2021
Gray, Colin M
"Supervising Women Workers": The Rise of Instructional Training Films (1944) Book Chapter
In: Boling, Elizabeth; Gray, Colin M; Howard, Craig; Baaki, John (Ed.): Historical Instructional Design Cases: ID Knowledge in Context and Practice, Routledge, 2021.
Abstract | BibTeX | Tags: Design Case, Instructional Design
@inbook{Gray2020-gb,
title = {"Supervising Women Workers": The Rise of Instructional Training Films (1944)},
author = {Colin M Gray},
editor = {Elizabeth Boling and Colin M Gray and Craig Howard and John Baaki},
year = {2021},
date = {2021-01-01},
booktitle = {Historical Instructional Design Cases: ID Knowledge in Context
and Practice},
publisher = {Routledge},
abstract = {In the early 1940s, large portions of the world were at war.
Women rapidly joined the workforce in large and unprecedented
numbers, which required different approaches to management that
took into account the role of gender, experience, and social
expectations. In this chapter, I analyze ``Supervising Women
Workers,'' an eleven-minute instructional film created during
World War II to train front-line managers to address the shift
in the composition of the workforce. The chapter focuses on a
description of the instructional and film content and its
relevance to social norms, human performance challenges, and
assumptions of gendered capabilities and norms. The role of the
film style, production design, and design concerns related to
the film are considered.},
keywords = {Design Case, Instructional Design},
pubstate = {published},
tppubtype = {inbook}
}
In the early 1940s, large portions of the world were at war.
Women rapidly joined the workforce in large and unprecedented
numbers, which required different approaches to management that
took into account the role of gender, experience, and social
expectations. In this chapter, I analyze ``Supervising Women
Workers,'' an eleven-minute instructional film created during
World War II to train front-line managers to address the shift
in the composition of the workforce. The chapter focuses on a
description of the instructional and film content and its
relevance to social norms, human performance challenges, and
assumptions of gendered capabilities and norms. The role of the
film style, production design, and design concerns related to
the film are considered.
Women rapidly joined the workforce in large and unprecedented
numbers, which required different approaches to management that
took into account the role of gender, experience, and social
expectations. In this chapter, I analyze ``Supervising Women
Workers,'' an eleven-minute instructional film created during
World War II to train front-line managers to address the shift
in the composition of the workforce. The chapter focuses on a
description of the instructional and film content and its
relevance to social norms, human performance challenges, and
assumptions of gendered capabilities and norms. The role of the
film style, production design, and design concerns related to
the film are considered.
Gray, Colin M; Howard, Craig D
Setting the Cases in Historical Context Book Chapter
In: Boling, Elizabeth; Gray, Colin M; Howard, Craig; Baaki, John (Ed.): Historical Instructional Design Cases: ID Knowledge in Context and Practice, Routledge, 2021.
Abstract | BibTeX | Tags: Instructional Design
@inbook{Gray2020-xc,
title = {Setting the Cases in Historical Context},
author = {Colin M Gray and Craig D Howard},
editor = {Elizabeth Boling and Colin M Gray and Craig Howard and John Baaki},
year = {2021},
date = {2021-01-01},
booktitle = {Historical Instructional Design Cases: ID Knowledge in Context
and Practice},
publisher = {Routledge},
abstract = {In this chapter, we provide historical context to contextualize
the 130-year time period in which the cases in this volume were
written. Leveraging world and national events and advancements
in education and technology, we situate the social context of
each case and provide a timeline to cross-reference these
events.},
keywords = {Instructional Design},
pubstate = {published},
tppubtype = {inbook}
}
In this chapter, we provide historical context to contextualize
the 130-year time period in which the cases in this volume were
written. Leveraging world and national events and advancements
in education and technology, we situate the social context of
each case and provide a timeline to cross-reference these
events.
the 130-year time period in which the cases in this volume were
written. Leveraging world and national events and advancements
in education and technology, we situate the social context of
each case and provide a timeline to cross-reference these
events.
Boling, Elizabeth; Gray, Colin M; Howard, Craig; Baaki, John (Ed.)
Historical Instructional Design Cases: ID Knowledge in Context and Practice Book
Routledge, 2021.
BibTeX | Tags: Design Case, Design Knowledge, Instructional Design
@book{Boling2020-dv,
title = {Historical Instructional Design Cases: ID Knowledge in Context and Practice},
editor = {Elizabeth Boling and Colin M Gray and Craig Howard and John Baaki},
year = {2021},
date = {2021-01-01},
publisher = {Routledge},
keywords = {Design Case, Design Knowledge, Instructional Design},
pubstate = {published},
tppubtype = {book}
}
Gray, Colin M; Wolford, Christopher; Huston, Davin
Iterating Overnight: Using Cardboard to Teach Audio During a Pandemic Proceedings Article
In: Proceedings of the Mudd Design Workshop XII: Designing Through Making: 2-D and 3-D Representations of Designs In Campus Facilities and Remotely, Harvey Mudd College, Claremont, CA, 2021.
Abstract | BibTeX | Tags: Design Education, Design Methods, Design Theory, Prototyping
@inproceedings{Gray2021-so,
title = {Iterating Overnight: Using Cardboard to Teach Audio During a Pandemic},
author = {Colin M Gray and Christopher Wolford and Davin Huston},
year = {2021},
date = {2021-01-01},
booktitle = {Proceedings of the Mudd Design Workshop XII: Designing Through Making: 2-D and 3-D Representations of Designs In Campus Facilities and Remotely},
publisher = {Harvey Mudd College},
address = {Claremont, CA},
abstract = {Prototyping is a key competency in engineering and technology
disciplines, bridging abstract and often-technical design
requirements and the realization of these requirements in the
physical world. While many approaches have historically been
used to encourage the development of prototyping competence in
engineering education, rapid fabrication techniques are
increasingly available both to students and the general public
as part of the ``maker movement.`` However, the development of
prototyping competence has been considered to be understudied,
particularly with regard to the appropriate levels of fidelity
through which a prototype might be most beneficial to
problematize the design situation, allow exploration of the
problem space, and facilitate iteration. In this paper, we
describe the tensions among technologically and pragmatically
different approaches to prototyping. We focus our inquiry on a
traditionally in-person multidisciplinary engineering/technology
lab course which was confronted with two difficulties: a
building construction project that caused the lab to be
relocated off of the main campus with limited fabrication
equipment availability and a mid-semester shift to online-only
instruction due to the COVID-19 pandemic. In the context of
these two instructional tensions, we describe the outcomes of a
student project to design and fabricate a functioning
loudspeaker in cardboard, providing a detailed account of the
design outcomes and process moves that resulted from this shift
in fabrication approach.},
keywords = {Design Education, Design Methods, Design Theory, Prototyping},
pubstate = {published},
tppubtype = {inproceedings}
}
Prototyping is a key competency in engineering and technology
disciplines, bridging abstract and often-technical design
requirements and the realization of these requirements in the
physical world. While many approaches have historically been
used to encourage the development of prototyping competence in
engineering education, rapid fabrication techniques are
increasingly available both to students and the general public
as part of the ``maker movement.`` However, the development of
prototyping competence has been considered to be understudied,
particularly with regard to the appropriate levels of fidelity
through which a prototype might be most beneficial to
problematize the design situation, allow exploration of the
problem space, and facilitate iteration. In this paper, we
describe the tensions among technologically and pragmatically
different approaches to prototyping. We focus our inquiry on a
traditionally in-person multidisciplinary engineering/technology
lab course which was confronted with two difficulties: a
building construction project that caused the lab to be
relocated off of the main campus with limited fabrication
equipment availability and a mid-semester shift to online-only
instruction due to the COVID-19 pandemic. In the context of
these two instructional tensions, we describe the outcomes of a
student project to design and fabricate a functioning
loudspeaker in cardboard, providing a detailed account of the
design outcomes and process moves that resulted from this shift
in fabrication approach.
disciplines, bridging abstract and often-technical design
requirements and the realization of these requirements in the
physical world. While many approaches have historically been
used to encourage the development of prototyping competence in
engineering education, rapid fabrication techniques are
increasingly available both to students and the general public
as part of the ``maker movement.`` However, the development of
prototyping competence has been considered to be understudied,
particularly with regard to the appropriate levels of fidelity
through which a prototype might be most beneficial to
problematize the design situation, allow exploration of the
problem space, and facilitate iteration. In this paper, we
describe the tensions among technologically and pragmatically
different approaches to prototyping. We focus our inquiry on a
traditionally in-person multidisciplinary engineering/technology
lab course which was confronted with two difficulties: a
building construction project that caused the lab to be
relocated off of the main campus with limited fabrication
equipment availability and a mid-semester shift to online-only
instruction due to the COVID-19 pandemic. In the context of
these two instructional tensions, we describe the outcomes of a
student project to design and fabricate a functioning
loudspeaker in cardboard, providing a detailed account of the
design outcomes and process moves that resulted from this shift
in fabrication approach.
2020
Gray, Colin M
Paradigms of Knowledge Production in Human-Computer Interaction: Towards a Framing for Learner Experience (LX) Design Book Section
In: Learner and User Experience Research: An Introduction for the Field of Learning Design & Technology, EdTech Books, 2020.
Abstract | Links | BibTeX | Tags: Design Knowledge, Instructional Design, Learning Experience (LX) Design, UX Knowledge
@incollection{Gray2020-wf,
title = {Paradigms of Knowledge Production in Human-Computer Interaction: Towards a Framing for Learner Experience (LX) Design},
author = {Colin M Gray},
url = {https://edtechbooks.org/ux/paradigms_in_hci
https://colingray.me/wp-content/uploads/2020/10/2020_Gray_LearnerUserExperienceResearch_ParadigmsofHCILX.pdf},
year = {2020},
date = {2020-10-01},
booktitle = {Learner and User Experience Research: An Introduction for the Field of Learning Design & Technology},
publisher = {EdTech Books},
abstract = {In this chapter, I contextualize the knowledge production of the
human-computer interaction (HCI) community within broader
epistemological, historical, and disciplinary framings of this
scholarship. I describe the historical landscape of HCI as a
discipline, including the significant subcommunities that have
formed over time as the discipline has become more inclusive of
disciplines and forms of knowledge. This description will map
across cognitivist, social constructivist, and humanist/design
threads of the community, all of which are still active
participants in the creation of HCI knowledge. These threads are
contextualized for a learning, design, and technology (LDT)
audience, including historical and theoretical connections to
scientific and humanist modes of instructional design
scholarship. I conclude with a preliminary grounding for learner
experience (LX) design and a conceptual roadmap that draws from
strengths in the LDT and HCI communities.},
keywords = {Design Knowledge, Instructional Design, Learning Experience (LX) Design, UX Knowledge},
pubstate = {published},
tppubtype = {incollection}
}
In this chapter, I contextualize the knowledge production of the
human-computer interaction (HCI) community within broader
epistemological, historical, and disciplinary framings of this
scholarship. I describe the historical landscape of HCI as a
discipline, including the significant subcommunities that have
formed over time as the discipline has become more inclusive of
disciplines and forms of knowledge. This description will map
across cognitivist, social constructivist, and humanist/design
threads of the community, all of which are still active
participants in the creation of HCI knowledge. These threads are
contextualized for a learning, design, and technology (LDT)
audience, including historical and theoretical connections to
scientific and humanist modes of instructional design
scholarship. I conclude with a preliminary grounding for learner
experience (LX) design and a conceptual roadmap that draws from
strengths in the LDT and HCI communities.
human-computer interaction (HCI) community within broader
epistemological, historical, and disciplinary framings of this
scholarship. I describe the historical landscape of HCI as a
discipline, including the significant subcommunities that have
formed over time as the discipline has become more inclusive of
disciplines and forms of knowledge. This description will map
across cognitivist, social constructivist, and humanist/design
threads of the community, all of which are still active
participants in the creation of HCI knowledge. These threads are
contextualized for a learning, design, and technology (LDT)
audience, including historical and theoretical connections to
scientific and humanist modes of instructional design
scholarship. I conclude with a preliminary grounding for learner
experience (LX) design and a conceptual roadmap that draws from
strengths in the LDT and HCI communities.
Gray, Colin M
Markers of Quality in Design Precedent Journal Article
In: International Journal of Designs for Learning, vol. 11, no. 3, pp. 1–12, 2020.
Abstract | Links | BibTeX | Tags: Design Case, Design Knowledge, Instructional Design
@article{Gray2020-yu,
title = {Markers of Quality in Design Precedent},
author = {Colin M Gray},
url = {https://doi.org/10.14434/ijdl.v11i3.31193
https://colingray.me/wp-content/uploads/2020/08/2020_Gray_IJDL_MarkersofQualityPrecedent.pdf},
doi = {10.14434/ijdl.v11i3.31193},
year = {2020},
date = {2020-10-01},
journal = {International Journal of Designs for Learning},
volume = {11},
number = {3},
pages = {1--12},
abstract = {The generation and description of design precedent is at the core
of design case scholarship. However, traditional standards of
quality and rigor that are relevant for other types of design and
scientific scholarship do not always apply equally to the
generation of design cases. In this paper, I describe the nature
of design precedent and the standards for evaluating precedent
artifacts in a way that foregrounds access of the reader to
aspects of design complexity in the design work being described.
Standards of quality point towards the appropriateness and
potential contribution of the precedent material to design
knowledge, across the following dimensions: interest to other
designers; rich representation of the design; articulation of
transparency and failure; accessibility of style; and
acknowledgement of complexity and scope.},
keywords = {Design Case, Design Knowledge, Instructional Design},
pubstate = {published},
tppubtype = {article}
}
The generation and description of design precedent is at the core
of design case scholarship. However, traditional standards of
quality and rigor that are relevant for other types of design and
scientific scholarship do not always apply equally to the
generation of design cases. In this paper, I describe the nature
of design precedent and the standards for evaluating precedent
artifacts in a way that foregrounds access of the reader to
aspects of design complexity in the design work being described.
Standards of quality point towards the appropriateness and
potential contribution of the precedent material to design
knowledge, across the following dimensions: interest to other
designers; rich representation of the design; articulation of
transparency and failure; accessibility of style; and
acknowledgement of complexity and scope.
of design case scholarship. However, traditional standards of
quality and rigor that are relevant for other types of design and
scientific scholarship do not always apply equally to the
generation of design cases. In this paper, I describe the nature
of design precedent and the standards for evaluating precedent
artifacts in a way that foregrounds access of the reader to
aspects of design complexity in the design work being described.
Standards of quality point towards the appropriateness and
potential contribution of the precedent material to design
knowledge, across the following dimensions: interest to other
designers; rich representation of the design; articulation of
transparency and failure; accessibility of style; and
acknowledgement of complexity and scope.
Parsons, Paul; Gray, Colin M; Baigelenov, Ali; Carr, Ian
Design Judgment in Data Visualization Practice Proceedings Article
In: 2020 IEEE Visualization Conference (VIS), pp. 176-180, 2020.
Abstract | Links | BibTeX | Tags: Design Theory
@inproceedings{Parsons2020-hz,
title = {Design Judgment in Data Visualization Practice},
author = {Paul Parsons and Colin M Gray and Ali Baigelenov and Ian Carr},
url = {http://arxiv.org/abs/2009.02628
http://dx.doi.org/10.1109/VIS47514.2020.00042},
doi = {10.1109/VIS47514.2020.00042},
year = {2020},
date = {2020-10-01},
booktitle = {2020 IEEE Visualization Conference (VIS)},
pages = {176-180},
abstract = {Data visualization is becoming an increasingly popular field of design practice. Although many studies have highlighted the knowledge required for effective data visualization design, their focus has largely been on formal knowledge and logical decision-making processes that can be abstracted and codified. Less attention has been paid to the more situated and personal ways of knowing that are prevalent in all design activity. In this study, we conducted semistructured interviews with data visualization practitioners during which they were asked to describe the practical and situated aspects of their design processes. Using a philosophical framework of design judgment from Nelson and Stolterman [23], we analyzed the transcripts to describe the volume and complex layering of design judgments that are used by data visualization practitioners as they describe and interrogate their work. We identify aspects of data visualization practice that require further investigation beyond notions of rational, model- or principle-directed decision-making processes.},
keywords = {Design Theory},
pubstate = {published},
tppubtype = {inproceedings}
}
Data visualization is becoming an increasingly popular field of design practice. Although many studies have highlighted the knowledge required for effective data visualization design, their focus has largely been on formal knowledge and logical decision-making processes that can be abstracted and codified. Less attention has been paid to the more situated and personal ways of knowing that are prevalent in all design activity. In this study, we conducted semistructured interviews with data visualization practitioners during which they were asked to describe the practical and situated aspects of their design processes. Using a philosophical framework of design judgment from Nelson and Stolterman [23], we analyzed the transcripts to describe the volume and complex layering of design judgments that are used by data visualization practitioners as they describe and interrogate their work. We identify aspects of data visualization practice that require further investigation beyond notions of rational, model- or principle-directed decision-making processes.
Chivukula, Shruthi Sai; Gray, Colin M
Co-Evolving Towards Evil Design Outcomes: Mapping Problem and Solution Process Moves Proceedings Article
In: Proceedings of the Design Research Society, Design Research Society, Brisbane, Australia, 2020.
Abstract | Links | BibTeX | Tags: Dark Patterns, Design Theory, Ethics and Values
@inproceedings{Chivukula2020-ai,
title = {Co-Evolving Towards Evil Design Outcomes: Mapping Problem and Solution Process Moves},
author = {Shruthi Sai Chivukula and Colin M Gray},
url = {https://colingray.me/wp-content/uploads/2020/04/2020_ChivukulaGray_DRS_CoEvolutionTowardsEvilDesign.pdf
http://dx.doi.org/10.21606/drs.2020.107},
doi = {10.21606/drs.2020.107},
year = {2020},
date = {2020-08-01},
booktitle = {Proceedings of the Design Research Society},
publisher = {Design Research Society},
address = {Brisbane, Australia},
abstract = {Creative outcomes require designers to continuously frame the
problem space and generate solutions, resulting in the
co-evolution of problem and solution. Little work has addressed
the value dimensions of design activity with regard to this co-
evolutionary process and the role of the designer in acting upon
specific and value- laden framings and/or solutions. In this
paper, we identify how triads of student designers from user
experience (UX) and industrial engineering (IE) disciplines
frame the problem space and generate solutions, foregrounding
the ethical character of their judgments in response to an
ethically-nuanced design task. Using sequence analysis to
analyze the lab protocol data, we describe the frequency and
interconnectedness of process moves that lead the design team
towards unethical outcomes. Based on our findings, we call for
additional attention to ethical dimensions of problem-solution
co- evolution, and identify key interaction patterns among
designers that lead towards unethical outcomes.},
keywords = {Dark Patterns, Design Theory, Ethics and Values},
pubstate = {published},
tppubtype = {inproceedings}
}
Creative outcomes require designers to continuously frame the
problem space and generate solutions, resulting in the
co-evolution of problem and solution. Little work has addressed
the value dimensions of design activity with regard to this co-
evolutionary process and the role of the designer in acting upon
specific and value- laden framings and/or solutions. In this
paper, we identify how triads of student designers from user
experience (UX) and industrial engineering (IE) disciplines
frame the problem space and generate solutions, foregrounding
the ethical character of their judgments in response to an
ethically-nuanced design task. Using sequence analysis to
analyze the lab protocol data, we describe the frequency and
interconnectedness of process moves that lead the design team
towards unethical outcomes. Based on our findings, we call for
additional attention to ethical dimensions of problem-solution
co- evolution, and identify key interaction patterns among
designers that lead towards unethical outcomes.
problem space and generate solutions, resulting in the
co-evolution of problem and solution. Little work has addressed
the value dimensions of design activity with regard to this co-
evolutionary process and the role of the designer in acting upon
specific and value- laden framings and/or solutions. In this
paper, we identify how triads of student designers from user
experience (UX) and industrial engineering (IE) disciplines
frame the problem space and generate solutions, foregrounding
the ethical character of their judgments in response to an
ethically-nuanced design task. Using sequence analysis to
analyze the lab protocol data, we describe the frequency and
interconnectedness of process moves that lead the design team
towards unethical outcomes. Based on our findings, we call for
additional attention to ethical dimensions of problem-solution
co- evolution, and identify key interaction patterns among
designers that lead towards unethical outcomes.
Watkins, Chris Rhys; Gray, Colin M; Toombs, Austin L; Parsons, Paul
Tensions in Enacting a Design Philosophy in UX Practice Proceedings Article
In: DIS'20: Proceedings of the Designing Interactive Systems Conference 2020, ACM Press, New York, NY, 2020.
Abstract | Links | BibTeX | Tags: Design Education, Ethics and Values, Practice-Led Research, UX Knowledge, UX Practice
@inproceedings{Watkins2020-zr,
title = {Tensions in Enacting a Design Philosophy in UX Practice},
author = {Chris Rhys Watkins and Colin M Gray and Austin L Toombs and Paul Parsons},
url = {https://colingray.me/wp-content/uploads/2020/04/2020_Watkinsetal_DIS_TensionsDesignPhilosophy.pdf
http://dx.doi.org/10.1145/3357236.3395505},
doi = {10.1145/3357236.3395505},
year = {2020},
date = {2020-07-01},
booktitle = {DIS'20: Proceedings of the Designing Interactive Systems
Conference 2020},
publisher = {ACM Press},
address = {New York, NY},
series = {DIS'20},
abstract = {Design culture is increasingly present within organizations,
especially with the rise of UX as a profession. Yet there are
often disconnects between the development of a design philosophy
and its translation in practice. Students preparing for UX
careers are positioned in a liminal space between their
educational experience and future practice, and are actively
working to build a bridge between their developing philosophy of
design and the translation of that philosophy when faced with
the complexity of design practice. In this study, we interviewed
ten students and practitioners educated within design-oriented
HCI programs, focusing on their design philosophy and evaluating
how their philosophical beliefs were shaped in practice.
Building on prior work on flows of competence, we thematically
analyzed these interviews, identifying the philosophical beliefs
of these designers and their trajectories of development,
adoption, or suppression in industry. We identify opportunities
for enhancements to UX educational practices and future research
on design complexity in industry contexts.},
keywords = {Design Education, Ethics and Values, Practice-Led Research, UX Knowledge, UX Practice},
pubstate = {published},
tppubtype = {inproceedings}
}
Design culture is increasingly present within organizations,
especially with the rise of UX as a profession. Yet there are
often disconnects between the development of a design philosophy
and its translation in practice. Students preparing for UX
careers are positioned in a liminal space between their
educational experience and future practice, and are actively
working to build a bridge between their developing philosophy of
design and the translation of that philosophy when faced with
the complexity of design practice. In this study, we interviewed
ten students and practitioners educated within design-oriented
HCI programs, focusing on their design philosophy and evaluating
how their philosophical beliefs were shaped in practice.
Building on prior work on flows of competence, we thematically
analyzed these interviews, identifying the philosophical beliefs
of these designers and their trajectories of development,
adoption, or suppression in industry. We identify opportunities
for enhancements to UX educational practices and future research
on design complexity in industry contexts.
especially with the rise of UX as a profession. Yet there are
often disconnects between the development of a design philosophy
and its translation in practice. Students preparing for UX
careers are positioned in a liminal space between their
educational experience and future practice, and are actively
working to build a bridge between their developing philosophy of
design and the translation of that philosophy when faced with
the complexity of design practice. In this study, we interviewed
ten students and practitioners educated within design-oriented
HCI programs, focusing on their design philosophy and evaluating
how their philosophical beliefs were shaped in practice.
Building on prior work on flows of competence, we thematically
analyzed these interviews, identifying the philosophical beliefs
of these designers and their trajectories of development,
adoption, or suppression in industry. We identify opportunities
for enhancements to UX educational practices and future research
on design complexity in industry contexts.
Jo, Eunkyung; Toombs, Austin L
Understanding Parenting Stress through Co-designed Self-Trackers Proceedings Article
In: Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, New York, NY, 2020.
Abstract | Links | BibTeX | Tags:
@inproceedings{Jo2020-ut,
title = {Understanding Parenting Stress through Co-designed Self-Trackers},
author = {Eunkyung Jo and Austin L Toombs},
url = {http://dx.doi.org/10.1145/3313831.3376359
https://colingray.me/wp-content/uploads/2020/01/2020_Joetal_CHI_UnderstandingParentingStress.pdf},
doi = {10.1145/3313831.3376359},
year = {2020},
date = {2020-04-01},
booktitle = {Proceedings of the 2020 CHI Conference on Human Factors in
Computing Systems},
address = {New York, NY},
series = {CHI'20:},
abstract = {New parents often experience significant stress as they take on
new roles and responsibilities. Stress management and mental
wellbeing are two areas in which personal informatics (PI)
research has gained attention, and there is an opportunity to
investigate how parenting stress can be mitigated through PI
practices. In this paper, we present the results of a
co-designed technology probe study through which we deployed
individualized self-trackers with new parents. We investigate
the stress management topics new parents are interested in
tracking and how—and with what goals—they engage in
self-directed PI practices. Our findings indicate that PI
practices can potentially enable parents to: re-discover
positive aspects of their everyday lives; identify better-suited
stress management strategies; and facilitate spousal
communication about shared responsibilities. We discuss how
self-tracking experiences for the mental wellness of parents can
be better designed.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
New parents often experience significant stress as they take on
new roles and responsibilities. Stress management and mental
wellbeing are two areas in which personal informatics (PI)
research has gained attention, and there is an opportunity to
investigate how parenting stress can be mitigated through PI
practices. In this paper, we present the results of a
co-designed technology probe study through which we deployed
individualized self-trackers with new parents. We investigate
the stress management topics new parents are interested in
tracking and how—and with what goals—they engage in
self-directed PI practices. Our findings indicate that PI
practices can potentially enable parents to: re-discover
positive aspects of their everyday lives; identify better-suited
stress management strategies; and facilitate spousal
communication about shared responsibilities. We discuss how
self-tracking experiences for the mental wellness of parents can
be better designed.
new roles and responsibilities. Stress management and mental
wellbeing are two areas in which personal informatics (PI)
research has gained attention, and there is an opportunity to
investigate how parenting stress can be mitigated through PI
practices. In this paper, we present the results of a
co-designed technology probe study through which we deployed
individualized self-trackers with new parents. We investigate
the stress management topics new parents are interested in
tracking and how—and with what goals—they engage in
self-directed PI practices. Our findings indicate that PI
practices can potentially enable parents to: re-discover
positive aspects of their everyday lives; identify better-suited
stress management strategies; and facilitate spousal
communication about shared responsibilities. We discuss how
self-tracking experiences for the mental wellness of parents can
be better designed.
Chivukula, Shruthi Sai; Watkins, Chris; Manocha, Rhea; Chen, Jingle; Gray, Colin M
Dimensions of UX Practice that Shape Ethical Awareness Proceedings Article
In: Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, ACM Press, New York, NY, 2020.
Abstract | Links | BibTeX | Tags: Dark Patterns, Ethics and Values, Practice-Led Research, UX Practice
@inproceedings{Chivukula2020-bv,
title = {Dimensions of UX Practice that Shape Ethical Awareness},
author = {Shruthi Sai Chivukula and Chris Watkins and Rhea Manocha and Jingle Chen and Colin M Gray},
url = {https://colingray.me/wp-content/uploads/2020/01/2020_Chivukulaetal_CHI_DimensionsThatShapeEthicalAwareness.pdf
http://dx.doi.org/10.1145/3313831.3376459},
doi = {10.1145/3313831.3376459},
year = {2020},
date = {2020-04-01},
booktitle = {Proceedings of the 2020 CHI Conference on Human Factors in
Computing Systems},
publisher = {ACM Press},
address = {New York, NY},
series = {CHI'20},
abstract = {HCI researchers are increasingly interested in describing the
complexity of design practice, including ethical,
organizational, and societal concerns. Recent studies have
identified individual practitioners as key actors in driving the
design process and culture within their respective
organizations, and we build upon these efforts to reveal
practitioner concerns regarding ethics on their own terms. In
this paper, we report on the results of an interview study with
eleven UX practitioners, capturing their experiences that
highlight dimensions of design practice that impact ethical
awareness and action. Using a bottom-up thematic analysis, we
identified five dimensions of design complexity that influence
ethical outcomes and span individual, collaborative, and
methodological framing of UX activity. Based on these findings,
we propose a set of implications for the creation of
ethically-centered design methods that resonate with this
complexity and inform the education of future UX practitioners.},
keywords = {Dark Patterns, Ethics and Values, Practice-Led Research, UX Practice},
pubstate = {published},
tppubtype = {inproceedings}
}
HCI researchers are increasingly interested in describing the
complexity of design practice, including ethical,
organizational, and societal concerns. Recent studies have
identified individual practitioners as key actors in driving the
design process and culture within their respective
organizations, and we build upon these efforts to reveal
practitioner concerns regarding ethics on their own terms. In
this paper, we report on the results of an interview study with
eleven UX practitioners, capturing their experiences that
highlight dimensions of design practice that impact ethical
awareness and action. Using a bottom-up thematic analysis, we
identified five dimensions of design complexity that influence
ethical outcomes and span individual, collaborative, and
methodological framing of UX activity. Based on these findings,
we propose a set of implications for the creation of
ethically-centered design methods that resonate with this
complexity and inform the education of future UX practitioners.
complexity of design practice, including ethical,
organizational, and societal concerns. Recent studies have
identified individual practitioners as key actors in driving the
design process and culture within their respective
organizations, and we build upon these efforts to reveal
practitioner concerns regarding ethics on their own terms. In
this paper, we report on the results of an interview study with
eleven UX practitioners, capturing their experiences that
highlight dimensions of design practice that impact ethical
awareness and action. Using a bottom-up thematic analysis, we
identified five dimensions of design complexity that influence
ethical outcomes and span individual, collaborative, and
methodological framing of UX activity. Based on these findings,
we propose a set of implications for the creation of
ethically-centered design methods that resonate with this
complexity and inform the education of future UX practitioners.
Chivukula, Shruthi Sai; Gray, Colin M
Bardzell's "Feminist HCI" Legacy: Analyzing Citational Patterns Proceedings Article
In: CHI '20: CHI Conference on Human Factors in Computing Systems Extended Abstracts Proceedings, 2020.
Abstract | Links | BibTeX | Tags: Critical Theory, Ethics and Values
@inproceedings{Chivukula2020-dv,
title = {Bardzell's "Feminist HCI" Legacy: Analyzing Citational Patterns},
author = {Shruthi Sai Chivukula and Colin M Gray},
url = {https://colingray.me/wp-content/uploads/2020/02/2020_ChivukulaGray_CHILBW_FeministHCI.pdf
http://dx.doi.org/10.1145/3334480.3382936},
doi = {10.1145/3334480.3382936},
year = {2020},
date = {2020-04-01},
booktitle = {CHI '20: CHI Conference on Human Factors in Computing
Systems Extended Abstracts Proceedings},
abstract = {In this late-breaking work, we describe the legacy of feminist
theory within HCI literature, focusing on Shaowen Bardzell's
seminal publication "Feminist HCI: Taking Stock and Outlining
an Agenda for Design," which was one of the first to propose
adoption of feminist theories into HCI research and practice.
We conducted a citation analysis of 70 published texts that cited
this paper, using the Harwood functions to identify how feminist
theory concepts have been cited in HCI and whether the
implementation of pro-posed frameworks has taken place. This
paper was mostly given 'credit,' and most frequently
'signposted' to keep readers on track of the topical issues in
HCI, with little evidence of explicit use or extension of
proposed frameworks. These results demonstrate a largely
one-dimensional impact, characterized by a lack of deep
engagement in feminist theories. We identify opportunities to
expand feminist approach to further improve research and
practice in HCI.},
keywords = {Critical Theory, Ethics and Values},
pubstate = {published},
tppubtype = {inproceedings}
}
In this late-breaking work, we describe the legacy of feminist
theory within HCI literature, focusing on Shaowen Bardzell's
seminal publication "Feminist HCI: Taking Stock and Outlining
an Agenda for Design," which was one of the first to propose
adoption of feminist theories into HCI research and practice.
We conducted a citation analysis of 70 published texts that cited
this paper, using the Harwood functions to identify how feminist
theory concepts have been cited in HCI and whether the
implementation of pro-posed frameworks has taken place. This
paper was mostly given 'credit,' and most frequently
'signposted' to keep readers on track of the topical issues in
HCI, with little evidence of explicit use or extension of
proposed frameworks. These results demonstrate a largely
one-dimensional impact, characterized by a lack of deep
engagement in feminist theories. We identify opportunities to
expand feminist approach to further improve research and
practice in HCI.
theory within HCI literature, focusing on Shaowen Bardzell's
seminal publication "Feminist HCI: Taking Stock and Outlining
an Agenda for Design," which was one of the first to propose
adoption of feminist theories into HCI research and practice.
We conducted a citation analysis of 70 published texts that cited
this paper, using the Harwood functions to identify how feminist
theory concepts have been cited in HCI and whether the
implementation of pro-posed frameworks has taken place. This
paper was mostly given 'credit,' and most frequently
'signposted' to keep readers on track of the topical issues in
HCI, with little evidence of explicit use or extension of
proposed frameworks. These results demonstrate a largely
one-dimensional impact, characterized by a lack of deep
engagement in feminist theories. We identify opportunities to
expand feminist approach to further improve research and
practice in HCI.
Gray, Colin M; Parsons, Paul; Toombs, Austin L
Building a Holistic Design Identity Through Integrated Studio Education Book Chapter
In: Hokanson, Brad; Clinton, Gregory; Tawfik, Andrew; Grincewicz, Amy; Schmidt, Matthew (Ed.): Educational Technology Beyond Content - A New Focus for Learning, pp. 43-55, Springer, 2020.
Abstract | Links | BibTeX | Tags: Critical Pedagogy, Design Education, HCI 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},
urldate = {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, HCI 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 Proceedings Article
In: GROUP '20: Companion of the 2020 ACM International Conference on Supporting Group Work, pp. 69-82, ACM Press, Sanibel Island, FL, USA, 2020.
Abstract | Links | BibTeX | Tags: Care Ethics, Design Fiction, Ethics and Values
@inproceedings{Toombs2020-rt,
title = {Autono-preneurial Agents in the Community: Developing a Socially Aware API for Autonomous Entrepreneurial Lawn Mowers},
author = {Austin L Toombs and Derek Whitley and Colin M Gray},
url = {https://colingray.me/wp-content/uploads/2019/11/2020_ToombsWhitleyGray_GROUP_AutonopreneurialAgents.pdf},
doi = {10.1145/3323994.3369900},
year = {2020},
date = {2020-01-01},
booktitle = {GROUP '20: Companion of the 2020 ACM International Conference on Supporting Group Work},
pages = {69-82},
publisher = {ACM Press},
address = {Sanibel Island, FL, USA},
series = {GROUP'20},
abstract = {In this paper, we describe our efforts to appropriate an
autono-preneurial agent—in this case, the Amazon
Locust—through the development of an API that enables
equitable and socially aware entrepreneurial decision
making on the part of the Locust. We present a new API and
our intended vision for this system, along with our
proposed deployment plan for implementing appropriated
Locusts in Midwestern USA suburban communities. These
appropriated Locusts will allow community provisioning
decision-making that moves beyond consideration of
profitability to also include decisions based on equity,
equality, community, and interpersonal relationships. We
discuss the broader implications of this work and point
toward future areas of inquiry.},
keywords = {Care Ethics, Design Fiction, Ethics and Values},
pubstate = {published},
tppubtype = {inproceedings}
}
In this paper, we describe our efforts to appropriate an
autono-preneurial agent—in this case, the Amazon
Locust—through the development of an API that enables
equitable and socially aware entrepreneurial decision
making on the part of the Locust. We present a new API and
our intended vision for this system, along with our
proposed deployment plan for implementing appropriated
Locusts in Midwestern USA suburban communities. These
appropriated Locusts will allow community provisioning
decision-making that moves beyond consideration of
profitability to also include decisions based on equity,
equality, community, and interpersonal relationships. We
discuss the broader implications of this work and point
toward future areas of inquiry.
autono-preneurial agent—in this case, the Amazon
Locust—through the development of an API that enables
equitable and socially aware entrepreneurial decision
making on the part of the Locust. We present a new API and
our intended vision for this system, along with our
proposed deployment plan for implementing appropriated
Locusts in Midwestern USA suburban communities. These
appropriated Locusts will allow community provisioning
decision-making that moves beyond consideration of
profitability to also include decisions based on equity,
equality, community, and interpersonal relationships. We
discuss the broader implications of this work and point
toward future areas of inquiry.
Gray, Colin M; Parsons, Paul; Toombs, Austin L; Rasche, Nancy; Vorvoreanu, Mihaela
Designing an Aesthetic Learner Experience: UX, Instructional Design, and Design Pedagogy Journal Article
In: International Journal of Designs for Learning, vol. 11, no. 1, pp. 41-58, 2020.
Abstract | Links | BibTeX | Tags: Design Case, Design Education, HCI 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},
urldate = {2020-01-01},
journal = {International Journal of Designs for Learning},
volume = {11},
number = {1},
pages = {41-58},
abstract = {In this design case, we describe a multi-year process during which a team of faculty designed a four-year undergraduate major in user experience (UX) design at a large research-intensive institution. We document the program- and course-level design experiences of five faculty members. This multi-year process has culminated in a dual-strand, integrated studio learning environment. Two types of studios—“learning” and “experience” studios—form the core of the program, with learning studios allowing cohort-specific skills development and practice, and experience studios providing cross-cohort opportunities to work on industry projects. We detail our process of developing this course sequence and the program-level connecting points among the courses, identifying institutional supports and barriers, the unique and varied skillsets of the involved faculty, and the growing agency and competence of our students in the program.
},
keywords = {Design Case, Design Education, HCI Education, Instructional Design, Studio Pedagogy, Transdisciplinary Education},
pubstate = {published},
tppubtype = {article}
}
In this design case, we describe a multi-year process during which a team of faculty designed a four-year undergraduate major in user experience (UX) design at a large research-intensive institution. We document the program- and course-level design experiences of five faculty members. This multi-year process has culminated in a dual-strand, integrated studio learning environment. Two types of studios—“learning” and “experience” studios—form the core of the program, with learning studios allowing cohort-specific skills development and practice, and experience studios providing cross-cohort opportunities to work on industry projects. We detail our process of developing this course sequence and the program-level connecting points among the courses, identifying institutional supports and barriers, the unique and varied skillsets of the involved faculty, and the growing agency and competence of our students in the program.
Gray, Colin M; Chivukula, Shruthi Sai
When Does Manipulation Turn a Design 'Dark'? Journal Article
In: Interactions, vol. 27, no. 1, pp. 96–96, 2020.
Abstract | Links | BibTeX | Tags: Dark Patterns, Ethics and Values, UX Practice
@article{Gray2020-il,
title = {When Does Manipulation Turn a Design 'Dark'?},
author = {Colin M Gray and Shruthi Sai Chivukula},
url = {http://dx.doi.org/10.1145/3173574},
doi = {10.1145/3173574},
year = {2020},
date = {2020-01-01},
journal = {Interactions},
volume = {27},
number = {1},
pages = {96--96},
publisher = {Interactions},
abstract = {Websites such as this one, shared on the ``asshole design''
subreddit, use fake errors or obstructionist language to block
access to content or user choice, drawing on dark pattern
strategies such as obstruction and forced action.},
keywords = {Dark Patterns, Ethics and Values, UX Practice},
pubstate = {published},
tppubtype = {article}
}
Websites such as this one, shared on the ``asshole design''
subreddit, use fake errors or obstructionist language to block
access to content or user choice, drawing on dark pattern
strategies such as obstruction and forced action.
subreddit, use fake errors or obstructionist language to block
access to content or user choice, drawing on dark pattern
strategies such as obstruction and forced action.
Gray, Colin M; Chivukula, Shruthi Sai; Lee, Ahreum
What Kind of Work Do "Asshole Designers" Create? Describing Properties of Ethical Concern on Reddit Honorable Mention Proceedings Article
In: DIS'20: Proceedings of the Designing Interactive Systems Conference 2020, ACM Press New York, NY, 2020, (Awarded Honorable Mention, top 5%).
Abstract | Links | BibTeX | Tags: Asshole Design, Dark Patterns, Ethics and Values, Reddit, Social Media
@inproceedings{Gray2020-zq,
title = {What Kind of Work Do "Asshole Designers" Create? Describing Properties of Ethical Concern on Reddit},
author = {Colin M Gray and Shruthi Sai Chivukula and Ahreum Lee},
url = {https://colingray.me/wp-content/uploads/2020/04/2020_GrayChivukulaLee_DIS_AssholeDesign.pdf
http://dx.doi.org/10.1145/3357236.3395486},
doi = {10.1145/3357236.3395486},
year = {2020},
date = {2020-01-01},
urldate = {2020-01-01},
booktitle = {DIS'20: Proceedings of the Designing Interactive Systems
Conference 2020},
address = {New York, NY},
organization = {ACM Press},
series = {DIS'20},
abstract = {Design practitioners are increasingly engaged in describing
ethical complexity in their everyday work, exemplified by
concepts such as "dark patterns" and "dark UX." In parallel,
researchers have shown how interactions and discourses in online
communities allow access to the various dimensions of design
complexity in practice. In this paper, we conducted a content
analysis of the subreddit "/r/assholedesign," identifying how
users on Reddit engage in conversation about ethical concerns.
We identify what types of artifacts are shared, and the salient
ethical concerns that community members link with "asshole"
behaviors. Based on our analysis, we propose properties that
describe "asshole designers," both distinct and in relation to
dark patterns, and point towards an anthropomorphization of
ethics that foregrounds the inscription of designer's values
into designed outcomes. We conclude with opportunities for
further engagement with ethical complexity in online and offline
contexts, stimulating ethics-focused conversations among social
media users and design practitioners.},
note = {Awarded Honorable Mention, top 5%},
keywords = {Asshole Design, Dark Patterns, Ethics and Values, Reddit, Social Media},
pubstate = {published},
tppubtype = {inproceedings}
}
Design practitioners are increasingly engaged in describing
ethical complexity in their everyday work, exemplified by
concepts such as "dark patterns" and "dark UX." In parallel,
researchers have shown how interactions and discourses in online
communities allow access to the various dimensions of design
complexity in practice. In this paper, we conducted a content
analysis of the subreddit "/r/assholedesign," identifying how
users on Reddit engage in conversation about ethical concerns.
We identify what types of artifacts are shared, and the salient
ethical concerns that community members link with "asshole"
behaviors. Based on our analysis, we propose properties that
describe "asshole designers," both distinct and in relation to
dark patterns, and point towards an anthropomorphization of
ethics that foregrounds the inscription of designer's values
into designed outcomes. We conclude with opportunities for
further engagement with ethical complexity in online and offline
contexts, stimulating ethics-focused conversations among social
media users and design practitioners.
ethical complexity in their everyday work, exemplified by
concepts such as "dark patterns" and "dark UX." In parallel,
researchers have shown how interactions and discourses in online
communities allow access to the various dimensions of design
complexity in practice. In this paper, we conducted a content
analysis of the subreddit "/r/assholedesign," identifying how
users on Reddit engage in conversation about ethical concerns.
We identify what types of artifacts are shared, and the salient
ethical concerns that community members link with "asshole"
behaviors. Based on our analysis, we propose properties that
describe "asshole designers," both distinct and in relation to
dark patterns, and point towards an anthropomorphization of
ethics that foregrounds the inscription of designer's values
into designed outcomes. We conclude with opportunities for
further engagement with ethical complexity in online and offline
contexts, stimulating ethics-focused conversations among social
media users and design practitioners.
Boling, Elizabeth; Gray, Colin M; Smith, Kennon M
Educating for design character in higher education: Challenges in studio pedagogy Proceedings Article
In: Proceedings of the Design Research Society, Design Research Society, Brisbane, Australia, 2020.
Abstract | Links | BibTeX | Tags: Critical Pedagogy, Design Education, Identity, Studio Pedagogy
@inproceedings{Boling2020-ci,
title = {Educating for design character in higher education: Challenges in studio pedagogy},
author = {Elizabeth Boling and Colin M Gray and Kennon M Smith},
url = {https://colingray.me/wp-content/uploads/2020/04/2020_BolingGraySmith_DRS_DesignCharacter.pdf
http://dx.doi.org/10.21606/drs.2020.120},
doi = {10.21606/drs.2020.120},
year = {2020},
date = {2020-01-01},
booktitle = {Proceedings of the Design Research Society},
publisher = {Design Research Society},
address = {Brisbane, Australia},
abstract = {Some particular challenges in studio pedagogy arise from
teaching for design character versus focusing solely on skills,
knowledge or the cognitive processes of our students. In this
paper, three authors with extensive combined experience in
studio learning, teaching, and scholarship address these
challenges via reflection on our own experiences of research and
teaching and in-depth discussion with each other. We adopt a
co/autoethnographic approach (Coia & Taylor, 2009), identifying
a range of challenges we have faced ourselves across three
established and emergent design disciplines. These challenges
are grouped in relationship to students, to curriculum, to our
colleagues, and to ourselves. In our experience these challenges
affect instructors differently than---and in addition to---those
presented by traditional studio, and we present opportunities to
build on these articulated challenges to further studio
pedagogy.},
keywords = {Critical Pedagogy, Design Education, Identity, Studio Pedagogy},
pubstate = {published},
tppubtype = {inproceedings}
}
Some particular challenges in studio pedagogy arise from
teaching for design character versus focusing solely on skills,
knowledge or the cognitive processes of our students. In this
paper, three authors with extensive combined experience in
studio learning, teaching, and scholarship address these
challenges via reflection on our own experiences of research and
teaching and in-depth discussion with each other. We adopt a
co/autoethnographic approach (Coia & Taylor, 2009), identifying
a range of challenges we have faced ourselves across three
established and emergent design disciplines. These challenges
are grouped in relationship to students, to curriculum, to our
colleagues, and to ourselves. In our experience these challenges
affect instructors differently than---and in addition to---those
presented by traditional studio, and we present opportunities to
build on these articulated challenges to further studio
pedagogy.
teaching for design character versus focusing solely on skills,
knowledge or the cognitive processes of our students. In this
paper, three authors with extensive combined experience in
studio learning, teaching, and scholarship address these
challenges via reflection on our own experiences of research and
teaching and in-depth discussion with each other. We adopt a
co/autoethnographic approach (Coia & Taylor, 2009), identifying
a range of challenges we have faced ourselves across three
established and emergent design disciplines. These challenges
are grouped in relationship to students, to curriculum, to our
colleagues, and to ourselves. In our experience these challenges
affect instructors differently than---and in addition to---those
presented by traditional studio, and we present opportunities to
build on these articulated challenges to further studio
pedagogy.
Varner, Deena; Gray, Colin M; Exter, Marisa E
A Content-Agnostic Praxis for Transdisciplinary Education Book Chapter
In: Hokanson, Brad; Clinton, Gregory; Tawfik, Andrew A; Grincewicz, Amy; Schmidt, Matthew (Ed.): Educational Technology Beyond Content: A New Focus for Learning, pp. 141-151, Springer International Publishing, Cham, 2020, ISBN: 9783030372545.
Abstract | Links | BibTeX | Tags: Design Education, Instructional Design, Studio Pedagogy, Transdisciplinarity, Transdisciplinary Education
@inbook{Varner2020b,
title = {A Content-Agnostic Praxis for Transdisciplinary Education},
author = {Deena Varner and Colin M Gray and Marisa E Exter},
editor = {Brad Hokanson and Gregory Clinton and Andrew A Tawfik and Amy Grincewicz and Matthew Schmidt},
url = {https://doi.org/10.1007/978-3-030-37254-5_12},
doi = {10.1007/978-3-030-37254-5_12},
isbn = {9783030372545},
year = {2020},
date = {2020-01-01},
booktitle = {Educational Technology Beyond Content: A New Focus for Learning},
pages = {141-151},
publisher = {Springer International Publishing},
address = {Cham},
abstract = {In this chapter, we describe a novel transdisciplinary undergraduate program that is focused on developing students’ praxis to address problems across disciplinary boundaries and provide a means to interrogate discipline-specific content, epistemologies, and research methodologies they might encounter across those spaces. We argue that undergraduate educators have the potential to inculcate students’ praxis to effect social innovation across disciplinary boundaries by facilitating engagement with three interrelated processes: habits of mind, ways of knowing, and the adoption of a transdisciplinary, content-agnostic skillset. We describe each set of processes, along with core transdisciplinary skills and ways of knowing, building towards a content-agnostic instructional design approach.},
keywords = {Design Education, Instructional Design, Studio Pedagogy, Transdisciplinarity, Transdisciplinary Education},
pubstate = {published},
tppubtype = {inbook}
}
In this chapter, we describe a novel transdisciplinary undergraduate program that is focused on developing students’ praxis to address problems across disciplinary boundaries and provide a means to interrogate discipline-specific content, epistemologies, and research methodologies they might encounter across those spaces. We argue that undergraduate educators have the potential to inculcate students’ praxis to effect social innovation across disciplinary boundaries by facilitating engagement with three interrelated processes: habits of mind, ways of knowing, and the adoption of a transdisciplinary, content-agnostic skillset. We describe each set of processes, along with core transdisciplinary skills and ways of knowing, building towards a content-agnostic instructional design approach.
2019
Gray, Colin M
Democratizing assessment practices through multimodal critique in the design classroom Journal Article
In: International Journal of Technology and Design Education, vol. 29, no. 4, pp. 929-946, 2019, ISSN: 1573-1804.
Abstract | Links | BibTeX | Tags: Critique, Design Education, HCI 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},
urldate = {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, HCI 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 Honorable Mention Proceedings Article
In: Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems, ACM, New York, NY, USA, 2019, (Awarded Best of CHI Honorable Mention, top 5%).
Abstract | Links | BibTeX | Tags: Dark Patterns, Ethics and Values
@inproceedings{Chivukula2019-xb,
title = {Analyzing Value Discovery in Design Decisions Through Ethicography},
author = {Shruthi Sai Chivukula and Colin M Gray and Jason A Brier},
url = {https://colingray.me/wp-content/uploads/2019_ChivukulaGrayBrier_CHI_ValueDiscoveryEthicography.pdf},
doi = {10.1145/3290605.3300307},
year = {2019},
date = {2019-05-01},
urldate = {2019-05-01},
booktitle = {Proceedings of the 2019 CHI Conference on Human Factors in
Computing Systems},
publisher = {ACM},
address = {New York, NY, USA},
series = {CHI '19},
abstract = {HCI scholarship is increasingly concerned with the ethical
impact of socio-technical systems. Current theoretically-driven
approaches that engage with ethics generally prescribe only
abstract approaches by which designers might consider values in
the design process. However, there is little guidance on methods
that promote value discovery, which might lead to more specific
examples of relevant values in specific design contexts. In this
paper, we elaborate a method for value discovery, identifying
how values impact the designer's decision making. We demonstrate
the use of this method, called Ethicography, in describing value
discovery and use throughout the design process. We present
analysis of design activity by user experience (UX) design
students in two lab protocol conditions, describing specific
human values that designers considered for each task, and
visualizing the interplay of these values. We identify
opportunities for further research, using the Ethicograph method
to illustrate value discovery and translation into design
solutions.},
note = {Awarded Best of CHI Honorable Mention, top 5%},
keywords = {Dark Patterns, Ethics and Values},
pubstate = {published},
tppubtype = {inproceedings}
}
HCI scholarship is increasingly concerned with the ethical
impact of socio-technical systems. Current theoretically-driven
approaches that engage with ethics generally prescribe only
abstract approaches by which designers might consider values in
the design process. However, there is little guidance on methods
that promote value discovery, which might lead to more specific
examples of relevant values in specific design contexts. In this
paper, we elaborate a method for value discovery, identifying
how values impact the designer's decision making. We demonstrate
the use of this method, called Ethicography, in describing value
discovery and use throughout the design process. We present
analysis of design activity by user experience (UX) design
students in two lab protocol conditions, describing specific
human values that designers considered for each task, and
visualizing the interplay of these values. We identify
opportunities for further research, using the Ethicograph method
to illustrate value discovery and translation into design
solutions.
impact of socio-technical systems. Current theoretically-driven
approaches that engage with ethics generally prescribe only
abstract approaches by which designers might consider values in
the design process. However, there is little guidance on methods
that promote value discovery, which might lead to more specific
examples of relevant values in specific design contexts. In this
paper, we elaborate a method for value discovery, identifying
how values impact the designer's decision making. We demonstrate
the use of this method, called Ethicography, in describing value
discovery and use throughout the design process. We present
analysis of design activity by user experience (UX) design
students in two lab protocol conditions, describing specific
human values that designers considered for each task, and
visualizing the interplay of these values. We identify
opportunities for further research, using the Ethicograph method
to illustrate value discovery and translation into design
solutions.
Kou, Yubo; Gray, Colin M
A Practice-Led Account of the Conceptual Evolution of UX Knowledge Proceedings Article
In: Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems, ACM, New York, NY USA, 2019.
Abstract | Links | BibTeX | Tags: Practice-Led Research, Social Media, Stack Exchange, UX Knowledge
@inproceedings{Kou_undated-wi,
title = {A Practice-Led Account of the Conceptual Evolution of UX Knowledge},
author = {Yubo Kou and Colin M Gray},
doi = {10.1145/3290605.3300279},
year = {2019},
date = {2019-05-01},
booktitle = {Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems},
publisher = {ACM},
address = {New York, NY USA},
series = {CHI '19},
abstract = {The contours of user experience (UX) design practice have been
shaped by a diverse array of practitioners and disci- plines,
resulting in a difuse and decentralized body of UX- specifc
disciplinary knowledge. The rapidly shifting space that UX
knowledge occupies, in conjunction with a long- existing
research-practice gap, presents unique challenges and
opportunities to UX educators and aspiring UX designers. In this
paper, we analyzed a corpus of question and answer communication
on UX Stack Exchange using a practice-led approach, identifying
and documenting practitioners' con- ceptions of UX knowledge
over a nine year period. Specif- cally, we used natural language
processing techniques and qualitative content analysis to
identify a disciplinary vocab- ulary invoked by UX designers in
this online community, as well as conceptual trajectories
spanning over nine years which could shed light on the evolution
of UX practice. We further describe the implications of our
fndings for HCI research and UX education.},
keywords = {Practice-Led Research, Social Media, Stack Exchange, UX Knowledge},
pubstate = {published},
tppubtype = {inproceedings}
}
The contours of user experience (UX) design practice have been
shaped by a diverse array of practitioners and disci- plines,
resulting in a difuse and decentralized body of UX- specifc
disciplinary knowledge. The rapidly shifting space that UX
knowledge occupies, in conjunction with a long- existing
research-practice gap, presents unique challenges and
opportunities to UX educators and aspiring UX designers. In this
paper, we analyzed a corpus of question and answer communication
on UX Stack Exchange using a practice-led approach, identifying
and documenting practitioners' con- ceptions of UX knowledge
over a nine year period. Specif- cally, we used natural language
processing techniques and qualitative content analysis to
identify a disciplinary vocab- ulary invoked by UX designers in
this online community, as well as conceptual trajectories
spanning over nine years which could shed light on the evolution
of UX practice. We further describe the implications of our
fndings for HCI research and UX education.
shaped by a diverse array of practitioners and disci- plines,
resulting in a difuse and decentralized body of UX- specifc
disciplinary knowledge. The rapidly shifting space that UX
knowledge occupies, in conjunction with a long- existing
research-practice gap, presents unique challenges and
opportunities to UX educators and aspiring UX designers. In this
paper, we analyzed a corpus of question and answer communication
on UX Stack Exchange using a practice-led approach, identifying
and documenting practitioners' con- ceptions of UX knowledge
over a nine year period. Specif- cally, we used natural language
processing techniques and qualitative content analysis to
identify a disciplinary vocab- ulary invoked by UX designers in
this online community, as well as conceptual trajectories
spanning over nine years which could shed light on the evolution
of UX practice. We further describe the implications of our
fndings for HCI research and UX education.
Gray, Colin M; Kou, Yubo
Co-producing, curating, and defining design knowledge in an online practitioner community Journal Article
In: CoDesign, pp. 1–18, 2019, ISSN: 1571-0882.
Abstract | Links | BibTeX | Tags: Design Knowledge, Practice-Led Research, UX Knowledge
@article{Gray2019-ji,
title = {Co-producing, curating, and defining design knowledge in an online practitioner community},
author = {Colin M Gray and Yubo Kou},
url = {https://doi.org/10.1080/15710882.2018.1563193},
doi = {10.1080/15710882.2018.1563193},
issn = {1571-0882},
year = {2019},
date = {2019-01-01},
journal = {CoDesign},
pages = {1--18},
publisher = {Taylor & Francis},
abstract = {ABSTRACTAs co-design and other participatory design practices
increasingly make design outcomes more accessible to everyday
citizens, it is also important to understand how designers
negotiate the value of design knowledge that undergirds design
action and share this knowledge within their own community to
facilitate and evolve their practices. In this study, we analyze
UX practitioners? interactions on Reddit, including patterns of
resource sharing and curation that point towards a collective
construction of UX as a design discipline. We identified how
knowledge from diverse sources was selected and shared with the
subreddit community (co-production); the resources that
community members engaged with and to what extent (curation);
and the collective body of knowledge that characterised the
design community (definition of design knowledge). We found that
boundary work that sought to define the value of UX knowledge
often took place at the periphery of shared resources, either
expanding or rearticulating the boundary of UX knowledge in
relation to trends in employment and nascent
professionalisation. Implications of this work for the
co-creation of knowledge to support design practices are
considered, focusing on how design knowledge concomitantly
shapes and is shaped by client-directed design action.},
keywords = {Design Knowledge, Practice-Led Research, UX Knowledge},
pubstate = {published},
tppubtype = {article}
}
ABSTRACTAs co-design and other participatory design practices
increasingly make design outcomes more accessible to everyday
citizens, it is also important to understand how designers
negotiate the value of design knowledge that undergirds design
action and share this knowledge within their own community to
facilitate and evolve their practices. In this study, we analyze
UX practitioners? interactions on Reddit, including patterns of
resource sharing and curation that point towards a collective
construction of UX as a design discipline. We identified how
knowledge from diverse sources was selected and shared with the
subreddit community (co-production); the resources that
community members engaged with and to what extent (curation);
and the collective body of knowledge that characterised the
design community (definition of design knowledge). We found that
boundary work that sought to define the value of UX knowledge
often took place at the periphery of shared resources, either
expanding or rearticulating the boundary of UX knowledge in
relation to trends in employment and nascent
professionalisation. Implications of this work for the
co-creation of knowledge to support design practices are
considered, focusing on how design knowledge concomitantly
shapes and is shaped by client-directed design action.
increasingly make design outcomes more accessible to everyday
citizens, it is also important to understand how designers
negotiate the value of design knowledge that undergirds design
action and share this knowledge within their own community to
facilitate and evolve their practices. In this study, we analyze
UX practitioners? interactions on Reddit, including patterns of
resource sharing and curation that point towards a collective
construction of UX as a design discipline. We identified how
knowledge from diverse sources was selected and shared with the
subreddit community (co-production); the resources that
community members engaged with and to what extent (curation);
and the collective body of knowledge that characterised the
design community (definition of design knowledge). We found that
boundary work that sought to define the value of UX knowledge
often took place at the periphery of shared resources, either
expanding or rearticulating the boundary of UX knowledge in
relation to trends in employment and nascent
professionalisation. Implications of this work for the
co-creation of knowledge to support design practices are
considered, focusing on how design knowledge concomitantly
shapes and is shaped by client-directed design action.
Gray, Colin M; Chivukula, Shruthi Sai
Ethical Mediation in UX Practice Proceedings Article
In: Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems - CHI '19, ACM Press, 2019.
Abstract | Links | BibTeX | Tags: Dark Patterns, Ethics and Values, Practice-Led Research
@inproceedings{Gray2019-ep,
title = {Ethical Mediation in UX Practice},
author = {Colin M Gray and Shruthi Sai Chivukula},
url = {http://dx.doi.org/10.1145/3290605.3300408},
doi = {10.1145/3290605.3300408},
year = {2019},
date = {2019-01-01},
booktitle = {Proceedings of the 2019 CHI Conference on Human Factors in
Computing Systems - CHI '19},
publisher = {ACM Press},
abstract = {HCI scholars have become increasingly interested in describing
the complex nature of UX practice. In parallel, HCI and STS
scholars have sought to describe the ethical and value- laden
relationship between designers and design outcomes. However,
little research describes the ethical engagement of UX
practitioners as a form of design complexity, including the
multiple mediating factors that impact ethical awareness and
decision-making. In this paper, we use a practice-led approach
to describe ethical complexity, presenting three varied cases of
UX practitioners based on in situ observations and interviews.
In each case, we describe salient factors relating to ethical
mediation, including organizational practices, self-driven
ethical principles, and unique characteristics of specific
projects the practitioner is engaged in. Using the concept of
mediation from activity theory, we provide a rich account of
practitioners' ethical decision making. We pro- pose future work
on ethical awareness and design education based on the concept
of ethical mediation.},
keywords = {Dark Patterns, Ethics and Values, Practice-Led Research},
pubstate = {published},
tppubtype = {inproceedings}
}
HCI scholars have become increasingly interested in describing
the complex nature of UX practice. In parallel, HCI and STS
scholars have sought to describe the ethical and value- laden
relationship between designers and design outcomes. However,
little research describes the ethical engagement of UX
practitioners as a form of design complexity, including the
multiple mediating factors that impact ethical awareness and
decision-making. In this paper, we use a practice-led approach
to describe ethical complexity, presenting three varied cases of
UX practitioners based on in situ observations and interviews.
In each case, we describe salient factors relating to ethical
mediation, including organizational practices, self-driven
ethical principles, and unique characteristics of specific
projects the practitioner is engaged in. Using the concept of
mediation from activity theory, we provide a rich account of
practitioners' ethical decision making. We pro- pose future work
on ethical awareness and design education based on the concept
of ethical mediation.
the complex nature of UX practice. In parallel, HCI and STS
scholars have sought to describe the ethical and value- laden
relationship between designers and design outcomes. However,
little research describes the ethical engagement of UX
practitioners as a form of design complexity, including the
multiple mediating factors that impact ethical awareness and
decision-making. In this paper, we use a practice-led approach
to describe ethical complexity, presenting three varied cases of
UX practitioners based on in situ observations and interviews.
In each case, we describe salient factors relating to ethical
mediation, including organizational practices, self-driven
ethical principles, and unique characteristics of specific
projects the practitioner is engaged in. Using the concept of
mediation from activity theory, we provide a rich account of
practitioners' ethical decision making. We pro- pose future work
on ethical awareness and design education based on the concept
of ethical mediation.
Gray, Colin M; McKilligan, Seda; Daly, Shanna R; Seifert, Colleen M; Gonzalez, Richard
Using creative exhaustion to foster idea generation Journal Article
In: International Journal of Technology and Design Education, vol. 29, no. 1, pp. 177–195, 2019, ISSN: 0957-7572, 1573-1804.
Abstract | Links | BibTeX | Tags: Creativity, Design Education, Idea Generation
@article{Gray2019-go,
title = {Using creative exhaustion to foster idea generation},
author = {Colin M Gray and Seda McKilligan and Shanna R Daly and Colleen M Seifert and Richard Gonzalez},
url = {http://link.springer.com/10.1007/s10798-017-9435-y},
doi = {10.1007/s10798-017-9435-y},
issn = {0957-7572, 1573-1804},
year = {2019},
date = {2019-01-01},
journal = {International Journal of Technology and Design Education},
volume = {29},
number = {1},
pages = {177--195},
publisher = {Springer Netherlands},
abstract = {Numerous studies have shown the value of introducing cognitive
supports to encourage the development of creative ability, and
researchers have developed a variety of methods to aid in
generating ideas. However, design students often struggle to
explore more ideas after their initial ideas are exhausted. In
this study, an empirically validated tool for idea generation,
called Design Heuristics, was introduced as a means of
productively pushing past creative exhaustion in an industrial
design course at a large Midwestern university. Students worked
on a simple design task on their own, generating an average of
6.1 concepts in a 30-min session; then, after 10 min of
instruction on the Design Heuristics tool, students generated an
average of 2.8 additional concepts for the same task using
Design Heuristics for an additional 30 min. The concepts created
in this second session using Design Heuristics were rated as
higher in novelty, specificity and relevance. These results
suggest that students benefit from introducing support tools
following a period of working on their own ideas. Once their own
ideas are exhausted, students may be more open to using and
learning from support tools, and these tools may support skill
development while producing higher quality outcomes.},
keywords = {Creativity, Design Education, Idea Generation},
pubstate = {published},
tppubtype = {article}
}
Numerous studies have shown the value of introducing cognitive
supports to encourage the development of creative ability, and
researchers have developed a variety of methods to aid in
generating ideas. However, design students often struggle to
explore more ideas after their initial ideas are exhausted. In
this study, an empirically validated tool for idea generation,
called Design Heuristics, was introduced as a means of
productively pushing past creative exhaustion in an industrial
design course at a large Midwestern university. Students worked
on a simple design task on their own, generating an average of
6.1 concepts in a 30-min session; then, after 10 min of
instruction on the Design Heuristics tool, students generated an
average of 2.8 additional concepts for the same task using
Design Heuristics for an additional 30 min. The concepts created
in this second session using Design Heuristics were rated as
higher in novelty, specificity and relevance. These results
suggest that students benefit from introducing support tools
following a period of working on their own ideas. Once their own
ideas are exhausted, students may be more open to using and
learning from support tools, and these tools may support skill
development while producing higher quality outcomes.
supports to encourage the development of creative ability, and
researchers have developed a variety of methods to aid in
generating ideas. However, design students often struggle to
explore more ideas after their initial ideas are exhausted. In
this study, an empirically validated tool for idea generation,
called Design Heuristics, was introduced as a means of
productively pushing past creative exhaustion in an industrial
design course at a large Midwestern university. Students worked
on a simple design task on their own, generating an average of
6.1 concepts in a 30-min session; then, after 10 min of
instruction on the Design Heuristics tool, students generated an
average of 2.8 additional concepts for the same task using
Design Heuristics for an additional 30 min. The concepts created
in this second session using Design Heuristics were rated as
higher in novelty, specificity and relevance. These results
suggest that students benefit from introducing support tools
following a period of working on their own ideas. Once their own
ideas are exhausted, students may be more open to using and
learning from support tools, and these tools may support skill
development while producing higher quality outcomes.
Exter, Marisa E; Gray, Colin M; Fernandez, Todd M
Conceptions of design by transdisciplinary educators: Disciplinary background and pedagogical engagement Journal Article
In: International Journal of Technology and Design Education, vol. 30, pp. 777-798, 2019, ISSN: 1573-1804.
Abstract | Links | BibTeX | Tags: Design Education, Design Theory, Transdisciplinarity, Transdisciplinary Education
@article{Exter2019-uc,
title = {Conceptions of design by transdisciplinary educators: Disciplinary background and pedagogical engagement},
author = {Marisa E Exter and Colin M Gray and Todd M Fernandez},
url = {https://colingray.me/wp-content/uploads/2019/08/inpress_ExterGrayFernandez_IJTDE_ConceptionsOfDesign.pdf
https://doi.org/10.1007/s10798-019-09520-w},
doi = {10.1007/s10798-019-09520-w},
issn = {1573-1804},
year = {2019},
date = {2019-01-01},
journal = {International Journal of Technology and Design Education},
volume = {30},
pages = {777-798},
abstract = {In this study, we describe similarities and differences in how
faculty members from across disciplinary backgrounds
conceptualize design. The study is situated in an innovative
transdisciplinary undergraduate degree program centered on a
studio-based learning experience co-taught by multi-disciplinary
faculty. While faculty celebrated the opportunity to integrate
multiple disciplinary perspectives, they showed a lack of
awareness about differences in how they conceptualized design and
design pedagogy, especially early on. In-depth interviews and
sketches of eight faculty members provided insights on alignment
around core concepts of design, design process, and design
instruction. Common themes in design definitions included
creation of something new, human-centered design, and focus on
problem framing over solution development. There was disagreement
on the relationship between design and other ways of knowing,
such as problem solving and scientific reasoning. Most used
process models incorporating non-linearity, iteration,
prototyping, and balance between research and design ideation.
While there were many similarities in teaching approach, the
rationale given for decisions varied, highlighting underlying
differences in how participants thought about teaching design.
Instructional alignment is an important consideration in
designing a transdisciplinary learning experience, but may be
hard to achieve due to cultural and institutional disciplinary
boundaries. Collaborative teaching efforts benefit when faculty
engage in self-reflection, discussion, and engagement in
meaningful synthesis work related to understanding what design is
and how it can be taught. Such work will enable a team to create
purposeful learning experiences which leverages the benefits of
exposure to a range of design problems, contexts, users, and
design ``flavors.''},
keywords = {Design Education, Design Theory, Transdisciplinarity, Transdisciplinary Education},
pubstate = {published},
tppubtype = {article}
}
In this study, we describe similarities and differences in how
faculty members from across disciplinary backgrounds
conceptualize design. The study is situated in an innovative
transdisciplinary undergraduate degree program centered on a
studio-based learning experience co-taught by multi-disciplinary
faculty. While faculty celebrated the opportunity to integrate
multiple disciplinary perspectives, they showed a lack of
awareness about differences in how they conceptualized design and
design pedagogy, especially early on. In-depth interviews and
sketches of eight faculty members provided insights on alignment
around core concepts of design, design process, and design
instruction. Common themes in design definitions included
creation of something new, human-centered design, and focus on
problem framing over solution development. There was disagreement
on the relationship between design and other ways of knowing,
such as problem solving and scientific reasoning. Most used
process models incorporating non-linearity, iteration,
prototyping, and balance between research and design ideation.
While there were many similarities in teaching approach, the
rationale given for decisions varied, highlighting underlying
differences in how participants thought about teaching design.
Instructional alignment is an important consideration in
designing a transdisciplinary learning experience, but may be
hard to achieve due to cultural and institutional disciplinary
boundaries. Collaborative teaching efforts benefit when faculty
engage in self-reflection, discussion, and engagement in
meaningful synthesis work related to understanding what design is
and how it can be taught. Such work will enable a team to create
purposeful learning experiences which leverages the benefits of
exposure to a range of design problems, contexts, users, and
design ``flavors.''
faculty members from across disciplinary backgrounds
conceptualize design. The study is situated in an innovative
transdisciplinary undergraduate degree program centered on a
studio-based learning experience co-taught by multi-disciplinary
faculty. While faculty celebrated the opportunity to integrate
multiple disciplinary perspectives, they showed a lack of
awareness about differences in how they conceptualized design and
design pedagogy, especially early on. In-depth interviews and
sketches of eight faculty members provided insights on alignment
around core concepts of design, design process, and design
instruction. Common themes in design definitions included
creation of something new, human-centered design, and focus on
problem framing over solution development. There was disagreement
on the relationship between design and other ways of knowing,
such as problem solving and scientific reasoning. Most used
process models incorporating non-linearity, iteration,
prototyping, and balance between research and design ideation.
While there were many similarities in teaching approach, the
rationale given for decisions varied, highlighting underlying
differences in how participants thought about teaching design.
Instructional alignment is an important consideration in
designing a transdisciplinary learning experience, but may be
hard to achieve due to cultural and institutional disciplinary
boundaries. Collaborative teaching efforts benefit when faculty
engage in self-reflection, discussion, and engagement in
meaningful synthesis work related to understanding what design is
and how it can be taught. Such work will enable a team to create
purposeful learning experiences which leverages the benefits of
exposure to a range of design problems, contexts, users, and
design ``flavors.''
Watkins, Chris; Chivukula, Shruthi S; McKay, Lucca; Gray, Colin M
"Nothing Comes Before Profit": Asshole Design in the Wild Proceedings Article
In: 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 = {https://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
In: Interactions, vol. 26, no. 2, pp. 74-77, 2019, ISSN: 1072-5520.
Links | BibTeX | Tags: Cross-Cultural Education, Design Education, Digital Civics, HCI Education, 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 = {https://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},
urldate = {2019-01-01},
journal = {Interactions},
volume = {26},
number = {2},
pages = {74-77},
keywords = {Cross-Cultural Education, Design Education, Digital Civics, HCI Education, UX Knowledge},
pubstate = {published},
tppubtype = {article}
}
Gray, Colin M; Chivukula, Shruthi Sai
Engaging Design Students in Value Discovery as "Everyday Ethicists" Proceedings Article
In: 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.
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 Proceedings Article
In: 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.
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
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
In: ACM Transactions on Social Computing, vol. 1, no. 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 Proceedings Article
In: 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 Proceedings Article
In: 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 Proceedings Article
In: 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.
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 Proceedings Article
In: 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 Proceedings Article
In: 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.
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 Proceedings Article
In: 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.
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
In: CoDesign, vol. 14, no. 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.
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 Proceedings Article
In: 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 Proceedings Article
In: 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.
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 Proceedings Article
In: 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 Proceedings Article
In: 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
In: International Journal of Art & Design Education, vol. 96, no. 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.
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
Knowledge Production and Social Roles in an Online Community of Emerging Occupation: A Study of User Experience Practitioners on Reddit Proceedings Article
In: 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.
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 Book Section
In: 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.
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 Proceedings Article
In: 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}
}
Gray, Colin M
Narrative Qualities of Design Argumentation Book Section
In: Hokanson, Brad; Clinton, Gregory; Kaminski, Karen (Ed.): Educational Technology and Narrative: Story and Instructional Design, pp. 51–64, Springer International Publishing, Cham, 2018, ISBN: 9783319699141.
Abstract | Links | BibTeX | Tags: Critique, Design Education, HCI Education, Reflection
@incollection{Gray2018-pg,
title = {Narrative Qualities of Design Argumentation},
author = {Colin M Gray},
editor = {Brad Hokanson and Gregory Clinton and Karen Kaminski},
url = {https://doi.org/10.1007/978-3-319-69914-1_5},
doi = {10.1007/978-3-319-69914-1_5},
isbn = {9783319699141},
year = {2018},
date = {2018-01-01},
urldate = {2018-01-01},
booktitle = {Educational Technology and Narrative: Story and Instructional
Design},
pages = {51--64},
publisher = {Springer International Publishing},
address = {Cham},
abstract = {The narrative qualities of a design presentation and subsequent
critique comprise a design argument, distilling designers'
rationale for their design, rooted in their process. In this
paper, I analyze two consecutive design presentations from an
introductory undergraduate human-centered design studio,
documenting the argumentation structures students rely upon when
``selling'' their design. Dominant argumentation structures of
these presentation events are described and related to narrative
in a human-centered design context.},
keywords = {Critique, Design Education, HCI Education, Reflection},
pubstate = {published},
tppubtype = {incollection}
}
The narrative qualities of a design presentation and subsequent
critique comprise a design argument, distilling designers'
rationale for their design, rooted in their process. In this
paper, I analyze two consecutive design presentations from an
introductory undergraduate human-centered design studio,
documenting the argumentation structures students rely upon when
``selling'' their design. Dominant argumentation structures of
these presentation events are described and related to narrative
in a human-centered design context.
critique comprise a design argument, distilling designers'
rationale for their design, rooted in their process. In this
paper, I analyze two consecutive design presentations from an
introductory undergraduate human-centered design studio,
documenting the argumentation structures students rely upon when
``selling'' their design. Dominant argumentation structures of
these presentation events are described and related to narrative
in a human-centered design context.
Kou, Yubo; Gray, Colin M
Towards Professionalization in an Online Community of Emerging Occupation: Discourses among UX Practitioners Proceedings Article
In: Proceedings of the 2018 ACM Conference on Supporting Groupwork, pp. 322–334, ACM, New York, New York, USA, 2018, ISBN: 9781450355629.
Abstract | Links | BibTeX | Tags: Design Knowledge, Practice-Led Research, UX Knowledge
@inproceedings{Kou2018-kc,
title = {Towards Professionalization in an Online Community of Emerging Occupation: Discourses among UX Practitioners},
author = {Yubo Kou and Colin M Gray},
url = {https://dl.acm.org/citation.cfm?doid=3148330.3148352},
doi = {10.1145/3148330.3148352},
isbn = {9781450355629},
year = {2018},
date = {2018-01-01},
booktitle = {Proceedings of the 2018 ACM Conference on Supporting Groupwork},
pages = {322--334},
publisher = {ACM},
address = {New York, New York, USA},
abstract = {The occupational landscape of the digital economy is rapidly
changing, resulting in the emergence of multidisciplinary
occupations. Emerging occupations such as user experience (UX)
design are in high demand, but these occupations lack clear
boundaries and have yet to develop into a profession with a
specified, coherent body of knowledge. While traditional
occupations such as medicine and law successfully claimed their
professional jurisdiction and high social power and status long
before the Internet, how do these emerging occupations work
towards professionalization, particularly as they are
increasingly supported by and through online communities? In
this paper, we investigate an online UX community to understand
how UX practitioners specify their occupational knowledge and
professional boundaries. Using this case as an example and
provocation, we discuss how online communities support the
emergence of new occupations and may play an indispensable role
in modern day patterns of professionalization.},
keywords = {Design Knowledge, Practice-Led Research, UX Knowledge},
pubstate = {published},
tppubtype = {inproceedings}
}
The occupational landscape of the digital economy is rapidly
changing, resulting in the emergence of multidisciplinary
occupations. Emerging occupations such as user experience (UX)
design are in high demand, but these occupations lack clear
boundaries and have yet to develop into a profession with a
specified, coherent body of knowledge. While traditional
occupations such as medicine and law successfully claimed their
professional jurisdiction and high social power and status long
before the Internet, how do these emerging occupations work
towards professionalization, particularly as they are
increasingly supported by and through online communities? In
this paper, we investigate an online UX community to understand
how UX practitioners specify their occupational knowledge and
professional boundaries. Using this case as an example and
provocation, we discuss how online communities support the
emergence of new occupations and may play an indispensable role
in modern day patterns of professionalization.
changing, resulting in the emergence of multidisciplinary
occupations. Emerging occupations such as user experience (UX)
design are in high demand, but these occupations lack clear
boundaries and have yet to develop into a profession with a
specified, coherent body of knowledge. While traditional
occupations such as medicine and law successfully claimed their
professional jurisdiction and high social power and status long
before the Internet, how do these emerging occupations work
towards professionalization, particularly as they are
increasingly supported by and through online communities? In
this paper, we investigate an online UX community to understand
how UX practitioners specify their occupational knowledge and
professional boundaries. Using this case as an example and
provocation, we discuss how online communities support the
emergence of new occupations and may play an indispensable role
in modern day patterns of professionalization.
Kou, Yubo; Gray, Colin M
What do you recommend a complete beginner like me to practice?: Professional Self-Disclosure in an Online Community Journal Article
In: Proceedings of the ACM on Human-Computer Interaction, vol. 2, no. CSCW, pp. 94, 2018.
Links | BibTeX | Tags: Design Knowledge, Practice-Led Research, UX Knowledge
@article{Kou2018-vh,
title = {What do you recommend a complete beginner like me to practice?: Professional Self-Disclosure in an Online Community},
author = {Yubo Kou and Colin M Gray},
url = {https://dl.acm.org/citation.cfm?doid=3290265.3274363},
doi = {10.1145/3274363},
year = {2018},
date = {2018-01-01},
journal = {Proceedings of the ACM on Human-Computer Interaction},
volume = {2},
number = {CSCW},
pages = {94},
publisher = {ACM},
keywords = {Design Knowledge, Practice-Led Research, UX Knowledge},
pubstate = {published},
tppubtype = {article}
}
Gray, Colin M; Fernandez, Todd M
When World(view)s Collide: Contested Epistemologies and Ontologies in Transdisciplinary Education Journal Article
In: International Journal of Engineering Education, vol. 34, no. 2, pp. 574–589, 2018, ISSN: 0949-149X.
Abstract | BibTeX | Tags: Critical Pedagogy, Design Education, Transdisciplinarity, Transdisciplinary Education
@article{Gray2018-wz,
title = {When World(view)s Collide: Contested Epistemologies and Ontologies in Transdisciplinary Education},
author = {Colin M Gray and Todd M Fernandez},
issn = {0949-149X},
year = {2018},
date = {2018-01-01},
journal = {International Journal of Engineering Education},
volume = {34},
number = {2},
pages = {574--589},
abstract = {In conjunction with the drive towards human-centered design in
engineering education, questions arise regarding how students
build and engage a socially-aware engineering identity, and how
this identity points towards beliefs about the nature of reality.
In this paper, we describe how students in a transdisciplinary
undergraduate program struggle to engage with ontological and
epistemological perspectives that draw on this social turn,
particularly in relation to human-centered engineering approaches
and sociotechnical complexity. We use a critical qualitative
meaning reconstruction approach to deeply analyze the
meaning-making assumptions of the students. Our findings reveal
characteristic barriers in engaging with other subjectivities,
and related epistemological and ontological claims implicit in
these subjectivities. Specifically, we show that students'
observable behaviors often mask misalignments between their
epistemic beliefs and the designerly practices they
employ---failing to account for the multiple subjective realities
that the tools are designed to uncover. For these students, that
misalignment makes the learning or practice of designerly
behaviors less formative of a designerly identity. We conclude
with implications for encouraging socially-aware identity
formation in engineering education.},
keywords = {Critical Pedagogy, Design Education, Transdisciplinarity, Transdisciplinary Education},
pubstate = {published},
tppubtype = {article}
}
In conjunction with the drive towards human-centered design in
engineering education, questions arise regarding how students
build and engage a socially-aware engineering identity, and how
this identity points towards beliefs about the nature of reality.
In this paper, we describe how students in a transdisciplinary
undergraduate program struggle to engage with ontological and
epistemological perspectives that draw on this social turn,
particularly in relation to human-centered engineering approaches
and sociotechnical complexity. We use a critical qualitative
meaning reconstruction approach to deeply analyze the
meaning-making assumptions of the students. Our findings reveal
characteristic barriers in engaging with other subjectivities,
and related epistemological and ontological claims implicit in
these subjectivities. Specifically, we show that students'
observable behaviors often mask misalignments between their
epistemic beliefs and the designerly practices they
employ---failing to account for the multiple subjective realities
that the tools are designed to uncover. For these students, that
misalignment makes the learning or practice of designerly
behaviors less formative of a designerly identity. We conclude
with implications for encouraging socially-aware identity
formation in engineering education.
engineering education, questions arise regarding how students
build and engage a socially-aware engineering identity, and how
this identity points towards beliefs about the nature of reality.
In this paper, we describe how students in a transdisciplinary
undergraduate program struggle to engage with ontological and
epistemological perspectives that draw on this social turn,
particularly in relation to human-centered engineering approaches
and sociotechnical complexity. We use a critical qualitative
meaning reconstruction approach to deeply analyze the
meaning-making assumptions of the students. Our findings reveal
characteristic barriers in engaging with other subjectivities,
and related epistemological and ontological claims implicit in
these subjectivities. Specifically, we show that students'
observable behaviors often mask misalignments between their
epistemic beliefs and the designerly practices they
employ---failing to account for the multiple subjective realities
that the tools are designed to uncover. For these students, that
misalignment makes the learning or practice of designerly
behaviors less formative of a designerly identity. We conclude
with implications for encouraging socially-aware identity
formation in engineering education.