gained attention, and there is an opportunity to
investigate how parenting stress can be mitigated through PI
practices. In this paper, we present the results of a
co-designed technology probe study through which we deployed
individualized self-trackers with new parents. We investigate
the stress management topics new parents are interested in
tracking and how—and with what goals—they engage in
self-directed PI practices. Our findings indicate that PI
practices can potentially enable parents to: re-discover
positive aspects of their everyday lives; identify better-suited
stress management strategies; and facilitate spousal
communication about shared responsibilities. We discuss how
self-tracking experiences for the mental wellness of parents can
be better designed.
new roles and responsibilities. Stress management and mental
wellbeing are two areas in which personal informatics (PI)
research has gained attention, and there is an opportunity to
investigate how parenting stress can be mitigated through PI
practices. In this paper, we present the results of a
co-designed technology probe study through which we deployed
individualized self-trackers with new parents. We investigate
the stress management topics new parents are interested in
tracking and how—and with what goals—they engage in
self-directed PI practices. Our findings indicate that PI
practices can potentially enable parents to: re-discover
positive aspects of their everyday lives; identify better-suited
stress management strategies; and facilitate spousal
communication about shared responsibilities. We discuss how
self-tracking experiences for the mental wellness of parents can
be better designed.
Chivukula, Shruthi Sai; Watkins, Chris; Manocha, Rhea; Chen, Jingle; Gray, Colin M
Dimensions of UX Practice that Shape Ethical Awareness Inproceedings
In: Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, ACM Press, New York, NY, 2020.
Abstract | Links | BibTeX | Tags: Dark Patterns, Ethics and Values, Practice-Led Research, ux practice
@inproceedings{Chivukula2020-bv,
title = {Dimensions of UX Practice that Shape Ethical Awareness},
author = {Shruthi Sai Chivukula and Chris Watkins and Rhea Manocha and Jingle Chen and Colin M Gray},
url = {https://colingray.me/wp-content/uploads/2020/01/2020_Chivukulaetal_CHI_DimensionsThatShapeEthicalAwareness.pdf
http://dx.doi.org/10.1145/3313831.3376459},
doi = {10.1145/3313831.3376459},
year = {2020},
date = {2020-04-01},
booktitle = {Proceedings of the 2020 CHI Conference on Human Factors in
Computing Systems},
publisher = {ACM Press},
address = {New York, NY},
series = {CHI'20},
abstract = {HCI researchers are increasingly interested in describing the
complexity of design practice, including ethical,
organizational, and societal concerns. Recent studies have
identified individual practitioners as key actors in driving the
design process and culture within their respective
organizations, and we build upon these efforts to reveal
practitioner concerns regarding ethics on their own terms. In
this paper, we report on the results of an interview study with
eleven UX practitioners, capturing their experiences that
highlight dimensions of design practice that impact ethical
awareness and action. Using a bottom-up thematic analysis, we
identified five dimensions of design complexity that influence
ethical outcomes and span individual, collaborative, and
methodological framing of UX activity. Based on these findings,
we propose a set of implications for the creation of
ethically-centered design methods that resonate with this
complexity and inform the education of future UX practitioners.},
keywords = {Dark Patterns, Ethics and Values, Practice-Led Research, ux practice},
pubstate = {published},
tppubtype = {inproceedings}
}
HCI researchers are increasingly interested in describing the
complexity of design practice, including ethical,
organizational, and societal concerns. Recent studies have
identified individual practitioners as key actors in driving the
design process and culture within their respective
organizations, and we build upon these efforts to reveal
practitioner concerns regarding ethics on their own terms. In
this paper, we report on the results of an interview study with
eleven UX practitioners, capturing their experiences that
highlight dimensions of design practice that impact ethical
awareness and action. Using a bottom-up thematic analysis, we
identified five dimensions of design complexity that influence
ethical outcomes and span individual, collaborative, and
methodological framing of UX activity. Based on these findings,
we propose a set of implications for the creation of
ethically-centered design methods that resonate with this
complexity and inform the education of future UX practitioners.
complexity of design practice, including ethical,
organizational, and societal concerns. Recent studies have
identified individual practitioners as key actors in driving the
design process and culture within their respective
organizations, and we build upon these efforts to reveal
practitioner concerns regarding ethics on their own terms. In
this paper, we report on the results of an interview study with
eleven UX practitioners, capturing their experiences that
highlight dimensions of design practice that impact ethical
awareness and action. Using a bottom-up thematic analysis, we
identified five dimensions of design complexity that influence
ethical outcomes and span individual, collaborative, and
methodological framing of UX activity. Based on these findings,
we propose a set of implications for the creation of
ethically-centered design methods that resonate with this
complexity and inform the education of future UX practitioners.
Chivukula, Shruthi Sai; Gray, Colin M
Bardzell's "Feminist HCI" Legacy: Analyzing Citational Patterns Inproceedings
In: CHI '20: CHI Conference on Human Factors in Computing Systems Extended Abstracts Proceedings, 2020.
Abstract | Links | BibTeX | Tags: Critical Theory, Ethics and Values
@inproceedings{Chivukula2020-dv,
title = {Bardzell's "Feminist HCI" Legacy: Analyzing Citational Patterns},
author = {Shruthi Sai Chivukula and Colin M Gray},
url = {https://colingray.me/wp-content/uploads/2020/02/2020_ChivukulaGray_CHILBW_FeministHCI.pdf
http://dx.doi.org/10.1145/3334480.3382936},
doi = {10.1145/3334480.3382936},
year = {2020},
date = {2020-04-01},
booktitle = {CHI '20: CHI Conference on Human Factors in Computing
Systems Extended Abstracts Proceedings},
abstract = {In this late-breaking work, we describe the legacy of feminist
theory within HCI literature, focusing on Shaowen Bardzell's
seminal publication "Feminist HCI: Taking Stock and Outlining
an Agenda for Design," which was one of the first to propose
adoption of feminist theories into HCI research and practice.
We conducted a citation analysis of 70 published texts that cited
this paper, using the Harwood functions to identify how feminist
theory concepts have been cited in HCI and whether the
implementation of pro-posed frameworks has taken place. This
paper was mostly given 'credit,' and most frequently
'signposted' to keep readers on track of the topical issues in
HCI, with little evidence of explicit use or extension of
proposed frameworks. These results demonstrate a largely
one-dimensional impact, characterized by a lack of deep
engagement in feminist theories. We identify opportunities to
expand feminist approach to further improve research and
practice in HCI.},
keywords = {Critical Theory, Ethics and Values},
pubstate = {published},
tppubtype = {inproceedings}
}
In this late-breaking work, we describe the legacy of feminist
theory within HCI literature, focusing on Shaowen Bardzell's
seminal publication "Feminist HCI: Taking Stock and Outlining
an Agenda for Design," which was one of the first to propose
adoption of feminist theories into HCI research and practice.
We conducted a citation analysis of 70 published texts that cited
this paper, using the Harwood functions to identify how feminist
theory concepts have been cited in HCI and whether the
implementation of pro-posed frameworks has taken place. This
paper was mostly given 'credit,' and most frequently
'signposted' to keep readers on track of the topical issues in
HCI, with little evidence of explicit use or extension of
proposed frameworks. These results demonstrate a largely
one-dimensional impact, characterized by a lack of deep
engagement in feminist theories. We identify opportunities to
expand feminist approach to further improve research and
practice in HCI.
theory within HCI literature, focusing on Shaowen Bardzell's
seminal publication "Feminist HCI: Taking Stock and Outlining
an Agenda for Design," which was one of the first to propose
adoption of feminist theories into HCI research and practice.
We conducted a citation analysis of 70 published texts that cited
this paper, using the Harwood functions to identify how feminist
theory concepts have been cited in HCI and whether the
implementation of pro-posed frameworks has taken place. This
paper was mostly given 'credit,' and most frequently
'signposted' to keep readers on track of the topical issues in
HCI, with little evidence of explicit use or extension of
proposed frameworks. These results demonstrate a largely
one-dimensional impact, characterized by a lack of deep
engagement in feminist theories. We identify opportunities to
expand feminist approach to further improve research and
practice in HCI.
Gray, Colin M; Parsons, Paul; Toombs, Austin L
Building a Holistic Design Identity Through Integrated Studio Education Book Chapter
In: Hokanson, Brad; Clinton, Gregory; Tawfik, Andrew; Grincewicz, Amy; Schmidt, Matthew (Ed.): Educational Technology Beyond Content - A New Focus for Learning, pp. 43-55, Springer, 2020.
Abstract | Links | BibTeX | Tags: Critical Pedagogy, Design Education, Instructional Design, Studio Pedagogy, Transdisciplinary Education
@inbook{Gray2020e,
title = {Building a Holistic Design Identity Through Integrated Studio Education},
author = {Colin M Gray and Paul Parsons and Austin L Toombs},
editor = {Brad Hokanson and Gregory Clinton and Andrew Tawfik and Amy Grincewicz and Matthew Schmidt},
url = {https://doi.org/10.1007/978-3-030-37254-5_4},
doi = {10.1007/978-3-030-37254-5_4},
year = {2020},
date = {2020-04-01},
booktitle = {Educational Technology Beyond Content - A New Focus for Learning},
pages = {43-55},
publisher = {Springer},
abstract = {Design education has quickly evolved from product- to interaction-focused outcomes. As the technical skills needed for success become increasingly unstable, a holistic means of instruction is needed to prepare students for the realities of practice. In this chapter, we describe the creation of a novel undergraduate user experience (UX) design program that focuses on learning strands that weave throughout a studio-based program. Instead of relying upon content-delineated coursework, where strands of competence necessary for practice are often siloed, the integrated studio encourages students to build a flexible design identity, relating multiple strands of content to one another in a systematic way throughout their program.},
keywords = {Critical Pedagogy, Design Education, Instructional Design, Studio Pedagogy, Transdisciplinary Education},
pubstate = {published},
tppubtype = {inbook}
}
Design education has quickly evolved from product- to interaction-focused outcomes. As the technical skills needed for success become increasingly unstable, a holistic means of instruction is needed to prepare students for the realities of practice. In this chapter, we describe the creation of a novel undergraduate user experience (UX) design program that focuses on learning strands that weave throughout a studio-based program. Instead of relying upon content-delineated coursework, where strands of competence necessary for practice are often siloed, the integrated studio encourages students to build a flexible design identity, relating multiple strands of content to one another in a systematic way throughout their program.
Toombs, Austin L; Whitley, Derek; Gray, Colin M
Autono-preneurial Agents in the Community: Developing a Socially Aware API for Autonomous Entrepreneurial Lawn Mowers Inproceedings
In: GROUP '20: Companion of the 2020 ACM International Conference on Supporting Group Work, pp. 69-82, ACM Press, Sanibel Island, FL, USA, 2020.
Abstract | Links | BibTeX | Tags: Care Ethics, Design Fiction, Ethics and Values
@inproceedings{Toombs2020-rt,
title = {Autono-preneurial Agents in the Community: Developing a Socially Aware API for Autonomous Entrepreneurial Lawn Mowers},
author = {Austin L Toombs and Derek Whitley and Colin M Gray},
url = {https://colingray.me/wp-content/uploads/2019/11/2020_ToombsWhitleyGray_GROUP_AutonopreneurialAgents.pdf},
doi = {10.1145/3323994.3369900},
year = {2020},
date = {2020-01-01},
booktitle = {GROUP '20: Companion of the 2020 ACM International Conference on Supporting Group Work},
pages = {69-82},
publisher = {ACM Press},
address = {Sanibel Island, FL, USA},
series = {GROUP'20},
abstract = {In this paper, we describe our efforts to appropriate an
autono-preneurial agent—in this case, the Amazon
Locust—through the development of an API that enables
equitable and socially aware entrepreneurial decision
making on the part of the Locust. We present a new API and
our intended vision for this system, along with our
proposed deployment plan for implementing appropriated
Locusts in Midwestern USA suburban communities. These
appropriated Locusts will allow community provisioning
decision-making that moves beyond consideration of
profitability to also include decisions based on equity,
equality, community, and interpersonal relationships. We
discuss the broader implications of this work and point
toward future areas of inquiry.},
keywords = {Care Ethics, Design Fiction, Ethics and Values},
pubstate = {published},
tppubtype = {inproceedings}
}
In this paper, we describe our efforts to appropriate an
autono-preneurial agent—in this case, the Amazon
Locust—through the development of an API that enables
equitable and socially aware entrepreneurial decision
making on the part of the Locust. We present a new API and
our intended vision for this system, along with our
proposed deployment plan for implementing appropriated
Locusts in Midwestern USA suburban communities. These
appropriated Locusts will allow community provisioning
decision-making that moves beyond consideration of
profitability to also include decisions based on equity,
equality, community, and interpersonal relationships. We
discuss the broader implications of this work and point
toward future areas of inquiry.
autono-preneurial agent—in this case, the Amazon
Locust—through the development of an API that enables
equitable and socially aware entrepreneurial decision
making on the part of the Locust. We present a new API and
our intended vision for this system, along with our
proposed deployment plan for implementing appropriated
Locusts in Midwestern USA suburban communities. These
appropriated Locusts will allow community provisioning
decision-making that moves beyond consideration of
profitability to also include decisions based on equity,
equality, community, and interpersonal relationships. We
discuss the broader implications of this work and point
toward future areas of inquiry.
Gray, Colin M; Parsons, Paul; Toombs, Austin L; Rasche, Nancy; Vorvoreanu, Mihaela
Designing an Aesthetic Learner Experience: UX, Instructional Design, and Design Pedagogy Journal Article
In: International Journal of Designs for Learning, vol. 11, no. 1, pp. 41-58, 2020.
Abstract | Links | BibTeX | Tags: Design Case, Design Education, Instructional Design, Studio Pedagogy, Transdisciplinary Education
@article{Gray2020-sk,
title = {Designing an Aesthetic Learner Experience: UX, Instructional Design, and Design Pedagogy},
author = {Colin M Gray and Paul Parsons and Austin L Toombs and Nancy Rasche and Mihaela Vorvoreanu},
doi = {10.14434/ijdl.v11i1.26065},
year = {2020},
date = {2020-01-01},
journal = {International Journal of Designs for Learning},
volume = {11},
number = {1},
pages = {41-58},
abstract = {In this design case, we describe a multi-year process during which a team of faculty designed a four-year undergraduate major in user experience (UX) design at a large research-intensive institution. We document the program- and course-level design experiences of five faculty members. This multi-year process has culminated in a dual-strand, integrated studio learning environment. Two types of studios—“learning” and “experience” studios—form the core of the program, with learning studios allowing cohort-specific skills development and practice, and experience studios providing cross-cohort opportunities to work on industry projects. We detail our process of developing this course sequence and the program-level connecting points among the courses, identifying institutional supports and barriers, the unique and varied skillsets of the involved faculty, and the growing agency and competence of our students in the program.
},
keywords = {Design Case, Design Education, Instructional Design, Studio Pedagogy, Transdisciplinary Education},
pubstate = {published},
tppubtype = {article}
}
In this design case, we describe a multi-year process during which a team of faculty designed a four-year undergraduate major in user experience (UX) design at a large research-intensive institution. We document the program- and course-level design experiences of five faculty members. This multi-year process has culminated in a dual-strand, integrated studio learning environment. Two types of studios—“learning” and “experience” studios—form the core of the program, with learning studios allowing cohort-specific skills development and practice, and experience studios providing cross-cohort opportunities to work on industry projects. We detail our process of developing this course sequence and the program-level connecting points among the courses, identifying institutional supports and barriers, the unique and varied skillsets of the involved faculty, and the growing agency and competence of our students in the program.
Gray, Colin M; Chivukula, Shruthi Sai
When Does Manipulation Turn a Design 'Dark'? Journal Article
In: Interactions, vol. 27, no. 1, pp. 96–96, 2020.
Abstract | Links | BibTeX | Tags: Dark Patterns, Ethics and Values, ux practice
@article{Gray2020-il,
title = {When Does Manipulation Turn a Design 'Dark'?},
author = {Colin M Gray and Shruthi Sai Chivukula},
url = {http://dx.doi.org/10.1145/3173574},
doi = {10.1145/3173574},
year = {2020},
date = {2020-01-01},
journal = {Interactions},
volume = {27},
number = {1},
pages = {96--96},
publisher = {Interactions},
abstract = {Websites such as this one, shared on the ``asshole design''
subreddit, use fake errors or obstructionist language to block
access to content or user choice, drawing on dark pattern
strategies such as obstruction and forced action.},
keywords = {Dark Patterns, Ethics and Values, ux practice},
pubstate = {published},
tppubtype = {article}
}
Websites such as this one, shared on the ``asshole design''
subreddit, use fake errors or obstructionist language to block
access to content or user choice, drawing on dark pattern
strategies such as obstruction and forced action.
subreddit, use fake errors or obstructionist language to block
access to content or user choice, drawing on dark pattern
strategies such as obstruction and forced action.
Gray, Colin M; Chivukula, Shruthi Sai; Lee, Ahreum
What Kind of Work Do "Asshole Designers" Create? Describing Properties of Ethical Concern on Reddit Inproceedings
In: DIS'20: Proceedings of the Designing Interactive Systems Conference 2020, ACM Press New York, NY, 2020, (Awarded Honorable Mention, top 5%).
Abstract | Links | BibTeX | Tags: Asshole Design, Dark Patterns, Ethics and Values, Reddit, Social Media
@inproceedings{Gray2020-zq,
title = {What Kind of Work Do "Asshole Designers" Create? Describing Properties of Ethical Concern on Reddit},
author = {Colin M Gray and Shruthi Sai Chivukula and Ahreum Lee},
url = {https://colingray.me/wp-content/uploads/2020/04/2020_GrayChivukulaLee_DIS_AssholeDesign.pdf
http://dx.doi.org/10.1145/3357236.3395486},
doi = {10.1145/3357236.3395486},
year = {2020},
date = {2020-01-01},
booktitle = {DIS'20: Proceedings of the Designing Interactive Systems
Conference 2020},
address = {New York, NY},
organization = {ACM Press},
series = {DIS'20},
abstract = {Design practitioners are increasingly engaged in describing
ethical complexity in their everyday work, exemplified by
concepts such as "dark patterns" and "dark UX." In parallel,
researchers have shown how interactions and discourses in online
communities allow access to the various dimensions of design
complexity in practice. In this paper, we conducted a content
analysis of the subreddit "/r/assholedesign," identifying how
users on Reddit engage in conversation about ethical concerns.
We identify what types of artifacts are shared, and the salient
ethical concerns that community members link with "asshole"
behaviors. Based on our analysis, we propose properties that
describe "asshole designers," both distinct and in relation to
dark patterns, and point towards an anthropomorphization of
ethics that foregrounds the inscription of designer's values
into designed outcomes. We conclude with opportunities for
further engagement with ethical complexity in online and offline
contexts, stimulating ethics-focused conversations among social
media users and design practitioners.},
note = {Awarded Honorable Mention, top 5%},
keywords = {Asshole Design, Dark Patterns, Ethics and Values, Reddit, Social Media},
pubstate = {published},
tppubtype = {inproceedings}
}
Design practitioners are increasingly engaged in describing
ethical complexity in their everyday work, exemplified by
concepts such as "dark patterns" and "dark UX." In parallel,
researchers have shown how interactions and discourses in online
communities allow access to the various dimensions of design
complexity in practice. In this paper, we conducted a content
analysis of the subreddit "/r/assholedesign," identifying how
users on Reddit engage in conversation about ethical concerns.
We identify what types of artifacts are shared, and the salient
ethical concerns that community members link with "asshole"
behaviors. Based on our analysis, we propose properties that
describe "asshole designers," both distinct and in relation to
dark patterns, and point towards an anthropomorphization of
ethics that foregrounds the inscription of designer's values
into designed outcomes. We conclude with opportunities for
further engagement with ethical complexity in online and offline
contexts, stimulating ethics-focused conversations among social
media users and design practitioners.
ethical complexity in their everyday work, exemplified by
concepts such as "dark patterns" and "dark UX." In parallel,
researchers have shown how interactions and discourses in online
communities allow access to the various dimensions of design
complexity in practice. In this paper, we conducted a content
analysis of the subreddit "/r/assholedesign," identifying how
users on Reddit engage in conversation about ethical concerns.
We identify what types of artifacts are shared, and the salient
ethical concerns that community members link with "asshole"
behaviors. Based on our analysis, we propose properties that
describe "asshole designers," both distinct and in relation to
dark patterns, and point towards an anthropomorphization of
ethics that foregrounds the inscription of designer's values
into designed outcomes. We conclude with opportunities for
further engagement with ethical complexity in online and offline
contexts, stimulating ethics-focused conversations among social
media users and design practitioners.
Boling, Elizabeth; Gray, Colin M; Smith, Kennon M
Educating for design character in higher education: Challenges in studio pedagogy Inproceedings
In: Proceedings of the Design Research Society, Design Research Society, Brisbane, Australia, 2020.
Abstract | Links | BibTeX | Tags: Critical Pedagogy, Design Education, identity, Studio Pedagogy
@inproceedings{Boling2020-ci,
title = {Educating for design character in higher education: Challenges in studio pedagogy},
author = {Elizabeth Boling and Colin M Gray and Kennon M Smith},
url = {https://colingray.me/wp-content/uploads/2020/04/2020_BolingGraySmith_DRS_DesignCharacter.pdf
http://dx.doi.org/10.21606/drs.2020.120},
doi = {10.21606/drs.2020.120},
year = {2020},
date = {2020-01-01},
booktitle = {Proceedings of the Design Research Society},
publisher = {Design Research Society},
address = {Brisbane, Australia},
abstract = {Some particular challenges in studio pedagogy arise from
teaching for design character versus focusing solely on skills,
knowledge or the cognitive processes of our students. In this
paper, three authors with extensive combined experience in
studio learning, teaching, and scholarship address these
challenges via reflection on our own experiences of research and
teaching and in-depth discussion with each other. We adopt a
co/autoethnographic approach (Coia & Taylor, 2009), identifying
a range of challenges we have faced ourselves across three
established and emergent design disciplines. These challenges
are grouped in relationship to students, to curriculum, to our
colleagues, and to ourselves. In our experience these challenges
affect instructors differently than---and in addition to---those
presented by traditional studio, and we present opportunities to
build on these articulated challenges to further studio
pedagogy.},
keywords = {Critical Pedagogy, Design Education, identity, Studio Pedagogy},
pubstate = {published},
tppubtype = {inproceedings}
}
Some particular challenges in studio pedagogy arise from
teaching for design character versus focusing solely on skills,
knowledge or the cognitive processes of our students. In this
paper, three authors with extensive combined experience in
studio learning, teaching, and scholarship address these
challenges via reflection on our own experiences of research and
teaching and in-depth discussion with each other. We adopt a
co/autoethnographic approach (Coia & Taylor, 2009), identifying
a range of challenges we have faced ourselves across three
established and emergent design disciplines. These challenges
are grouped in relationship to students, to curriculum, to our
colleagues, and to ourselves. In our experience these challenges
affect instructors differently than---and in addition to---those
presented by traditional studio, and we present opportunities to
build on these articulated challenges to further studio
pedagogy.
teaching for design character versus focusing solely on skills,
knowledge or the cognitive processes of our students. In this
paper, three authors with extensive combined experience in
studio learning, teaching, and scholarship address these
challenges via reflection on our own experiences of research and
teaching and in-depth discussion with each other. We adopt a
co/autoethnographic approach (Coia & Taylor, 2009), identifying
a range of challenges we have faced ourselves across three
established and emergent design disciplines. These challenges
are grouped in relationship to students, to curriculum, to our
colleagues, and to ourselves. In our experience these challenges
affect instructors differently than---and in addition to---those
presented by traditional studio, and we present opportunities to
build on these articulated challenges to further studio
pedagogy.
Varner, Deena; Gray, Colin M; Exter, Marisa E
A Content-Agnostic Praxis for Transdisciplinary Education Book Chapter
In: Hokanson, Brad; Clinton, Gregory; Tawfik, Andrew A; Grincewicz, Amy; Schmidt, Matthew (Ed.): Educational Technology Beyond Content: A New Focus for Learning, pp. 141-151, Springer International Publishing, Cham, 2020, ISBN: 9783030372545.
Abstract | Links | BibTeX | Tags: Design Education, Instructional Design, Studio Pedagogy, Transdisciplinarity, Transdisciplinary Education
@inbook{Varner2020b,
title = {A Content-Agnostic Praxis for Transdisciplinary Education},
author = {Deena Varner and Colin M Gray and Marisa E Exter},
editor = {Brad Hokanson and Gregory Clinton and Andrew A Tawfik and Amy Grincewicz and Matthew Schmidt},
url = {https://doi.org/10.1007/978-3-030-37254-5_12},
doi = {10.1007/978-3-030-37254-5_12},
isbn = {9783030372545},
year = {2020},
date = {2020-01-01},
booktitle = {Educational Technology Beyond Content: A New Focus for Learning},
pages = {141-151},
publisher = {Springer International Publishing},
address = {Cham},
abstract = {In this chapter, we describe a novel transdisciplinary undergraduate program that is focused on developing students’ praxis to address problems across disciplinary boundaries and provide a means to interrogate discipline-specific content, epistemologies, and research methodologies they might encounter across those spaces. We argue that undergraduate educators have the potential to inculcate students’ praxis to effect social innovation across disciplinary boundaries by facilitating engagement with three interrelated processes: habits of mind, ways of knowing, and the adoption of a transdisciplinary, content-agnostic skillset. We describe each set of processes, along with core transdisciplinary skills and ways of knowing, building towards a content-agnostic instructional design approach.},
keywords = {Design Education, Instructional Design, Studio Pedagogy, Transdisciplinarity, Transdisciplinary Education},
pubstate = {published},
tppubtype = {inbook}
}
In this chapter, we describe a novel transdisciplinary undergraduate program that is focused on developing students’ praxis to address problems across disciplinary boundaries and provide a means to interrogate discipline-specific content, epistemologies, and research methodologies they might encounter across those spaces. We argue that undergraduate educators have the potential to inculcate students’ praxis to effect social innovation across disciplinary boundaries by facilitating engagement with three interrelated processes: habits of mind, ways of knowing, and the adoption of a transdisciplinary, content-agnostic skillset. We describe each set of processes, along with core transdisciplinary skills and ways of knowing, building towards a content-agnostic instructional design approach.
2019
Gray, Colin M
Democratizing assessment practices through multimodal critique in the design classroom Journal Article
In: International Journal of Technology and Design Education, vol. 29, no. 4, pp. 929-946, 2019, ISSN: 1573-1804.
Abstract | Links | BibTeX | Tags: Critique, Design Education, Studio Pedagogy
@article{Gray2018-pv,
title = {Democratizing assessment practices through multimodal critique in the design classroom},
author = {Colin M Gray},
url = {https://doi.org/10.1007/s10798-018-9471-2},
doi = {10.1007/s10798-018-9471-2},
issn = {1573-1804},
year = {2019},
date = {2019-08-01},
journal = {International Journal of Technology and Design Education},
volume = {29},
number = {4},
pages = {929-946},
abstract = {Critique is a primary method of assessment and feedback used in design education, yet is not well understood apart from traditional instructor-led activities in physical learning spaces. In this study, we analyze a series of group critiques in a human–computer interaction learning experience, focusing on an emergent instructional design for technologically-mediated critique created by experienced students serving as peer mentors. Peer mentors designed complex interactions that supported assessment in the design classroom, including multiple technology-supported modes of critique beyond the traditional oral critique. The modes of critique, and the ways in which they intertwined, included: (1) public oral critique led by the instructor, (2) a critique document authored by experienced students in real-time using Google Docs, and (3) backchannel chat used by experienced students in Google Docs to facilitate and organize their critique. Using this model of distributed assessment, which we refer to as multimodal critique, the amount of feedback and number of interlocutors increased dramatically, facilitating participation by students and peer mentors alike. These interactions indicate instructional affordances for including many simultaneous users within an existing assessment infrastructure using readily accessible technologies, and a means of activating student development at multiple levels of expertise.},
keywords = {Critique, Design Education, Studio Pedagogy},
pubstate = {published},
tppubtype = {article}
}
Critique is a primary method of assessment and feedback used in design education, yet is not well understood apart from traditional instructor-led activities in physical learning spaces. In this study, we analyze a series of group critiques in a human–computer interaction learning experience, focusing on an emergent instructional design for technologically-mediated critique created by experienced students serving as peer mentors. Peer mentors designed complex interactions that supported assessment in the design classroom, including multiple technology-supported modes of critique beyond the traditional oral critique. The modes of critique, and the ways in which they intertwined, included: (1) public oral critique led by the instructor, (2) a critique document authored by experienced students in real-time using Google Docs, and (3) backchannel chat used by experienced students in Google Docs to facilitate and organize their critique. Using this model of distributed assessment, which we refer to as multimodal critique, the amount of feedback and number of interlocutors increased dramatically, facilitating participation by students and peer mentors alike. These interactions indicate instructional affordances for including many simultaneous users within an existing assessment infrastructure using readily accessible technologies, and a means of activating student development at multiple levels of expertise.
Chivukula, Shruthi Sai; Gray, Colin M; Brier, Jason A
Analyzing Value Discovery in Design Decisions Through Ethicography Inproceedings
In: Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems, ACM, New York, NY, USA, 2019, (Awarded Best of CHI Honorable Mention, top 5%).
Abstract | Links | BibTeX | Tags: Dark Patterns, Ethics and Values
@inproceedings{Chivukula2019-xb,
title = {Analyzing Value Discovery in Design Decisions Through Ethicography},
author = {Shruthi Sai Chivukula and Colin M Gray and Jason A Brier},
url = {https://colingray.me/wp-content/uploads/2019_ChivukulaGrayBrier_CHI_ValueDiscoveryEthicography.pdf},
doi = {10.1145/3290605.3300307},
year = {2019},
date = {2019-05-01},
booktitle = {Proceedings of the 2019 CHI Conference on Human Factors in
Computing Systems},
publisher = {ACM},
address = {New York, NY, USA},
series = {CHI '19},
abstract = {HCI scholarship is increasingly concerned with the ethical
impact of socio-technical systems. Current theoretically-driven
approaches that engage with ethics generally prescribe 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 designer'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 values 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.},
note = {Awarded Best of CHI Honorable Mention, top 5%},
keywords = {Dark Patterns, Ethics and Values},
pubstate = {published},
tppubtype = {inproceedings}
}
HCI scholarship is increasingly concerned with the ethical
impact of socio-technical systems. Current theoretically-driven
approaches that engage with ethics generally prescribe 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 designer'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 values 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.
impact of socio-technical systems. Current theoretically-driven
approaches that engage with ethics generally prescribe 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 designer'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 values 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.
Kou, Yubo; Gray, Colin M
A Practice-Led Account of the Conceptual Evolution of UX Knowledge Inproceedings
In: Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems, ACM, New York, NY USA, 2019.
Abstract | Links | BibTeX | Tags: Practice-Led Research, Social Media, Stack Exchange, UX Knowledge
@inproceedings{Kou_undated-wi,
title = {A Practice-Led Account of the Conceptual Evolution of UX Knowledge},
author = {Yubo Kou and Colin M Gray},
doi = {10.1145/3290605.3300279},
year = {2019},
date = {2019-05-01},
booktitle = {Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems},
publisher = {ACM},
address = {New York, NY USA},
series = {CHI '19},
abstract = {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.},
keywords = {Practice-Led Research, Social Media, Stack Exchange, UX Knowledge},
pubstate = {published},
tppubtype = {inproceedings}
}
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.
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.
Gray, Colin M; Kou, Yubo
Co-producing, curating, and defining design knowledge in an online practitioner community Journal Article
In: CoDesign, pp. 1–18, 2019, ISSN: 1571-0882.
Abstract | Links | BibTeX | Tags: Design Knowledge, Practice-Led Research, UX Knowledge
@article{Gray2019-ji,
title = {Co-producing, curating, and defining design knowledge in an online practitioner community},
author = {Colin M Gray and Yubo Kou},
url = {https://doi.org/10.1080/15710882.2018.1563193},
doi = {10.1080/15710882.2018.1563193},
issn = {1571-0882},
year = {2019},
date = {2019-01-01},
journal = {CoDesign},
pages = {1--18},
publisher = {Taylor & Francis},
abstract = {ABSTRACTAs co-design and other participatory design practices
increasingly make design outcomes more accessible to everyday
citizens, it is also important to understand how designers
negotiate the value of design knowledge that undergirds design
action and share this knowledge within their own community to
facilitate and evolve their practices. In this study, we analyze
UX practitioners? interactions on Reddit, including patterns of
resource sharing and curation that point towards a collective
construction of UX as a design discipline. We identified how
knowledge from diverse sources was selected and shared with the
subreddit community (co-production); the resources that
community members engaged with and to what extent (curation);
and the collective body of knowledge that characterised the
design community (definition of design knowledge). We found that
boundary work that sought to define the value of UX knowledge
often took place at the periphery of shared resources, either
expanding or rearticulating the boundary of UX knowledge in
relation to trends in employment and nascent
professionalisation. Implications of this work for the
co-creation of knowledge to support design practices are
considered, focusing on how design knowledge concomitantly
shapes and is shaped by client-directed design action.},
keywords = {Design Knowledge, Practice-Led Research, UX Knowledge},
pubstate = {published},
tppubtype = {article}
}
ABSTRACTAs co-design and other participatory design practices
increasingly make design outcomes more accessible to everyday
citizens, it is also important to understand how designers
negotiate the value of design knowledge that undergirds design
action and share this knowledge within their own community to
facilitate and evolve their practices. In this study, we analyze
UX practitioners? interactions on Reddit, including patterns of
resource sharing and curation that point towards a collective
construction of UX as a design discipline. We identified how
knowledge from diverse sources was selected and shared with the
subreddit community (co-production); the resources that
community members engaged with and to what extent (curation);
and the collective body of knowledge that characterised the
design community (definition of design knowledge). We found that
boundary work that sought to define the value of UX knowledge
often took place at the periphery of shared resources, either
expanding or rearticulating the boundary of UX knowledge in
relation to trends in employment and nascent
professionalisation. Implications of this work for the
co-creation of knowledge to support design practices are
considered, focusing on how design knowledge concomitantly
shapes and is shaped by client-directed design action.
increasingly make design outcomes more accessible to everyday
citizens, it is also important to understand how designers
negotiate the value of design knowledge that undergirds design
action and share this knowledge within their own community to
facilitate and evolve their practices. In this study, we analyze
UX practitioners? interactions on Reddit, including patterns of
resource sharing and curation that point towards a collective
construction of UX as a design discipline. We identified how
knowledge from diverse sources was selected and shared with the
subreddit community (co-production); the resources that
community members engaged with and to what extent (curation);
and the collective body of knowledge that characterised the
design community (definition of design knowledge). We found that
boundary work that sought to define the value of UX knowledge
often took place at the periphery of shared resources, either
expanding or rearticulating the boundary of UX knowledge in
relation to trends in employment and nascent
professionalisation. Implications of this work for the
co-creation of knowledge to support design practices are
considered, focusing on how design knowledge concomitantly
shapes and is shaped by client-directed design action.
Gray, Colin M; Chivukula, Shruthi Sai
Ethical Mediation in UX Practice Inproceedings
In: Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems - CHI '19, ACM Press, 2019.
Abstract | Links | BibTeX | Tags: Dark Patterns, Ethics and Values, Practice-Led Research
@inproceedings{Gray2019-ep,
title = {Ethical Mediation in UX Practice},
author = {Colin M Gray and Shruthi Sai Chivukula},
url = {http://dx.doi.org/10.1145/3290605.3300408},
doi = {10.1145/3290605.3300408},
year = {2019},
date = {2019-01-01},
booktitle = {Proceedings of the 2019 CHI Conference on Human Factors in
Computing Systems - CHI '19},
publisher = {ACM Press},
abstract = {HCI scholars have become increasingly interested in describing
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 relating 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.},
keywords = {Dark Patterns, Ethics and Values, Practice-Led Research},
pubstate = {published},
tppubtype = {inproceedings}
}
HCI scholars have become increasingly interested in describing
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 relating 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.
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 relating 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.
Gray, Colin M; McKilligan, Seda; Daly, Shanna R; Seifert, Colleen M; Gonzalez, Richard
Using creative exhaustion to foster idea generation Journal Article
In: International Journal of Technology and Design Education, vol. 29, no. 1, pp. 177–195, 2019, ISSN: 0957-7572, 1573-1804.
Abstract | Links | BibTeX | Tags: Creativity, Design Education, Idea Generation
@article{Gray2019-go,
title = {Using creative exhaustion to foster idea generation},
author = {Colin M Gray and Seda McKilligan and Shanna R Daly and Colleen M Seifert and Richard Gonzalez},
url = {http://link.springer.com/10.1007/s10798-017-9435-y},
doi = {10.1007/s10798-017-9435-y},
issn = {0957-7572, 1573-1804},
year = {2019},
date = {2019-01-01},
journal = {International Journal of Technology and Design Education},
volume = {29},
number = {1},
pages = {177--195},
publisher = {Springer Netherlands},
abstract = {Numerous studies have shown the value of introducing cognitive
supports to encourage the development of creative ability, and
researchers have developed a variety of methods to aid in
generating ideas. However, design students often struggle to
explore more ideas after their initial ideas are exhausted. In
this study, an empirically validated tool for idea generation,
called Design Heuristics, was introduced as a means of
productively pushing past creative exhaustion in an industrial
design course at a large Midwestern university. Students worked
on a simple design task on their own, generating an average of
6.1 concepts in a 30-min session; then, after 10 min of
instruction on the Design Heuristics tool, students generated an
average of 2.8 additional concepts for the same task using
Design Heuristics for an additional 30 min. The concepts created
in this second session using Design Heuristics were rated as
higher in novelty, specificity and relevance. These results
suggest that students benefit from introducing support tools
following a period of working on their own ideas. Once their own
ideas are exhausted, students may be more open to using and
learning from support tools, and these tools may support skill
development while producing higher quality outcomes.},
keywords = {Creativity, Design Education, Idea Generation},
pubstate = {published},
tppubtype = {article}
}
Numerous studies have shown the value of introducing cognitive
supports to encourage the development of creative ability, and
researchers have developed a variety of methods to aid in
generating ideas. However, design students often struggle to
explore more ideas after their initial ideas are exhausted. In
this study, an empirically validated tool for idea generation,
called Design Heuristics, was introduced as a means of
productively pushing past creative exhaustion in an industrial
design course at a large Midwestern university. Students worked
on a simple design task on their own, generating an average of
6.1 concepts in a 30-min session; then, after 10 min of
instruction on the Design Heuristics tool, students generated an
average of 2.8 additional concepts for the same task using
Design Heuristics for an additional 30 min. The concepts created
in this second session using Design Heuristics were rated as
higher in novelty, specificity and relevance. These results
suggest that students benefit from introducing support tools
following a period of working on their own ideas. Once their own
ideas are exhausted, students may be more open to using and
learning from support tools, and these tools may support skill
development while producing higher quality outcomes.
supports to encourage the development of creative ability, and
researchers have developed a variety of methods to aid in
generating ideas. However, design students often struggle to
explore more ideas after their initial ideas are exhausted. In
this study, an empirically validated tool for idea generation,
called Design Heuristics, was introduced as a means of
productively pushing past creative exhaustion in an industrial
design course at a large Midwestern university. Students worked
on a simple design task on their own, generating an average of
6.1 concepts in a 30-min session; then, after 10 min of
instruction on the Design Heuristics tool, students generated an
average of 2.8 additional concepts for the same task using
Design Heuristics for an additional 30 min. The concepts created
in this second session using Design Heuristics were rated as
higher in novelty, specificity and relevance. These results
suggest that students benefit from introducing support tools
following a period of working on their own ideas. Once their own
ideas are exhausted, students may be more open to using and
learning from support tools, and these tools may support skill
development while producing higher quality outcomes.
Exter, Marisa E; Gray, Colin M; Fernandez, Todd M
Conceptions of design by transdisciplinary educators: Disciplinary background and pedagogical engagement Journal Article
In: International Journal of Technology and Design Education, vol. 30, pp. 777-798, 2019, ISSN: 1573-1804.
Abstract | Links | BibTeX | Tags: Design Education, Design Theory, Transdisciplinarity, Transdisciplinary Education
@article{Exter2019-uc,
title = {Conceptions of design by transdisciplinary educators: Disciplinary background and pedagogical engagement},
author = {Marisa E Exter and Colin M Gray and Todd M Fernandez},
url = {https://colingray.me/wp-content/uploads/2019/08/inpress_ExterGrayFernandez_IJTDE_ConceptionsOfDesign.pdf
https://doi.org/10.1007/s10798-019-09520-w},
doi = {10.1007/s10798-019-09520-w},
issn = {1573-1804},
year = {2019},
date = {2019-01-01},
journal = {International Journal of Technology and Design Education},
volume = {30},
pages = {777-798},
abstract = {In this study, we describe similarities and differences in how
faculty members from across disciplinary backgrounds
conceptualize design. The study is situated in an innovative
transdisciplinary undergraduate degree program centered on a
studio-based learning experience co-taught by multi-disciplinary
faculty. While faculty celebrated the opportunity to integrate
multiple disciplinary perspectives, they showed a lack of
awareness about differences in how they conceptualized design and
design pedagogy, especially early on. In-depth interviews and
sketches of eight faculty members provided insights on alignment
around core concepts of design, design process, and design
instruction. Common themes in design definitions included
creation of something new, human-centered design, and focus on
problem framing over solution development. There was disagreement
on the relationship between design and other ways of knowing,
such as problem solving and scientific reasoning. Most used
process models incorporating non-linearity, iteration,
prototyping, and balance between research and design ideation.
While there were many similarities in teaching approach, the
rationale given for decisions varied, highlighting underlying
differences in how participants thought about teaching design.
Instructional alignment is an important consideration in
designing a transdisciplinary learning experience, but may be
hard to achieve due to cultural and institutional disciplinary
boundaries. Collaborative teaching efforts benefit when faculty
engage in self-reflection, discussion, and engagement in
meaningful synthesis work related to understanding what design is
and how it can be taught. Such work will enable a team to create
purposeful learning experiences which leverages the benefits of
exposure to a range of design problems, contexts, users, and
design ``flavors.''},
keywords = {Design Education, Design Theory, Transdisciplinarity, Transdisciplinary Education},
pubstate = {published},
tppubtype = {article}
}
In this study, we describe similarities and differences in how
faculty members from across disciplinary backgrounds
conceptualize design. The study is situated in an innovative
transdisciplinary undergraduate degree program centered on a
studio-based learning experience co-taught by multi-disciplinary
faculty. While faculty celebrated the opportunity to integrate
multiple disciplinary perspectives, they showed a lack of
awareness about differences in how they conceptualized design and
design pedagogy, especially early on. In-depth interviews and
sketches of eight faculty members provided insights on alignment
around core concepts of design, design process, and design
instruction. Common themes in design definitions included
creation of something new, human-centered design, and focus on
problem framing over solution development. There was disagreement
on the relationship between design and other ways of knowing,
such as problem solving and scientific reasoning. Most used
process models incorporating non-linearity, iteration,
prototyping, and balance between research and design ideation.
While there were many similarities in teaching approach, the
rationale given for decisions varied, highlighting underlying
differences in how participants thought about teaching design.
Instructional alignment is an important consideration in
designing a transdisciplinary learning experience, but may be
hard to achieve due to cultural and institutional disciplinary
boundaries. Collaborative teaching efforts benefit when faculty
engage in self-reflection, discussion, and engagement in
meaningful synthesis work related to understanding what design is
and how it can be taught. Such work will enable a team to create
purposeful learning experiences which leverages the benefits of
exposure to a range of design problems, contexts, users, and
design ``flavors.''
faculty members from across disciplinary backgrounds
conceptualize design. The study is situated in an innovative
transdisciplinary undergraduate degree program centered on a
studio-based learning experience co-taught by multi-disciplinary
faculty. While faculty celebrated the opportunity to integrate
multiple disciplinary perspectives, they showed a lack of
awareness about differences in how they conceptualized design and
design pedagogy, especially early on. In-depth interviews and
sketches of eight faculty members provided insights on alignment
around core concepts of design, design process, and design
instruction. Common themes in design definitions included
creation of something new, human-centered design, and focus on
problem framing over solution development. There was disagreement
on the relationship between design and other ways of knowing,
such as problem solving and scientific reasoning. Most used
process models incorporating non-linearity, iteration,
prototyping, and balance between research and design ideation.
While there were many similarities in teaching approach, the
rationale given for decisions varied, highlighting underlying
differences in how participants thought about teaching design.
Instructional alignment is an important consideration in
designing a transdisciplinary learning experience, but may be
hard to achieve due to cultural and institutional disciplinary
boundaries. Collaborative teaching efforts benefit when faculty
engage in self-reflection, discussion, and engagement in
meaningful synthesis work related to understanding what design is
and how it can be taught. Such work will enable a team to create
purposeful learning experiences which leverages the benefits of
exposure to a range of design problems, contexts, users, and
design ``flavors.''