2021 |
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 | 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 Forthcoming Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems, Forthcoming. 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 = {forthcoming}, 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 Forthcoming Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems, Forthcoming. 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 = {http://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 = {forthcoming}, 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. | |
Gray, Colin M; Chivukula, Shruthi Sai "That's dastardly ingenious": Ethical Argumentation Strategies on Reddit Journal Article Proceedings of the ACM on Human-Computer Interaction, 5 (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 = {http://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. | |
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 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. | |
Gray, Colin M; Howard, Craig D Setting the Cases in Historical Context Book Chapter 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. | |
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} } | |
2020 |
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Gray, Colin M; Chen, Jingle; Chivukula, Shruthi Sai; Qu, Liyang End User Accounts of Dark Patterns as Felt Manipulation Unpublished Forthcoming Forthcoming. Abstract | Links | BibTeX | Tags: Asshole Design, Dark Patterns, Ethics and Values @unpublished{Gray2020-ei, 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 = {http://arxiv.org/abs/2010.11046 http://colingray.me/wp-content/uploads/2020/10/2020_Grayetal_Arxiv_DarkPatternsFeltManipulation.pdf}, year = {2020}, date = {2020-10-21}, 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 = {forthcoming}, tppubtype = {unpublished} } 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. | |
Gray, Colin M Paradigms of Knowledge Production in Human-Computer Interaction: Towards a Framing for Learner Experience (LX) Design Incollection 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 http://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. | |
Gray, Colin M Markers of Quality in Design Precedent Journal Article International Journal of Designs for Learning, 11 (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 http://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. | |
Parsons, Paul; Gray, Colin M; Baigelenov, Ali; Carr, Ian Design Judgment in Data Visualization Practice Inproceedings 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 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 = {http://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. | |
Watkins, Chris Rhys; Gray, Colin M; Toombs, Austin L; Parsons, Paul Tensions in Enacting a Design Philosophy in UX Practice Inproceedings 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 = {http://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. | |
Jo, Eunkyung; Toombs, Austin L Understanding Parenting Stress through Co-designed Self-Trackers Inproceedings 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 http://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. | |
Chivukula, Shruthi Sai; Watkins, Chris; Manocha, Rhea; Chen, Jingle; Gray, Colin M Dimensions of UX Practice that Shape Ethical Awareness Inproceedings 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 = {http://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. | |
Chivukula, Shruthi Sai; Gray, Colin M Bardzell's "Feminist HCI" Legacy: Analyzing Citational Patterns Inproceedings 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 = {http://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. | |
Gray, Colin M; Parsons, Paul; Toombs, Austin L Building a Holistic Design Identity Through Integrated Studio Education Book Chapter 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 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 = {http://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. | |
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 International Journal of Designs for Learning, 11 (1), pp. 41-58, 2020. Abstract | Links | BibTeX | Tags: 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 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 Interactions, 27 (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. | |
| Gray, Colin M; Chivukula, Shruthi Sai; Lee, Ahreum What Kind of Work Do "Asshole Designers" Create? Describing Properties of Ethical Concern on Reddit Inproceedings 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 = {http://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. |
Boling, Elizabeth; Gray, Colin M; Smith, Kennon M Educating for design character in higher education: Challenges in studio pedagogy Inproceedings 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 = {http://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. | |
Varner, Deena; Gray, Colin M; Exter, Marisa E A Content-Agnostic Praxis for Transdisciplinary Education Book Chapter 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 |
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Gray, Colin M Democratizing assessment practices through multimodal critique in the design classroom Journal Article International Journal of Technology and Design Education, 29 (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 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 = {http://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. |
Kou, Yubo; Gray, Colin M A Practice-Led Account of the Conceptual Evolution of UX Knowledge Inproceedings 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. | |
Gray, Colin M; Kou, Yubo Co-producing, curating, and defining design knowledge in an online practitioner community Journal Article 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. | |
Gray, Colin M; Chivukula, Shruthi Sai Ethical Mediation in UX Practice Inproceedings 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. | |
Gray, Colin M; McKilligan, Seda; Daly, Shanna R; Seifert, Colleen M; Gonzalez, Richard Using creative exhaustion to foster idea generation Journal Article International Journal of Technology and Design Education, 29 (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. | |
Exter, Marisa E; Gray, Colin M; Fernandez, Todd M Conceptions of design by transdisciplinary educators: Disciplinary background and pedagogical engagement Journal Article International Journal of Technology and Design Education, 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 = {http://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.'' | |
Watkins, Chris; Chivukula, Shruthi S; McKay, Lucca; Gray, Colin M "Nothing Comes Before Profit": Asshole Design in the Wild Inproceedings CHI EA '19: CHI'19 Extended Abstracts on Human Factors in Computing Systems, pp. LBW1314, 2019. Links | BibTeX | Tags: Asshole Design, Design Knowledge, Ethics and Values, Practice-Led Research, Reddit, Social Media, UX Knowledge @inproceedings{Watkins2019-yb, title = {"Nothing Comes Before Profit": Asshole Design in the Wild}, author = {Chris Watkins and Shruthi S Chivukula and Lucca McKay and Colin M Gray}, url = {http://colingray.me/wp-content/uploads/2019/08/2019_ChivukulaWatkinsMcKayGray_CHI_LBW_AssholeDesignintheWild.pdf http://dx.doi.org/10.1145/3290607.3312863}, doi = {10.1145/3290607.3312863}, year = {2019}, date = {2019-01-01}, booktitle = {CHI EA '19: CHI'19 Extended Abstracts on Human Factors in Computing Systems}, pages = {LBW1314}, keywords = {Asshole Design, Design Knowledge, Ethics and Values, Practice-Led Research, Reddit, Social Media, UX Knowledge}, pubstate = {published}, tppubtype = {inproceedings} } | |
Gray, Colin M; Toombs, Austin L; Owczarzak, Marlo; Watkins, Christopher Digital civics goes abroad Journal Article Interactions, 26 (2), pp. 74-77, 2019, ISSN: 1072-5520. Links | BibTeX | Tags: Design Education, Digital Civics, UX Knowledge @article{Gray2019-xd, title = {Digital civics goes abroad}, author = {Colin M Gray and Austin L Toombs and Marlo Owczarzak and Christopher Watkins}, url = {http://colingray.me/wp-content/uploads/2019/08/2019_GrayToombsOwczarzakWatkins_Interactions_DigitalCivics.pdf https://dl.acm.org/citation.cfm?doid=3314846.3301661}, doi = {10.1145/3301661}, issn = {1072-5520}, year = {2019}, date = {2019-01-01}, journal = {Interactions}, volume = {26}, number = {2}, pages = {74-77}, keywords = {Design Education, Digital Civics, UX Knowledge}, pubstate = {published}, tppubtype = {article} } | |
Gray, Colin M; Chivukula, Shruthi Sai Engaging Design Students in Value Discovery as "Everyday Ethicists" Inproceedings Dialogue: Proceedings of the AIGA Design Educators Community Conferences, pp. 187–189, AIGA Design Educators Community, 2019. Abstract | Links | BibTeX | Tags: Dark Patterns, Design Education, Ethics and Values, Studio Pedagogy, Transdisciplinary Education @inproceedings{Gray2019-ez, title = {Engaging Design Students in Value Discovery as "Everyday Ethicists"}, author = {Colin M Gray and Shruthi Sai Chivukula}, url = {http://dx.doi.org/10.3998/mpub.11688977}, doi = {10.3998/mpub.11688977}, year = {2019}, date = {2019-01-01}, booktitle = {Dialogue: Proceedings of the AIGA Design Educators Community Conferences}, volume = {(Decipher, Vol. 1)}, pages = {187--189}, publisher = {AIGA Design Educators Community}, abstract = {In creating the not-yet-existing, the designer takes on a substantial weight of responsibility not only for the present use of a designed artifact or experience but also the potential futures that these artifacts or experiences may potentially embody. In this way, design activity can be viewed as always already being linked to social change, mediated through the character of the designer. In this conversation, we seek to explore how design activity—in particular, the education of designers—might celebrate this ethical responsibility as a form of activism that inherently celebrates and embodies a certain set of social values while simultaneously excluding other possible social values. We advocate for a repositioning of the role of values and ethics in relation to design activity, seeing ethical concerns not as a constraint or barrier to action but rather as a generative driver of design concepts through the process of value discovery.}, keywords = {Dark Patterns, Design Education, Ethics and Values, Studio Pedagogy, Transdisciplinary Education}, pubstate = {published}, tppubtype = {inproceedings} } In creating the not-yet-existing, the designer takes on a substantial weight of responsibility not only for the present use of a designed artifact or experience but also the potential futures that these artifacts or experiences may potentially embody. In this way, design activity can be viewed as always already being linked to social change, mediated through the character of the designer. In this conversation, we seek to explore how design activity—in particular, the education of designers—might celebrate this ethical responsibility as a form of activism that inherently celebrates and embodies a certain set of social values while simultaneously excluding other possible social values. We advocate for a repositioning of the role of values and ethics in relation to design activity, seeing ethical concerns not as a constraint or barrier to action but rather as a generative driver of design concepts through the process of value discovery. | |
Murdoch-Kitt, Kelly; Gray, Colin M; Parsons, Paul; Toombs, Austin L; Louw, Marti; Gent, Elona Van Developing Students' Instrumental Judgment Capacity for Design Research Methods Inproceedings Dialogue: Proceedings of the AIGA Design Educators Community Conferences, pp. 108–115, AIGA Design Educators Community, 2019. Abstract | Links | BibTeX | Tags: Design Education, Design Methods, Transdisciplinary Education @inproceedings{Murdoch-Kitt2019-sw, title = {Developing Students' Instrumental Judgment Capacity for Design Research Methods}, author = {Kelly Murdoch-Kitt and Colin M Gray and Paul Parsons and Austin L Toombs and Marti Louw and Elona Van Gent}, url = {http://dx.doi.org/10.3998/mpub.11688977}, doi = {10.3998/mpub.11688977}, year = {2019}, date = {2019-01-01}, booktitle = {Dialogue: Proceedings of the AIGA Design Educators Community Conferences}, volume = {(Decipher, Vol. 1)}, pages = {108--115}, publisher = {AIGA Design Educators Community}, institution = {Üniver}, abstract = {How are we currently teaching design research? How can we do it better? How are educators fostering students' development of "instrumental judgment"? This activity group encourages participants to explore the ways that educators teach research-through-making and research-informed making at multiple curricular levels. For example, students seeking advanced degrees in design are grappling with "rigor" and "distinction," learning how these characteristics of research are defined and understood in other disciplines as well as in relation to creative practice. Meanwhile, educators at K-12 and undergraduate levels struggle to incorporate creative inquiry processes in meaningful ways, grasping for resources and leaning on others' "design thinking" approaches.}, keywords = {Design Education, Design Methods, Transdisciplinary Education}, pubstate = {published}, tppubtype = {inproceedings} } How are we currently teaching design research? How can we do it better? How are educators fostering students' development of "instrumental judgment"? This activity group encourages participants to explore the ways that educators teach research-through-making and research-informed making at multiple curricular levels. For example, students seeking advanced degrees in design are grappling with "rigor" and "distinction," learning how these characteristics of research are defined and understood in other disciplines as well as in relation to creative practice. Meanwhile, educators at K-12 and undergraduate levels struggle to incorporate creative inquiry processes in meaningful ways, grasping for resources and leaning on others' "design thinking" approaches. | |
2018 |
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Kou, Yubo; Gray, Colin M; Toombs, Austin L; Adams, Robin S Understanding Social Roles in an Online Community of Volatile Practice: A Study of User Experience Practitioners on Reddit Journal Article ACM Transactions on Social Computing, 1 (4), pp. 17, 2018, ISSN: 2469-7818. Links | BibTeX | Tags: Design Knowledge, Practice-Led Research, UX Knowledge @article{Kou2018-dw, title = {Understanding Social Roles in an Online Community of Volatile Practice: A Study of User Experience Practitioners on Reddit}, author = {Yubo Kou and Colin M Gray and Austin L Toombs and Robin S Adams}, url = {https://dl.acm.org/citation.cfm?doid=3301392.3283827}, doi = {10.1145/3283827}, issn = {2469-7818}, year = {2018}, date = {2018-12-01}, journal = {ACM Transactions on Social Computing}, volume = {1}, number = {4}, pages = {17}, publisher = {ACM}, keywords = {Design Knowledge, Practice-Led Research, UX Knowledge}, pubstate = {published}, tppubtype = {article} } | |
Strahm, Brendan; Gray, Colin M; Vorvoreanu, Mihaela Generating Mobile Application Onboarding Insights Through Minimalist Instruction Inproceedings Proceedings of the 2018 Designing Interactive Systems Conference, pp. 361–372, ACM, 2018, ISBN: 9781450351980. Links | BibTeX | Tags: Design Methods @inproceedings{Strahm2018-ep, title = {Generating Mobile Application Onboarding Insights Through Minimalist Instruction}, author = {Brendan Strahm and Colin M Gray and Mihaela Vorvoreanu}, url = {https://dl.acm.org/citation.cfm?doid=3196709.3196727}, doi = {10.1145/3196709.3196727}, isbn = {9781450351980}, year = {2018}, date = {2018-06-01}, booktitle = {Proceedings of the 2018 Designing Interactive Systems Conference}, pages = {361--372}, publisher = {ACM}, keywords = {Design Methods}, pubstate = {published}, tppubtype = {inproceedings} } | |
Kou, Yubo; Gray, Colin M Distinctions Between the Communication of Experiential and Academic Design Knowledge: a linguistic analysis Inproceedings Proceedings of the 2018 Design Research Society Conference, 2018. Abstract | Links | BibTeX | Tags: Design Knowledge, Practice-Led Research @inproceedings{Kou_undated-px, title = {Distinctions Between the Communication of Experiential and Academic Design Knowledge: a linguistic analysis}, author = {Yubo Kou and Colin M Gray}, url = {http://dx.doi.org/10.21606/dma.2018.532}, doi = {10.21606/dma.2018.532}, year = {2018}, date = {2018-06-01}, booktitle = {Proceedings of the 2018 Design Research Society Conference}, abstract = {Design research has historically focused upon collocated design practices where the production of artefacts, collaboration between designers, and designers’ learning practices are geographically bounded. Information and communication technologies are rapidly transforming this territorial context of designing and making by supporting designers to share experiential knowledge with peers online. But it is unclear how experiential design knowledge should be characterized, and how it may be different from academic design knowledge. In this study, we present a mixed-methods analysis to compare experiential design knowledge communicated in two online practitioner- oriented venues and two leading design research journals. We found that the articulation of experiential academic knowledge unsurprisingly differs in multiple linguistic measurements such as patterns of word usage and language formality. However, we also found that these distinctions are not absolute; in certain instances of online argumentation, practicing designers are able to effectively discipline their language use with the purpose of articulation and accuracy. We argue for increased attention to the ways in which online discussions regarding design practices contribute to the construction of design knowledge.}, keywords = {Design Knowledge, Practice-Led Research}, pubstate = {published}, tppubtype = {inproceedings} } Design research has historically focused upon collocated design practices where the production of artefacts, collaboration between designers, and designers’ learning practices are geographically bounded. Information and communication technologies are rapidly transforming this territorial context of designing and making by supporting designers to share experiential knowledge with peers online. But it is unclear how experiential design knowledge should be characterized, and how it may be different from academic design knowledge. In this study, we present a mixed-methods analysis to compare experiential design knowledge communicated in two online practitioner- oriented venues and two leading design research journals. We found that the articulation of experiential academic knowledge unsurprisingly differs in multiple linguistic measurements such as patterns of word usage and language formality. However, we also found that these distinctions are not absolute; in certain instances of online argumentation, practicing designers are able to effectively discipline their language use with the purpose of articulation and accuracy. We argue for increased attention to the ways in which online discussions regarding design practices contribute to the construction of design knowledge. | |
Chivukula, Shruthi Sai; Brier, Jason A; Gray, Colin M Dark Intentions or Persuasion?: UX Designers' Activation of Stakeholder and User Values Inproceedings Proceedings of the 2018 ACM Conference Companion Publication on Designing Interactive Systems, pp. 87–91, ACM, Hong Kong, China, 2018, ISBN: 9781450356312. Abstract | Links | BibTeX | Tags: Dark Patterns, Ethics and Values @inproceedings{Chivukula2018-hz, title = {Dark Intentions or Persuasion?: UX Designers' Activation of Stakeholder and User Values}, author = {Shruthi Sai Chivukula and Jason A Brier and Colin M Gray}, url = {http://dl.acm.org/citation.cfm?doid=3197391.3205417}, doi = {10.1145/3197391.3205417}, isbn = {9781450356312}, year = {2018}, date = {2018-05-01}, booktitle = {Proceedings of the 2018 ACM Conference Companion Publication on Designing Interactive Systems}, pages = {87--91}, publisher = {ACM}, address = {Hong Kong, China}, series = {DIS '18 Companion}, abstract = {Formalized frameworks that reference ethics and values have received increasing attention in the HCI community. These methods emphasize the importance of values in relation to design but provide little guidance to reveal the values that are present or have impact on designers' decision making. In this work-inprogress, we identify the values considered by student UX designers when conducting an authentic design task, allowing for interrogation of the possible intentions that underlie their decision making. Our exploratory analysis revealed that participants had sensitivity towards user values, but often contradicted these values through dark, often tacit, intentions to persuade users, thereby achieving stakeholder goals. We provide provocations for future research on the role of ethics and values in practice and design education.}, keywords = {Dark Patterns, Ethics and Values}, pubstate = {published}, tppubtype = {inproceedings} } Formalized frameworks that reference ethics and values have received increasing attention in the HCI community. These methods emphasize the importance of values in relation to design but provide little guidance to reveal the values that are present or have impact on designers' decision making. In this work-inprogress, we identify the values considered by student UX designers when conducting an authentic design task, allowing for interrogation of the possible intentions that underlie their decision making. Our exploratory analysis revealed that participants had sensitivity towards user values, but often contradicted these values through dark, often tacit, intentions to persuade users, thereby achieving stakeholder goals. We provide provocations for future research on the role of ethics and values in practice and design education. | |
Kou, Yubo; Gray, Colin M Exploring the Knowledge Creation Practices of UX Designers on Stack Exchange Inproceedings Proceedings of the 2018 ACM Conference Companion Publication on Designing Interactive Systems, pp. 69–74, ACM, 2018, ISBN: 9781450356312. Links | BibTeX | Tags: Social Media, Stack Exchange, UX Knowledge @inproceedings{Kou2018-al, title = {Exploring the Knowledge Creation Practices of UX Designers on Stack Exchange}, author = {Yubo Kou and Colin M Gray}, url = {https://dl.acm.org/citation.cfm?doid=3197391.3205414}, doi = {10.1145/3197391.3205414}, isbn = {9781450356312}, year = {2018}, date = {2018-05-01}, booktitle = {Proceedings of the 2018 ACM Conference Companion Publication on Designing Interactive Systems}, pages = {69--74}, publisher = {ACM}, keywords = {Social Media, Stack Exchange, UX Knowledge}, pubstate = {published}, tppubtype = {inproceedings} } | |
Fansher, Madison; Chivukula, Shruthi Sai; Gray, Colin M #darkpatterns: UX Practitioner Conversations About Ethical Design Inproceedings Extended Abstracts of the 2018 CHI Conference on Human Factors in Computing Systems, pp. LBW082, ACM, Montreal QC, Canada, 2018, ISBN: 9781450356213. Abstract | Links | BibTeX | Tags: Dark Patterns, Ethics and Values, Practice-Led Research, UX Knowledge @inproceedings{Fansher2018-au, title = {#darkpatterns: UX Practitioner Conversations About Ethical Design}, author = {Madison Fansher and Shruthi Sai Chivukula and Colin M Gray}, url = {http://dl.acm.org/citation.cfm?doid=3170427.3188553}, doi = {10.1145/3170427.3188553}, isbn = {9781450356213}, year = {2018}, date = {2018-04-01}, booktitle = {Extended Abstracts of the 2018 CHI Conference on Human Factors in Computing Systems}, pages = {LBW082}, publisher = {ACM}, address = {Montreal QC, Canada}, abstract = {There is increasing interest in the role that ethics plays in UX practice, however current guidance is largely driven by formalized frameworks and does not adequately describe ``on the ground'' practitioner conversations regarding ethics. In this late-breaking work, we identified and described conversations about a specific ethical phenomenon on Twitter using the hashtag #darkpatterns. We then determined the authors of these tweets and analyzed the types of artifacts or links they shared. We found that UX practitioners were most likely to share tweets with this hashtag, and that a majority of tweets either mentioned an artifact or ``shames'' an organization that engages in manipulative UX practices. We identify implications for building an enhanced understanding of pragmatist ethics from a practitioner perspective.}, keywords = {Dark Patterns, Ethics and Values, Practice-Led Research, UX Knowledge}, pubstate = {published}, tppubtype = {inproceedings} } There is increasing interest in the role that ethics plays in UX practice, however current guidance is largely driven by formalized frameworks and does not adequately describe ``on the ground'' practitioner conversations regarding ethics. In this late-breaking work, we identified and described conversations about a specific ethical phenomenon on Twitter using the hashtag #darkpatterns. We then determined the authors of these tweets and analyzed the types of artifacts or links they shared. We found that UX practitioners were most likely to share tweets with this hashtag, and that a majority of tweets either mentioned an artifact or ``shames'' an organization that engages in manipulative UX practices. We identify implications for building an enhanced understanding of pragmatist ethics from a practitioner perspective. | |
Gray, Colin M; Kou, Yubo; Battles, Bryan; Hoggatt, Joseph; Toombs, Austin L The Dark (Patterns) Side of UX Design Inproceedings Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems, pp. 534:1–534:14, ACM, Montreal QC, Canada, 2018, ISBN: 9781450356206. Abstract | Links | BibTeX | Tags: Dark Patterns, Design Knowledge, Ethics and Values, Practice-Led Research, UX Knowledge @inproceedings{Gray2018-or, title = {The Dark (Patterns) Side of UX Design}, author = {Colin M Gray and Yubo Kou and Bryan Battles and Joseph Hoggatt and Austin L Toombs}, url = {http://doi.acm.org/10.1145/3173574.3174108}, doi = {10.1145/3173574.3174108}, isbn = {9781450356206}, year = {2018}, date = {2018-01-01}, booktitle = {Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems}, pages = {534:1--534:14}, publisher = {ACM}, address = {Montreal QC, Canada}, institution = {ACM}, series = {CHI '18}, abstract = {Interest in critical scholarship that engages with the complexity of user experience (UX) practice is rapidly expanding, yet the vocabulary for describing and assessing criticality in practice is currently lacking. In this paper, we outline and explore the limits of a specific ethical phenomenon known as ``dark patterns,'' where user value is supplanted in favor of shareholder value. We assembled a corpus of examples of practitioner-identified dark patterns and performed a content analysis to determine the ethical concerns contained in these examples. This analysis revealed a wide range of ethical issues raised by practitioners that were frequently conflated under the umbrella term of dark patterns, while also underscoring a shared concern that UX designers could easily become complicit in manipulative or unreasonably persuasive practices. We conclude with implications for the education and practice of UX designers, and a proposal for broadening research on the ethics of user experience.}, keywords = {Dark Patterns, Design Knowledge, Ethics and Values, Practice-Led Research, UX Knowledge}, pubstate = {published}, tppubtype = {inproceedings} } Interest in critical scholarship that engages with the complexity of user experience (UX) practice is rapidly expanding, yet the vocabulary for describing and assessing criticality in practice is currently lacking. In this paper, we outline and explore the limits of a specific ethical phenomenon known as ``dark patterns,'' where user value is supplanted in favor of shareholder value. We assembled a corpus of examples of practitioner-identified dark patterns and performed a content analysis to determine the ethical concerns contained in these examples. This analysis revealed a wide range of ethical issues raised by practitioners that were frequently conflated under the umbrella term of dark patterns, while also underscoring a shared concern that UX designers could easily become complicit in manipulative or unreasonably persuasive practices. We conclude with implications for the education and practice of UX designers, and a proposal for broadening research on the ethics of user experience. | |
Gray, Colin M; Boling, Elizabeth Designers' articulation and activation of instrumental design judgements in cross-cultural user research Journal Article CoDesign, 14 (2), pp. 79–97, 2018, ISSN: 1571-0882, 1745-3755. Abstract | Links | BibTeX | Tags: Ethics and Values, Practice-Led Research @article{Gray2018-cf, title = {Designers' articulation and activation of instrumental design judgements in cross-cultural user research}, author = {Colin M Gray and Elizabeth Boling}, url = {https://doi.org/10.1080/15710882.2017.1393546}, doi = {10.1080/15710882.2017.1393546}, issn = {1571-0882, 1745-3755}, year = {2018}, date = {2018-01-01}, journal = {CoDesign}, volume = {14}, number = {2}, pages = {79--97}, publisher = {Taylor & Francis}, abstract = {AbstractCross-cultural design practices have begun to rise in prominence, but these practices have infrequently intersected with common user-centred design practices that value the participation and lived experience of users. In this paper, we analyse a shared data-set that documented the efforts of a Scandinavian design team as they designed a co-creation workshop with Chinese consumers. We identified how the design team referred to workshop participants, focusing on how these references implicated the design team?s understanding of Chinese culture. We identified referents to the participants to locate projection of and reflection on participant interaction, and performed a thematic analysis of design and debrief activities to document the team?s articulation and activation of instrumental judgements relating to culture. The team?s instrumental judgements shifted over time, moving from totalising cultural references in the design phase to frequent translator-mediated interactions in the debrief phase. Translators ?nuanced? the cultural meanings being explored by the design team, while team members attempted to engage with cultural concerns by ?making familiar? these concerns within the context of their own culture. Implications for considering culture as a part of standard user research methods and paradigms are considered, along with practical considerations for foregrounding cultural assumptions in design activity.}, keywords = {Ethics and Values, Practice-Led Research}, pubstate = {published}, tppubtype = {article} } AbstractCross-cultural design practices have begun to rise in prominence, but these practices have infrequently intersected with common user-centred design practices that value the participation and lived experience of users. In this paper, we analyse a shared data-set that documented the efforts of a Scandinavian design team as they designed a co-creation workshop with Chinese consumers. We identified how the design team referred to workshop participants, focusing on how these references implicated the design team?s understanding of Chinese culture. We identified referents to the participants to locate projection of and reflection on participant interaction, and performed a thematic analysis of design and debrief activities to document the team?s articulation and activation of instrumental judgements relating to culture. The team?s instrumental judgements shifted over time, moving from totalising cultural references in the design phase to frequent translator-mediated interactions in the debrief phase. Translators ?nuanced? the cultural meanings being explored by the design team, while team members attempted to engage with cultural concerns by ?making familiar? these concerns within the context of their own culture. Implications for considering culture as a part of standard user research methods and paradigms are considered, along with practical considerations for foregrounding cultural assumptions in design activity. | |
Toombs, Austin L; Dow, Andy; Vines, John; Gray, Colin M; Dennis, Barbara; Clarke, Rachel; Light, Ann Designing for Everyday Care in Communities Inproceedings Proceedings of the 2018 ACM Conference Companion Publication on Designing Interactive Systems, pp. 391–394, ACM, Hong Kong, China, 2018, ISBN: 9781450356312. Links | BibTeX | Tags: Care Ethics @inproceedings{Toombs2018-ae, title = {Designing for Everyday Care in Communities}, author = {Austin L Toombs and Andy Dow and John Vines and Colin M Gray and Barbara Dennis and Rachel Clarke and Ann Light}, url = {http://doi.acm.org/10.1145/3197391.3197394}, doi = {10.1145/3197391.3197394}, isbn = {9781450356312}, year = {2018}, date = {2018-01-01}, booktitle = {Proceedings of the 2018 ACM Conference Companion Publication on Designing Interactive Systems}, pages = {391--394}, publisher = {ACM}, address = {Hong Kong, China}, series = {DIS '18 Companion}, keywords = {Care Ethics}, pubstate = {published}, tppubtype = {inproceedings} } | |
Toombs, Austin L; Morrissey, Kellie; Simpson, Emma; Gray, Colin M; Vines, John; Balaam, Madeline Supporting the Complex Social Lives of New Parents Inproceedings Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems, pp. 420:1–420:13, ACM, Montreal QC, Canada, 2018, ISBN: 9781450356206. Abstract | Links | BibTeX | Tags: Care Ethics @inproceedings{Toombs2018-ld, title = {Supporting the Complex Social Lives of New Parents}, author = {Austin L Toombs and Kellie Morrissey and Emma Simpson and Colin M Gray and John Vines and Madeline Balaam}, url = {http://doi.acm.org/10.1145/3173574.3173994}, doi = {10.1145/3173574.3173994}, isbn = {9781450356206}, year = {2018}, date = {2018-01-01}, booktitle = {Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems}, volume = {2018-April}, pages = {420:1--420:13}, publisher = {ACM}, address = {Montreal QC, Canada}, series = {CHI '18}, abstract = {One of the many challenges of becoming a parent is the shift in one's social life. As HCI researchers have begun to investigate the intersection of sociotechnical system design and parenthood, they have also sought to understand how parents' social lives can be best supported. We build on these strands of research through a qualitative study with new parents regarding the role of digital technologies in their social lives as they transition to parenthood. We demonstrate how sociotechnical systems are entangled in the ways new parents manage their relationships, build (or resist building) new friendships and ad hoc support systems, and navigate the vulnerabilities of parenthood. We discuss how systems designed for new parents can better support the vulnerabilities they internalize, the diverse friendships they desire, and the logistical challenges they experience. We conclude with recommendations for future design and research in this area.}, keywords = {Care Ethics}, pubstate = {published}, tppubtype = {inproceedings} } One of the many challenges of becoming a parent is the shift in one's social life. As HCI researchers have begun to investigate the intersection of sociotechnical system design and parenthood, they have also sought to understand how parents' social lives can be best supported. We build on these strands of research through a qualitative study with new parents regarding the role of digital technologies in their social lives as they transition to parenthood. We demonstrate how sociotechnical systems are entangled in the ways new parents manage their relationships, build (or resist building) new friendships and ad hoc support systems, and navigate the vulnerabilities of parenthood. We discuss how systems designed for new parents can better support the vulnerabilities they internalize, the diverse friendships they desire, and the logistical challenges they experience. We conclude with recommendations for future design and research in this area. | |
Toombs, Austin L; Gray, Colin M; Zhou, Guoyang; Light, Ann Appropriated or Inauthentic Care in Gig-Economy Platforms: A Psycho-linguistic Analysis of Uber and Lyft Inproceedings Extended Abstracts of the 2018 CHI Conference on Human Factors in Computing Systems, pp. LBW532:1–LBW532:6, ACM, Montreal QC, Canada, 2018, ISBN: 9781450356213. Links | BibTeX | Tags: Care Ethics @inproceedings{Toombs2018-rx, title = {Appropriated or Inauthentic Care in Gig-Economy Platforms: A Psycho-linguistic Analysis of Uber and Lyft}, author = {Austin L Toombs and Colin M Gray and Guoyang Zhou and Ann Light}, url = {http://doi.acm.org/10.1145/3170427.3188657}, doi = {10.1145/3170427.3188657}, isbn = {9781450356213}, year = {2018}, date = {2018-01-01}, booktitle = {Extended Abstracts of the 2018 CHI Conference on Human Factors in Computing Systems}, pages = {LBW532:1--LBW532:6}, publisher = {ACM}, address = {Montreal QC, Canada}, series = {CHI EA '18}, keywords = {Care Ethics}, pubstate = {published}, tppubtype = {inproceedings} } | |
Kou, Yubo; Gray, Colin M; Toombs, Austin L; Nardi, Bonnie The Politics of Titling: The Representation of Countries in CHI Papers Inproceedings Extended Abstracts of the 2018 CHI Conference on Human Factors in Computing Systems, pp. alt16:1–alt16:10, ACM, Montreal QC, Canada, 2018, ISBN: 9781450356213. Links | BibTeX | Tags: Critical Theory @inproceedings{Kou2018-zr, title = {The Politics of Titling: The Representation of Countries in CHI Papers}, author = {Yubo Kou and Colin M Gray and Austin L Toombs and Bonnie Nardi}, url = {http://doi.acm.org/10.1145/3170427.3188409}, doi = {10.1145/3170427.3188409}, isbn = {9781450356213}, year = {2018}, date = {2018-01-01}, booktitle = {Extended Abstracts of the 2018 CHI Conference on Human Factors in Computing Systems}, pages = {alt16:1--alt16:10}, publisher = {ACM}, address = {Montreal QC, Canada}, series = {CHI EA '18}, keywords = {Critical Theory}, pubstate = {published}, tppubtype = {inproceedings} } | |
Gray, Colin M Revealing Students' Ethical Awareness during Problem Framing Journal Article International Journal of Art & Design Education, 96 (Dorst 2011), pp. 359, 2018, ISSN: 1476-8062. Abstract | Links | BibTeX | Tags: Design Education, Design Knowledge, Ethics and Values @article{Gray2018-re, title = {Revealing Students' Ethical Awareness during Problem Framing}, author = {Colin M Gray}, url = {http://doi.wiley.com/10.1111/jade.12190}, doi = {10.1111/jade.12190}, issn = {1476-8062}, year = {2018}, date = {2018-01-01}, journal = {International Journal of Art & Design Education}, volume = {96}, number = {Dorst 2011}, pages = {359}, publisher = {Wiley Online Library}, abstract = {Abstract Expert designers determine what problem needs to be solved by creating a frame that allows the identification of potential solutions. However, it is unclear how students learn to generate these frames effectively, particularly in relation to ethical decision-making and selecting appropriate constraints. In this study, undergraduate and graduate industrial design students at a large Midwestern United States university participated in a one-day workshop that focused on designing products for natives of sub-Saharan Africa to sell in their home nations. Participants (n=100) worked in 21 teams to generate a range of constraints and problem statements while being scaffolded by instructions, research materials and worksheets. Teams struggled to identify specific use contexts and users, even though these elements were present in relatively complex form in provided research materials. Students appeared to build distance between their own experiences and that of users they were designing for, leading to little awareness of the ethical and normative commitments that were reified in their problem statements and solutions. Implications for the explicit development of an ethically aware design character in design education are considered.}, keywords = {Design Education, Design Knowledge, Ethics and Values}, pubstate = {published}, tppubtype = {article} } Abstract Expert designers determine what problem needs to be solved by creating a frame that allows the identification of potential solutions. However, it is unclear how students learn to generate these frames effectively, particularly in relation to ethical decision-making and selecting appropriate constraints. In this study, undergraduate and graduate industrial design students at a large Midwestern United States university participated in a one-day workshop that focused on designing products for natives of sub-Saharan Africa to sell in their home nations. Participants (n=100) worked in 21 teams to generate a range of constraints and problem statements while being scaffolded by instructions, research materials and worksheets. Teams struggled to identify specific use contexts and users, even though these elements were present in relatively complex form in provided research materials. Students appeared to build distance between their own experiences and that of users they were designing for, leading to little awareness of the ethical and normative commitments that were reified in their problem statements and solutions. Implications for the explicit development of an ethically aware design character in design education are considered. | |
Kou, Yubo; Gray, Colin M; Toombs, Austin L; Adams, Robin S Hawaii International Conference on System Sciences 2018 (HICSS-51), 2018. Abstract | Links | BibTeX | Tags: Design Education, Practice-Led Research, UX Knowledge @inproceedings{Kou2018-cm, title = {Knowledge Production and Social Roles in an Online Community of Emerging Occupation: A Study of User Experience Practitioners on Reddit}, author = {Yubo Kou and Colin M Gray and Austin L Toombs and Robin S Adams}, url = {https://aisel.aisnet.org/hicss-51/dsm/dsm_and_communities/3/}, year = {2018}, date = {2018-01-01}, booktitle = {Hawaii International Conference on System Sciences 2018 (HICSS-51)}, abstract = {New occupations are emerging that have high job demand in the market, but lack a coherent body of disciplinary knowledge. For example, user experience (UX) design is an emerging occupation that has not been adequately supported by the traditional educational system. For learners beginning their undergraduate education, there is no concrete path to follow to become a UX professional, due to few UX-focused undergraduate academic programs. Online communities of practices have been recognized as important learning venues, even while institutions of formal education often lag behind in structuring knowledge production and distribution. However, little is known about how knowledge is generated and diffused in online communities in the context of emerging occupations with volatile knowledge boundaries. In this paper, we analyze knowledge production in relation to social roles in an online UX community. We show that knowledge production is highly distributed, involving the participation of community members of varied levels of experience. We discuss how online communities support the development of the UX occupation.}, keywords = {Design Education, Practice-Led Research, UX Knowledge}, pubstate = {published}, tppubtype = {inproceedings} } New occupations are emerging that have high job demand in the market, but lack a coherent body of disciplinary knowledge. For example, user experience (UX) design is an emerging occupation that has not been adequately supported by the traditional educational system. For learners beginning their undergraduate education, there is no concrete path to follow to become a UX professional, due to few UX-focused undergraduate academic programs. Online communities of practices have been recognized as important learning venues, even while institutions of formal education often lag behind in structuring knowledge production and distribution. However, little is known about how knowledge is generated and diffused in online communities in the context of emerging occupations with volatile knowledge boundaries. In this paper, we analyze knowledge production in relation to social roles in an online UX community. We show that knowledge production is highly distributed, involving the participation of community members of varied levels of experience. We discuss how online communities support the development of the UX occupation. | |
Boling, Elizabeth; Gray, Colin M Use of Precedent as a Narrative Practice in Design Learning Incollection Hokanson, Brad; Clinton, Gregory; Kaminski, Karen (Ed.): Educational Technology and Narrative: Story and Instructional Design, pp. 259–270, Springer International Publishing, Cham, 2018, ISBN: 9783319699141. Abstract | Links | BibTeX | Tags: Design Education, Design Knowledge @incollection{Boling2018-wv, title = {Use of Precedent as a Narrative Practice in Design Learning}, author = {Elizabeth Boling and Colin M Gray}, editor = {Brad Hokanson and Gregory Clinton and Karen Kaminski}, url = {https://doi.org/10.1007/978-3-319-69914-1_21}, doi = {10.1007/978-3-319-69914-1_21}, isbn = {9783319699141}, year = {2018}, date = {2018-01-01}, booktitle = {Educational Technology and Narrative: Story and Instructional Design}, pages = {259--270}, publisher = {Springer International Publishing}, address = {Cham}, abstract = {In this chapter, we discuss narrative as a tool for designing, with regard particularly to how narrative may characterize precedent. Precedent is a critical form of design knowledge, comprising the designer's awareness and experience, direct or vicarious, of existing designs. Precedent informs an understanding of a design space, affords the generation of design moves within those spaces, and facilitates the creation of new solutions. We describe the narrative character of precedent and illustrate the narrative nature and use of precedent via an empirical study of masters-level student designers as they began to understand and attempt to articulate the precedent relationships that were informing their design activity.}, keywords = {Design Education, Design Knowledge}, pubstate = {published}, tppubtype = {incollection} } In this chapter, we discuss narrative as a tool for designing, with regard particularly to how narrative may characterize precedent. Precedent is a critical form of design knowledge, comprising the designer's awareness and experience, direct or vicarious, of existing designs. Precedent informs an understanding of a design space, affords the generation of design moves within those spaces, and facilitates the creation of new solutions. We describe the narrative character of precedent and illustrate the narrative nature and use of precedent via an empirical study of masters-level student designers as they began to understand and attempt to articulate the precedent relationships that were informing their design activity. | |
Gray, Colin M; Toombs, Austin L; Light, Ann; Vines, John Editorial: Ethics, Values, and Designer Responsibility Inproceedings Proceedings of the Design Research Society, Design Research Society, Shannon, Ireland, 2018. Links | BibTeX | Tags: Ethics and Values @inproceedings{Gray2018-bx, title = {Editorial: Ethics, Values, and Designer Responsibility}, author = {Colin M Gray and Austin L Toombs and Ann Light and John Vines}, url = {https://par.nsf.gov/biblio/10064084}, doi = {10.21606/dma.2018.003}, year = {2018}, date = {2018-01-01}, booktitle = {Proceedings of the Design Research Society}, volume = {1}, publisher = {Design Research Society}, address = {Shannon, Ireland}, keywords = {Ethics and Values}, pubstate = {published}, tppubtype = {inproceedings} } | |
2021 |
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| Dark Patterns and the Legal Requirements of Consent Banners: An Interaction Criticism Perspective Inproceedings Forthcoming Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems, Forthcoming. |
Identity Claims that Underlie Ethical Awareness and Action Inproceedings Forthcoming Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems, Forthcoming. | |
"That's dastardly ingenious": Ethical Argumentation Strategies on Reddit Journal Article Proceedings of the ACM on Human-Computer Interaction, 5 (CSCW1), 2021. | |
Surveying the Landscape of Ethics-Focused Design Methods Unpublished Forthcoming Forthcoming. | |
"Supervising Women Workers": The Rise of Instructional Training Films (1944) Book Chapter Boling, Elizabeth; Gray, Colin M; Howard, Craig; Baaki, John (Ed.): Historical Instructional Design Cases: ID Knowledge in Context and Practice, Routledge, 2021. | |
Setting the Cases in Historical Context Book Chapter Boling, Elizabeth; Gray, Colin M; Howard, Craig; Baaki, John (Ed.): Historical Instructional Design Cases: ID Knowledge in Context and Practice, Routledge, 2021. | |
Historical Instructional Design Cases: ID Knowledge in Context and Practice Book Routledge, 2021. | |
2020 |
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End User Accounts of Dark Patterns as Felt Manipulation Unpublished Forthcoming Forthcoming. | |
Paradigms of Knowledge Production in Human-Computer Interaction: Towards a Framing for Learner Experience (LX) Design Incollection Learner and User Experience Research: An Introduction for the Field of Learning Design & Technology, EdTech Books, 2020. | |
Markers of Quality in Design Precedent Journal Article International Journal of Designs for Learning, 11 (3), pp. 1–12, 2020. | |
Design Judgment in Data Visualization Practice Inproceedings 2020 IEEE Visualization Conference (VIS), pp. 176-180, 2020. | |
Co-Evolving Towards Evil Design Outcomes: Mapping Problem and Solution Process Moves Inproceedings Proceedings of the Design Research Society, Design Research Society, Brisbane, Australia, 2020. | |
Tensions in Enacting a Design Philosophy in UX Practice Inproceedings DIS'20: Proceedings of the Designing Interactive Systems Conference 2020, ACM Press, New York, NY, 2020. | |
Understanding Parenting Stress through Co-designed Self-Trackers Inproceedings Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, New York, NY, 2020. | |
Dimensions of UX Practice that Shape Ethical Awareness Inproceedings Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, ACM Press, New York, NY, 2020. | |
Bardzell's "Feminist HCI" Legacy: Analyzing Citational Patterns Inproceedings CHI '20: CHI Conference on Human Factors in Computing Systems Extended Abstracts Proceedings, 2020. | |
Building a Holistic Design Identity Through Integrated Studio Education Book Chapter 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. | |
Autono-preneurial Agents in the Community: Developing a Socially Aware API for Autonomous Entrepreneurial Lawn Mowers Inproceedings GROUP '20: Companion of the 2020 ACM International Conference on Supporting Group Work, pp. 69-82, ACM Press, Sanibel Island, FL, USA, 2020. | |
Designing an Aesthetic Learner Experience: UX, Instructional Design, and Design Pedagogy Journal Article International Journal of Designs for Learning, 11 (1), pp. 41-58, 2020. | |
When Does Manipulation Turn a Design 'Dark'? Journal Article Interactions, 27 (1), pp. 96–96, 2020. | |
| What Kind of Work Do "Asshole Designers" Create? Describing Properties of Ethical Concern on Reddit Inproceedings DIS'20: Proceedings of the Designing Interactive Systems Conference 2020, ACM Press New York, NY, 2020, (Awarded Honorable Mention, top 5%). |
Educating for design character in higher education: Challenges in studio pedagogy Inproceedings Proceedings of the Design Research Society, Design Research Society, Brisbane, Australia, 2020. | |
A Content-Agnostic Praxis for Transdisciplinary Education Book Chapter 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. | |
2019 |
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Democratizing assessment practices through multimodal critique in the design classroom Journal Article International Journal of Technology and Design Education, 29 (4), pp. 929-946, 2019, ISSN: 1573-1804. | |
| Analyzing Value Discovery in Design Decisions Through Ethicography Inproceedings 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%). |
A Practice-Led Account of the Conceptual Evolution of UX Knowledge Inproceedings Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems, ACM, New York, NY USA, 2019. | |
Co-producing, curating, and defining design knowledge in an online practitioner community Journal Article CoDesign, pp. 1–18, 2019, ISSN: 1571-0882. | |
Ethical Mediation in UX Practice Inproceedings Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems - CHI '19, ACM Press, 2019. | |
Using creative exhaustion to foster idea generation Journal Article International Journal of Technology and Design Education, 29 (1), pp. 177–195, 2019, ISSN: 0957-7572, 1573-1804. | |
Conceptions of design by transdisciplinary educators: Disciplinary background and pedagogical engagement Journal Article International Journal of Technology and Design Education, 30 , pp. 777-798, 2019, ISSN: 1573-1804. | |
"Nothing Comes Before Profit": Asshole Design in the Wild Inproceedings CHI EA '19: CHI'19 Extended Abstracts on Human Factors in Computing Systems, pp. LBW1314, 2019. | |
Digital civics goes abroad Journal Article Interactions, 26 (2), pp. 74-77, 2019, ISSN: 1072-5520. | |
Engaging Design Students in Value Discovery as "Everyday Ethicists" Inproceedings Dialogue: Proceedings of the AIGA Design Educators Community Conferences, pp. 187–189, AIGA Design Educators Community, 2019. | |
Developing Students' Instrumental Judgment Capacity for Design Research Methods Inproceedings Dialogue: Proceedings of the AIGA Design Educators Community Conferences, pp. 108–115, AIGA Design Educators Community, 2019. | |
2018 |
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Understanding Social Roles in an Online Community of Volatile Practice: A Study of User Experience Practitioners on Reddit Journal Article ACM Transactions on Social Computing, 1 (4), pp. 17, 2018, ISSN: 2469-7818. | |
Generating Mobile Application Onboarding Insights Through Minimalist Instruction Inproceedings Proceedings of the 2018 Designing Interactive Systems Conference, pp. 361–372, ACM, 2018, ISBN: 9781450351980. | |
Distinctions Between the Communication of Experiential and Academic Design Knowledge: a linguistic analysis Inproceedings Proceedings of the 2018 Design Research Society Conference, 2018. | |
Dark Intentions or Persuasion?: UX Designers' Activation of Stakeholder and User Values Inproceedings Proceedings of the 2018 ACM Conference Companion Publication on Designing Interactive Systems, pp. 87–91, ACM, Hong Kong, China, 2018, ISBN: 9781450356312. | |
Exploring the Knowledge Creation Practices of UX Designers on Stack Exchange Inproceedings Proceedings of the 2018 ACM Conference Companion Publication on Designing Interactive Systems, pp. 69–74, ACM, 2018, ISBN: 9781450356312. | |
#darkpatterns: UX Practitioner Conversations About Ethical Design Inproceedings Extended Abstracts of the 2018 CHI Conference on Human Factors in Computing Systems, pp. LBW082, ACM, Montreal QC, Canada, 2018, ISBN: 9781450356213. | |
The Dark (Patterns) Side of UX Design Inproceedings Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems, pp. 534:1–534:14, ACM, Montreal QC, Canada, 2018, ISBN: 9781450356206. | |
Designers' articulation and activation of instrumental design judgements in cross-cultural user research Journal Article CoDesign, 14 (2), pp. 79–97, 2018, ISSN: 1571-0882, 1745-3755. | |
Designing for Everyday Care in Communities Inproceedings Proceedings of the 2018 ACM Conference Companion Publication on Designing Interactive Systems, pp. 391–394, ACM, Hong Kong, China, 2018, ISBN: 9781450356312. | |
Supporting the Complex Social Lives of New Parents Inproceedings Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems, pp. 420:1–420:13, ACM, Montreal QC, Canada, 2018, ISBN: 9781450356206. | |
Appropriated or Inauthentic Care in Gig-Economy Platforms: A Psycho-linguistic Analysis of Uber and Lyft Inproceedings Extended Abstracts of the 2018 CHI Conference on Human Factors in Computing Systems, pp. LBW532:1–LBW532:6, ACM, Montreal QC, Canada, 2018, ISBN: 9781450356213. | |
The Politics of Titling: The Representation of Countries in CHI Papers Inproceedings Extended Abstracts of the 2018 CHI Conference on Human Factors in Computing Systems, pp. alt16:1–alt16:10, ACM, Montreal QC, Canada, 2018, ISBN: 9781450356213. | |
Revealing Students' Ethical Awareness during Problem Framing Journal Article International Journal of Art & Design Education, 96 (Dorst 2011), pp. 359, 2018, ISSN: 1476-8062. | |
Hawaii International Conference on System Sciences 2018 (HICSS-51), 2018. | |
Use of Precedent as a Narrative Practice in Design Learning Incollection Hokanson, Brad; Clinton, Gregory; Kaminski, Karen (Ed.): Educational Technology and Narrative: Story and Instructional Design, pp. 259–270, Springer International Publishing, Cham, 2018, ISBN: 9783319699141. | |
Editorial: Ethics, Values, and Designer Responsibility Inproceedings Proceedings of the Design Research Society, Design Research Society, Shannon, Ireland, 2018. | |