2020
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.
2017
Baaki, John; Gray, Colin M; Howard, Craig D; Boling, Elizabeth
Introduction to the Student Design Case SLAM Journal Article
In: International Journal of Designs for Learning, vol. 8, no. 2, 2017, ISSN: 2159-449X, 2159-449X.
Abstract | Links | BibTeX | Tags:
@article{Baaki2017-yw,
title = {Introduction to the Student Design Case SLAM},
author = {John Baaki and Colin M Gray and Craig D Howard and Elizabeth Boling},
url = {https://scholarworks.iu.edu/journals/index.php/ijdl/article/view/24101},
doi = {10.14434/ijdl.v8i2.24101},
issn = {2159-449X, 2159-449X},
year = {2017},
date = {2017-11-01},
journal = {International Journal of Designs for Learning},
volume = {8},
number = {2},
abstract = {At the 2016 Association for Educational Communications and
Technology Convention in Las Vegas, the IJDL editorial team
hosted a Student Design Case SLAM. The focus of the one-day
workshop was to engage graduate students in writing a publishable
design case. Nine graduate students participated in the Design
Case SLAM. Each graduate student brought the beginnings of a
design case. Students were assigned to groups of three and
assigned to an editor. Editors provided design case prompts and
students completed free writing exercises which included feedback
from the editor and group members.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
At the 2016 Association for Educational Communications and
Technology Convention in Las Vegas, the IJDL editorial team
hosted a Student Design Case SLAM. The focus of the one-day
workshop was to engage graduate students in writing a publishable
design case. Nine graduate students participated in the Design
Case SLAM. Each graduate student brought the beginnings of a
design case. Students were assigned to groups of three and
assigned to an editor. Editors provided design case prompts and
students completed free writing exercises which included feedback
from the editor and group members.
Technology Convention in Las Vegas, the IJDL editorial team
hosted a Student Design Case SLAM. The focus of the one-day
workshop was to engage graduate students in writing a publishable
design case. Nine graduate students participated in the Design
Case SLAM. Each graduate student brought the beginnings of a
design case. Students were assigned to groups of three and
assigned to an editor. Editors provided design case prompts and
students completed free writing exercises which included feedback
from the editor and group members.
Gray, Colin M; Boling, Elizabeth
Designers' Articulation and Activation of Instrumental Design Judgements in Cross-Cultural User Research Book Chapter
In: pp. 191-211, CRC Press, 2017.
BibTeX | Tags: Design Knowledge, Practice-Led Research
@inbook{Gray2017e,
title = {Designers' Articulation and Activation of Instrumental Design Judgements in Cross-Cultural User Research},
author = {Colin M Gray and Elizabeth Boling},
year = {2017},
date = {2017-11-01},
pages = {191-211},
publisher = {CRC Press},
keywords = {Design Knowledge, Practice-Led Research},
pubstate = {published},
tppubtype = {inbook}
}
Gray, Colin M; Kou, Yubo
UX Practitioners' Engagement with Intermediate-Level Knowledge Proceedings Article
In: Proceedings of the 2017 ACM Conference Companion Publication on Designing Interactive Systems, pp. 13–17, ACM, New York, New York, USA, 2017, ISBN: 9781450349918.
Abstract | Links | BibTeX | Tags: Design Knowledge, Design Theory, Practice-Led Research, UX Knowledge
@inproceedings{Gray2017-rk,
title = {UX Practitioners' Engagement with Intermediate-Level Knowledge},
author = {Colin M Gray and Yubo Kou},
url = {http://dl.acm.org/citation.cfm?doid=3064857.3079110},
doi = {10.1145/3064857.3079110},
isbn = {9781450349918},
year = {2017},
date = {2017-06-01},
booktitle = {Proceedings of the 2017 ACM Conference Companion Publication on Designing Interactive Systems},
pages = {13--17},
publisher = {ACM},
address = {New York, New York, USA},
abstract = {Scholars have repeatedly called for the knowledge production efforts of the HCI research community to have resonance with the needs of practitioners. These efforts, reified in approaches such as “implications for design,” annotated portfolios, and other forms of intermediate-level knowledge have begun to take hold within the research community, yet it is unclear if and how these forms of knowledge are used to actually support user experience (UX) practice. In this study, we analyzed resources shared via URLs that pointed to articles on external websites within a practitioner- focused Reddit community. Using Löwgren’s taxonomy of intermediate-level knowledge, we identified the forms of knowledge these resources represent, and use this analysis as a provocation for future exploration into the types of knowledge practitioners desire and use to support their practice.},
keywords = {Design Knowledge, Design Theory, Practice-Led Research, UX Knowledge},
pubstate = {published},
tppubtype = {inproceedings}
}
Scholars have repeatedly called for the knowledge production efforts of the HCI research community to have resonance with the needs of practitioners. These efforts, reified in approaches such as “implications for design,” annotated portfolios, and other forms of intermediate-level knowledge have begun to take hold within the research community, yet it is unclear if and how these forms of knowledge are used to actually support user experience (UX) practice. In this study, we analyzed resources shared via URLs that pointed to articles on external websites within a practitioner- focused Reddit community. Using Löwgren’s taxonomy of intermediate-level knowledge, we identified the forms of knowledge these resources represent, and use this analysis as a provocation for future exploration into the types of knowledge practitioners desire and use to support their practice.
Brier, Jason A; Gray, Colin M; Kou, Yubo
In Search of UX Translators: Analyzing Researcher-Practitioner Interactions on Twitter Proceedings Article
In: Proceedings of the 2017 ACM Conference Companion Publication on Designing Interactive Systems, pp. 111–115, ACM, New York, New York, USA, 2017, ISBN: 9781450349918.
Abstract | Links | BibTeX | Tags: Design Knowledge, Practice-Led Research, Translational Science, UX Knowledge
@inproceedings{Brier2017-nl,
title = {In Search of UX Translators: Analyzing Researcher-Practitioner Interactions on Twitter},
author = {Jason A Brier and Colin M Gray and Yubo Kou},
url = {http://dl.acm.org/citation.cfm?doid=3064857.3079129},
doi = {10.1145/3064857.3079129},
isbn = {9781450349918},
year = {2017},
date = {2017-06-01},
booktitle = {Proceedings of the 2017 ACM Conference Companion Publication
on Designing Interactive Systems},
pages = {111--115},
publisher = {ACM},
address = {New York, New York, USA},
abstract = {Interest in the nature of HCI practice has increased in the past
decade, particularly in relation to the role and existence of
``translators'' that may bridge the gap between research and UX
practice. At present, there is insufficient research to
appropriately define and identify the activities of translators,
and we hope to provoke additional interest in this area by
documenting the UX - focused interactions on Twitter. In this
work-in-progress, we identified and visualized interactions
among a stratified set of UX practitioners and
practitioner-academic hybrids on Twitter, analyzing their
interactions to understand what relationships and roles may
exist. We found few potential translators, and none from a
primarily academic perspective. We identify implications and
provocations from this visualization and Twitter analysis
approach for future practice-led research.},
keywords = {Design Knowledge, Practice-Led Research, Translational Science, UX Knowledge},
pubstate = {published},
tppubtype = {inproceedings}
}
Interest in the nature of HCI practice has increased in the past
decade, particularly in relation to the role and existence of
``translators'' that may bridge the gap between research and UX
practice. At present, there is insufficient research to
appropriately define and identify the activities of translators,
and we hope to provoke additional interest in this area by
documenting the UX - focused interactions on Twitter. In this
work-in-progress, we identified and visualized interactions
among a stratified set of UX practitioners and
practitioner-academic hybrids on Twitter, analyzing their
interactions to understand what relationships and roles may
exist. We found few potential translators, and none from a
primarily academic perspective. We identify implications and
provocations from this visualization and Twitter analysis
approach for future practice-led research.
decade, particularly in relation to the role and existence of
``translators'' that may bridge the gap between research and UX
practice. At present, there is insufficient research to
appropriately define and identify the activities of translators,
and we hope to provoke additional interest in this area by
documenting the UX - focused interactions on Twitter. In this
work-in-progress, we identified and visualized interactions
among a stratified set of UX practitioners and
practitioner-academic hybrids on Twitter, analyzing their
interactions to understand what relationships and roles may
exist. We found few potential translators, and none from a
primarily academic perspective. We identify implications and
provocations from this visualization and Twitter analysis
approach for future practice-led research.
Gray, Colin M; Exter, Marisa; Krause, Terri S
Moving Towards Individual Competence From Group Work in Transdisciplinary Education Proceedings Article
In: Proceedings of the 2017 American Society for Engineering Education Annual Conference & Exposition , 2017.
Abstract | Links | BibTeX | Tags: Design Education, Transdisciplinarity, Transdisciplinary Education
@inproceedings{Gray2017d,
title = {Moving Towards Individual Competence From Group Work in Transdisciplinary Education},
author = {Colin M Gray and Marisa Exter and Terri S Krause},
url = {https://peer.asee.org/28691},
year = {2017},
date = {2017-06-01},
booktitle = {Proceedings of the 2017 American Society for Engineering Education Annual Conference & Exposition },
abstract = {Collaboration has been identified as a key 21st century skill, vital for success in multidisciplinary environments that are increasingly common in engineering and technology contexts. While researchers have frequently discussed how students develop competencies that facilitate success in groups, little is known about how individual students build their own sense of competence and autonomy after working primarily in groups. In this paper, we present results from an undergraduate transdisciplinary degree program in which students spent the first two years of their core degree experience working almost exclusively in groups, while also developing an individual set of disciplinary interests and competencies. Researchers built an understanding of students’ individual and group development through extended ethnographic engagement, focus groups, and interviews as students worked concurrently on group and individual projects for the first time during the first semester of their junior year. Based on analysis of this transitional semester, we identified strategies that students used to build an individual sense of competence, in both technical and “soft” skills. These strategies allow for a fuller conversation regarding how students adapt competence gained in their group experiences and identify new areas of competence that must be confronted and mastered. These findings indicate the need to further understand the differences in the ways that the sequencing of group and individual work might impact the development of competencies in individual students, and the ways in which a project-based environment can encourage this development in a systematic and sustainable way.},
keywords = {Design Education, Transdisciplinarity, Transdisciplinary Education},
pubstate = {published},
tppubtype = {inproceedings}
}
Collaboration has been identified as a key 21st century skill, vital for success in multidisciplinary environments that are increasingly common in engineering and technology contexts. While researchers have frequently discussed how students develop competencies that facilitate success in groups, little is known about how individual students build their own sense of competence and autonomy after working primarily in groups. In this paper, we present results from an undergraduate transdisciplinary degree program in which students spent the first two years of their core degree experience working almost exclusively in groups, while also developing an individual set of disciplinary interests and competencies. Researchers built an understanding of students’ individual and group development through extended ethnographic engagement, focus groups, and interviews as students worked concurrently on group and individual projects for the first time during the first semester of their junior year. Based on analysis of this transitional semester, we identified strategies that students used to build an individual sense of competence, in both technical and “soft” skills. These strategies allow for a fuller conversation regarding how students adapt competence gained in their group experiences and identify new areas of competence that must be confronted and mastered. These findings indicate the need to further understand the differences in the ways that the sequencing of group and individual work might impact the development of competencies in individual students, and the ways in which a project-based environment can encourage this development in a systematic and sustainable way.
Vorvoreanu, Mihaela; Gray, Colin M; Parsons, Paul; Rasche, Nancy
Advancing UX Education: A Model for Integrated Studio Pedagogy Proceedings Article
In: Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems, pp. 1441-1446, ACM, New York, New York, USA, 2017, ISBN: 9781450346559.
Abstract | Links | BibTeX | Tags: Design Education, HCI Education
@inproceedings{Vorvoreanu2017-sv,
title = {Advancing UX Education: A Model for Integrated Studio Pedagogy},
author = {Mihaela Vorvoreanu and Colin M Gray and Paul Parsons and Nancy Rasche},
url = {https://colingray.me/wp-content/uploads/2019/08/2017_VorvoreanuGrayParsonsRasche_CHI_AdvancingUXEducation.pdf
http://dl.acm.org/citation.cfm?doid=3025453.3025726},
doi = {10.1145/3025453.3025726},
isbn = {9781450346559},
year = {2017},
date = {2017-05-01},
urldate = {2017-05-01},
booktitle = {Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems},
pages = {1441-1446},
publisher = {ACM},
address = {New York, New York, USA},
institution = {ACM},
abstract = {The rapid growth of the UX profession has led to an increased need for qualified practitioners and a proliferation of UX educational programs offered in both academia and industry. In this note, we present the design and initial evaluation of a new studio-based undergraduate program in UX—the first of its kind at a large, research-intensive US university. The program includes several curricular innovations, such as an integrated studio pedagogy in which six topical strands are interwoven across two types of studios. These studios are interconnected and span five semesters of the undergraduate experience. We present the curriculum model and the foundational principles that informed its design. We describe the two types of studios and their interconnection, and present early evaluation data showing that students are building valuable skills. The program described in this note provides a trailblazing model for UX pedagogy at the undergraduate level.},
keywords = {Design Education, HCI Education},
pubstate = {published},
tppubtype = {inproceedings}
}
The rapid growth of the UX profession has led to an increased need for qualified practitioners and a proliferation of UX educational programs offered in both academia and industry. In this note, we present the design and initial evaluation of a new studio-based undergraduate program in UX—the first of its kind at a large, research-intensive US university. The program includes several curricular innovations, such as an integrated studio pedagogy in which six topical strands are interwoven across two types of studios. These studios are interconnected and span five semesters of the undergraduate experience. We present the curriculum model and the foundational principles that informed its design. We describe the two types of studios and their interconnection, and present early evaluation data showing that students are building valuable skills. The program described in this note provides a trailblazing model for UX pedagogy at the undergraduate level.
Gray, Colin M; Boling, Elizabeth
Designers' Articulation and Activation of Instrumental Design Judgments in Cross-Cultural User Research Book Chapter
In: Christensen, Bo T; Ball, Linden J; Halskov, Kim (Ed.): Analysing Design Thinking: Studies of Cross-Cultural Co-Creation, pp. 191–214, CRC Press, Boca Raton, FL, 2017.
BibTeX | Tags: Design Knowledge, Ethics and Values, Practice-Led Research
@inbook{Gray2017-dx,
title = {Designers' Articulation and Activation of Instrumental Design Judgments in Cross-Cultural User Research},
author = {Colin M Gray and Elizabeth Boling},
editor = {Bo T Christensen and Linden J Ball and Kim Halskov},
year = {2017},
date = {2017-01-01},
booktitle = {Analysing Design Thinking: Studies of Cross-Cultural Co-Creation},
pages = {191--214},
publisher = {CRC Press},
address = {Boca Raton, FL},
keywords = {Design Knowledge, Ethics and Values, Practice-Led Research},
pubstate = {published},
tppubtype = {inbook}
}
Exter, Marisa; Ashby, Iryna; Gray, Colin M; Wilder, Denise Mcallister; Krause, Terri S
Systematically Integrating Liberal Education in a Transdisciplinary Design Studio Environment Proceedings Article
In: ASEE Annual Conference and Exposition, Conference Proceedings, ASEE, Columbus, Ohio, 2017, ISSN: 2153-5965.
Abstract | Links | BibTeX | Tags: Design Education, Transdisciplinarity, Transdisciplinary Education
@inproceedings{Exter2017-dv,
title = {Systematically Integrating Liberal Education in a Transdisciplinary Design Studio Environment},
author = {Marisa Exter and Iryna Ashby and Colin M Gray and Denise Mcallister Wilder and Terri S Krause},
url = {https://colingray.me/wp-content/uploads/2019/08/2017_Exteretal_ASEE_HumanitiesIntegration.pdf
https://peer.asee.org/28901},
issn = {2153-5965},
year = {2017},
date = {2017-01-01},
booktitle = {ASEE Annual Conference and Exposition, Conference Proceedings},
volume = {2017-June},
publisher = {ASEE},
address = {Columbus, Ohio},
abstract = {Many scholars have cited the importance of integrating humanities and social science content into engineering and technology education, noting the value in building students’ deep competence in communication and interpersonal skills, including an understanding of how technology is intertwined with societal and human needs. However, there is relatively little guidance as to how viewpoints and content from liberal education perspectives might be integrated systematically into a single, transdisciplinary learning experience that allows students to view the world through different lenses from a variety of disciplinary perspectives while locating and synthesizing information crucial to solving interesting and worthwhile problems that may not be obvious from a solely technical or solely humanities perspective. In this paper, we present a case study including multiple iterations of a learning experience that integrates liberal education, design, and technology content and forms the core of an undergraduate transdisciplinary degree program. Using an ethnographic approach, we trace the evolution of students’ and instructors’ perceptions and intentions in relation to integrating liberal education, and document these perspectives through interviews, focus groups, and course observations.},
keywords = {Design Education, Transdisciplinarity, Transdisciplinary Education},
pubstate = {published},
tppubtype = {inproceedings}
}
Many scholars have cited the importance of integrating humanities and social science content into engineering and technology education, noting the value in building students’ deep competence in communication and interpersonal skills, including an understanding of how technology is intertwined with societal and human needs. However, there is relatively little guidance as to how viewpoints and content from liberal education perspectives might be integrated systematically into a single, transdisciplinary learning experience that allows students to view the world through different lenses from a variety of disciplinary perspectives while locating and synthesizing information crucial to solving interesting and worthwhile problems that may not be obvious from a solely technical or solely humanities perspective. In this paper, we present a case study including multiple iterations of a learning experience that integrates liberal education, design, and technology content and forms the core of an undergraduate transdisciplinary degree program. Using an ethnographic approach, we trace the evolution of students’ and instructors’ perceptions and intentions in relation to integrating liberal education, and document these perspectives through interviews, focus groups, and course observations.
Kou, Yubo; Gray, Colin M
Supporting Distributed Critique through Interpretation and Sense-Making in an Online Creative Community Journal Article
In: Proceedings of the ACM on Human-Computer Interaction, vol. 1, no. CSCW, pp. 60, 2017, ISSN: 2573-0142.
Abstract | Links | BibTeX | Tags: Critique, Design Knowledge, Practice-Led Research, UX Knowledge
@article{Kou2017-iq,
title = {Supporting Distributed Critique through Interpretation and Sense-Making in an Online Creative Community},
author = {Yubo Kou and Colin M Gray},
url = {https://colingray.me/wp-content/uploads/2019/08/2017_KouGray_CSCW_PACMHCI_DistributedCritique.pdf
http://dl.acm.org/citation.cfm?doid=3171581.3134695},
doi = {10.1145/3134695},
issn = {2573-0142},
year = {2017},
date = {2017-01-01},
journal = {Proceedings of the ACM on Human-Computer Interaction},
volume = {1},
number = {CSCW},
pages = {60},
publisher = {ACM},
abstract = {Critique is an important component of creative work in design education and practice, through which individuals can solicit advice and obtain feedback on their work. Face-to-face critique in offline settings such as design studios has been well-documented and theorized. However, little is known about unstructured distributed critique in online creative communities where people share and critique each other’s work, and how these practices might resemble or differ from studio critique. In this paper, we use mixed-methods to examine distributed critique practices in a UX-focused online creative community on Reddit. We found that distributed critique resembles studio critique categorically, but differs qualitatively. While studio critique often focuses on depth, distributed critique often revolved around collective sensemaking, through which creative workers engaged in iteratively interpreting, defining, and refining the artifact and their process. We discuss the relationship between distributed critique and socio-technical systems and identify implications for future research.},
keywords = {Critique, Design Knowledge, Practice-Led Research, UX Knowledge},
pubstate = {published},
tppubtype = {article}
}
Critique is an important component of creative work in design education and practice, through which individuals can solicit advice and obtain feedback on their work. Face-to-face critique in offline settings such as design studios has been well-documented and theorized. However, little is known about unstructured distributed critique in online creative communities where people share and critique each other’s work, and how these practices might resemble or differ from studio critique. In this paper, we use mixed-methods to examine distributed critique practices in a UX-focused online creative community on Reddit. We found that distributed critique resembles studio critique categorically, but differs qualitatively. While studio critique often focuses on depth, distributed critique often revolved around collective sensemaking, through which creative workers engaged in iteratively interpreting, defining, and refining the artifact and their process. We discuss the relationship between distributed critique and socio-technical systems and identify implications for future research.
Gray, Colin M; Fernandez, Todd M
Developing a Socially-Aware Engineering Identity Through Transdisciplinary Learning Proceedings Article
In: Proceedings of the Mudd Design Workshop X: Design and the Future of the Engineer of 2020, Harvey Mudd College, Claremont, CA, 2017.
Abstract | Links | BibTeX | Tags: Critical Pedagogy, Design Education, Design Knowledge, Transdisciplinarity, Transdisciplinary Education
@inproceedings{Gray2017-mi,
title = {Developing a Socially-Aware Engineering Identity Through Transdisciplinary Learning},
author = {Colin M Gray and Todd M Fernandez},
url = {https://colingray.me/wp-content/uploads/2019/08/2017_GrayFernandez_MUDD_SociallyAwareEngineeringIdentity.pdf},
year = {2017},
date = {2017-01-01},
booktitle = {Proceedings of the Mudd Design Workshop X: Design and the Future of the Engineer of 2020},
publisher = {Harvey Mudd College},
address = {Claremont, CA},
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. In this paper, we describe how students in a transdisciplinary undergraduate program struggle to engage with ontological and epistemological perspectives that draw on that social turn, particularly in relation to human-centered engineering approaches and sociotechnical complexity. We use a critical qualitative meaning reconstruction approach to deeply analyze the meaning-making assumptions of these students to reveal characteristic barriers in engaging with other subjectivities, and related epistemological and ontological claims implicit in these subjectivities. We conclude with implications for encouraging socially-aware identity formation in engineering education.},
keywords = {Critical Pedagogy, Design Education, Design Knowledge, Transdisciplinarity, Transdisciplinary Education},
pubstate = {published},
tppubtype = {inproceedings}
}
In conjunction with the drive towards human-centered design in engineering education, questions arise regarding how students build and engage a socially-aware engineering identity. In this paper, we describe how students in a transdisciplinary undergraduate program struggle to engage with ontological and epistemological perspectives that draw on that social turn, particularly in relation to human-centered engineering approaches and sociotechnical complexity. We use a critical qualitative meaning reconstruction approach to deeply analyze the meaning-making assumptions of these students to reveal characteristic barriers in engaging with other subjectivities, and related epistemological and ontological claims implicit in these subjectivities. We conclude with implications for encouraging socially-aware identity formation in engineering education.
Exter, Marisa; Gray, Colin M; Fernandez, Todd M
Transdisciplinary design education: Do differing disciplinary backgrounds divide or unify? Proceedings Article
In: Mudd Design Workshop X: Design and the Future of the Engineer of 2020, Claremont, CA, 2017.
Abstract | Links | BibTeX | Tags: Design Education, Design Theory, Transdisciplinarity, Transdisciplinary Education
@inproceedings{Exter2017-rr,
title = {Transdisciplinary design education: Do differing disciplinary backgrounds divide or unify?},
author = {Marisa Exter and Colin M Gray and Todd M Fernandez},
url = {https://colingray.me/wp-content/uploads/2019/08/2017_ExterGrayFernandez_MUDD_ConceptionsofDesign.pdf},
year = {2017},
date = {2017-01-01},
booktitle = {Mudd Design Workshop X: Design and the Future of the Engineer of 2020},
address = {Claremont, CA},
abstract = {The purpose of this study is to explore the similarities and differences in understandings of design among faculty with differing backgrounds. By understanding how faculty conceptualize design, we can assess the impact of potential misalignment on a design-dependent educational environment. Faculty interviewed for this paper are involved in an innovative transdisciplinary program, in which students are encouraged to understand and activate both technical and humanistic skills and knowledge to address “wicked” design problems. The program relies on design philosophies (e.g., human-centered design) and pedagogical emphasis (i.e., studio). The faculty have spent significant time co-designing the program-level experience, and generally assumed that the group has a common understanding of concepts related to design and how those concepts may be operationalized in the classroom. This assumption was challenged as teaching practices evolved based on student responses and changing membership of the faculty group. An apparent lack of alignment among faculty inspired us to study the range of beliefs across the faculty group about design, conceptions and operationalization of design terminology, and processes. The following research questions are addressed in this study: 1) How do faculty members characterize design and the design process?; and 2) How consistent are the faculty in the way that they characterize design and the design process?},
keywords = {Design Education, Design Theory, Transdisciplinarity, Transdisciplinary Education},
pubstate = {published},
tppubtype = {inproceedings}
}
The purpose of this study is to explore the similarities and differences in understandings of design among faculty with differing backgrounds. By understanding how faculty conceptualize design, we can assess the impact of potential misalignment on a design-dependent educational environment. Faculty interviewed for this paper are involved in an innovative transdisciplinary program, in which students are encouraged to understand and activate both technical and humanistic skills and knowledge to address “wicked” design problems. The program relies on design philosophies (e.g., human-centered design) and pedagogical emphasis (i.e., studio). The faculty have spent significant time co-designing the program-level experience, and generally assumed that the group has a common understanding of concepts related to design and how those concepts may be operationalized in the classroom. This assumption was challenged as teaching practices evolved based on student responses and changing membership of the faculty group. An apparent lack of alignment among faculty inspired us to study the range of beliefs across the faculty group about design, conceptions and operationalization of design terminology, and processes. The following research questions are addressed in this study: 1) How do faculty members characterize design and the design process?; and 2) How consistent are the faculty in the way that they characterize design and the design process?
2016
Gray, Colin M; Boling, Elizabeth
Inscribing ethics and values in designs for learning: a problematic Journal Article
In: Educational technology research and development: ETR & D, vol. 64, no. 5, pp. 969–1001, 2016, ISSN: 1042-1629, 1556-6501.
Abstract | Links | BibTeX | Tags: Critical Pedagogy, Ethics and Values
@article{Gray2016-mp,
title = {Inscribing ethics and values in designs for learning: a problematic},
author = {Colin M Gray and Elizabeth Boling},
url = {https://doi.org/10.1007/s11423-016-9478-x},
doi = {10.1007/s11423-016-9478-x},
issn = {1042-1629, 1556-6501},
year = {2016},
date = {2016-10-01},
journal = {Educational technology research and development: ETR & D},
volume = {64},
number = {5},
pages = {969--1001},
publisher = {Springer},
abstract = {The exponential growth in technological capability has resulted
in increased interest on the short- and long-term effects of
designed artifacts, leading to a focus in many design fields on
the ethics and values that are inscribed in the designs we
create. While ethical awareness is a key concern in many
engineering, technology, and design disciplines---even an
accreditation requirement in many fields---instructional design
and technology (IDT) has not historically focused their view of
practice on ethics, instead relying on a more scientistic view
of practice which artificially limits the designer's interaction
with the surrounding society through the artifacts and
experiences they design. In this paper, we argue for a
heightened view of designer responsibility and design process in
an ethical framing, drawing on methods and theoretical
frameworks of ethical responsibility from the broader design
community. We then demonstrate the frequency of ethical concerns
that emerge in a content analysis of design cases that document
authentic instructional design practice. We conclude with two
paths forward to improve instructional design education and
research regarding the nature of practice, advocating for
increased documentation of design precedent to generatively
complicate our notions of the design process, and for the
creation and use of critical designs to foreground ethical and
value-related concerns in IDT research and practice.},
keywords = {Critical Pedagogy, Ethics and Values},
pubstate = {published},
tppubtype = {article}
}
The exponential growth in technological capability has resulted
in increased interest on the short- and long-term effects of
designed artifacts, leading to a focus in many design fields on
the ethics and values that are inscribed in the designs we
create. While ethical awareness is a key concern in many
engineering, technology, and design disciplines---even an
accreditation requirement in many fields---instructional design
and technology (IDT) has not historically focused their view of
practice on ethics, instead relying on a more scientistic view
of practice which artificially limits the designer's interaction
with the surrounding society through the artifacts and
experiences they design. In this paper, we argue for a
heightened view of designer responsibility and design process in
an ethical framing, drawing on methods and theoretical
frameworks of ethical responsibility from the broader design
community. We then demonstrate the frequency of ethical concerns
that emerge in a content analysis of design cases that document
authentic instructional design practice. We conclude with two
paths forward to improve instructional design education and
research regarding the nature of practice, advocating for
increased documentation of design precedent to generatively
complicate our notions of the design process, and for the
creation and use of critical designs to foreground ethical and
value-related concerns in IDT research and practice.
in increased interest on the short- and long-term effects of
designed artifacts, leading to a focus in many design fields on
the ethics and values that are inscribed in the designs we
create. While ethical awareness is a key concern in many
engineering, technology, and design disciplines---even an
accreditation requirement in many fields---instructional design
and technology (IDT) has not historically focused their view of
practice on ethics, instead relying on a more scientistic view
of practice which artificially limits the designer's interaction
with the surrounding society through the artifacts and
experiences they design. In this paper, we argue for a
heightened view of designer responsibility and design process in
an ethical framing, drawing on methods and theoretical
frameworks of ethical responsibility from the broader design
community. We then demonstrate the frequency of ethical concerns
that emerge in a content analysis of design cases that document
authentic instructional design practice. We conclude with two
paths forward to improve instructional design education and
research regarding the nature of practice, advocating for
increased documentation of design precedent to generatively
complicate our notions of the design process, and for the
creation and use of critical designs to foreground ethical and
value-related concerns in IDT research and practice.
Gray, Colin M; Boling, Elizabeth
Designers' Articulation and Activation of Instrumental Design Judgments in Cross-Cultural User Research Proceedings Article
In: DTRS'11: 11th annual Design Thinking Research Symposium, pp. 19 pp., Copenhagen Business School, Copenhagen, DK, 2016.
Abstract | Links | BibTeX | Tags: Ethics and Values, Practice-Led Research
@inproceedings{Gray2016-eo,
title = {Designers' Articulation and Activation of Instrumental Design Judgments in Cross-Cultural User Research},
author = {Colin M Gray and Elizabeth Boling},
url = {https://colingray.me/wp-content/uploads/2019/08/2016_GrayBoling_DTRS11_CrossCulturalJudgments.pdf},
year = {2016},
date = {2016-10-01},
booktitle = {DTRS'11: 11th annual Design Thinking Research Symposium},
pages = {19 pp.},
publisher = {Copenhagen Business School},
address = {Copenhagen, DK},
abstract = {Cross-cultural design practices have begun to rise in prominence, but these practices have infrequently intersected with common user-centered design practices that value the participation and lived experience of users. We identified the ways in which the design team referred to co-creation workshop participants during the design and debrief of the workshop, focusing on how these references invoked or implicated the design team’s understanding of Chinese culture. We identified referents to the participants, using occurrence of third-person plural pronouns to locate projection of and reflection on participant interaction. In parallel, we performed a thematic analysis of design and debrief activities to document the team’s articulation and activation of instrumental judgments relating to culture.
The team’s instrumental judgments shifted substantially across the design and debrief session, moving from totalizing cultural references in the design phase to frequent translator- mediated interactions in the debrief phase. Translators “nuanced” the cultural meanings being explored by the design team, while team members attempted to engage with cultural concerns by “making familiar” these concerns within the context of their own culture. Implications for considering culture as a part of standard user research methods and paradigms are considered, along with practical considerations for foregrounding cultural assumptions in design activity.},
keywords = {Ethics and Values, Practice-Led Research},
pubstate = {published},
tppubtype = {inproceedings}
}
Cross-cultural design practices have begun to rise in prominence, but these practices have infrequently intersected with common user-centered design practices that value the participation and lived experience of users. We identified the ways in which the design team referred to co-creation workshop participants during the design and debrief of the workshop, focusing on how these references invoked or implicated the design team’s understanding of Chinese culture. We identified referents to the participants, using occurrence of third-person plural pronouns to locate projection of and reflection on participant interaction. In parallel, we performed a thematic analysis of design and debrief activities to document the team’s articulation and activation of instrumental judgments relating to culture.
The team’s instrumental judgments shifted substantially across the design and debrief session, moving from totalizing cultural references in the design phase to frequent translator- mediated interactions in the debrief phase. Translators “nuanced” the cultural meanings being explored by the design team, while team members attempted to engage with cultural concerns by “making familiar” these concerns within the context of their own culture. Implications for considering culture as a part of standard user research methods and paradigms are considered, along with practical considerations for foregrounding cultural assumptions in design activity.
The team’s instrumental judgments shifted substantially across the design and debrief session, moving from totalizing cultural references in the design phase to frequent translator- mediated interactions in the debrief phase. Translators “nuanced” the cultural meanings being explored by the design team, while team members attempted to engage with cultural concerns by “making familiar” these concerns within the context of their own culture. Implications for considering culture as a part of standard user research methods and paradigms are considered, along with practical considerations for foregrounding cultural assumptions in design activity.
Epps, Amy Van; Ashby, Iryna; Gray, Colin M; Exter, Marisa
Supporting Student Attainment and Management of Competencies in a Transdisciplinary Degree Program Proceedings Article
In: 2016 ASEE Annual Conference & Exposition Proceedings, ASEE Conferences, New Orleans, Louisiana, 2016.
Links | BibTeX | Tags: Design Education, Transdisciplinarity, Transdisciplinary Education
@inproceedings{Van_Epps_undated-zv,
title = {Supporting Student Attainment and Management of Competencies in a Transdisciplinary Degree Program},
author = {Amy Van Epps and Iryna Ashby and Colin M Gray and Marisa Exter},
url = {http://peer.asee.org/25977},
doi = {10.18260/p.25977},
year = {2016},
date = {2016-06-01},
booktitle = {2016 ASEE Annual Conference & Exposition Proceedings},
publisher = {ASEE Conferences},
address = {New Orleans, Louisiana},
keywords = {Design Education, Transdisciplinarity, Transdisciplinary Education},
pubstate = {published},
tppubtype = {inproceedings}
}
Gray, Colin M
It's More of a Mindset Than a Method: UX Practitioners' Conception of Design Methods Proceedings Article
In: Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems, pp. 4044–4055, ACM, Santa Clara, California, USA, 2016, ISBN: 9781450333627.
Abstract | Links | BibTeX | Tags: Design Knowledge, Design Methods, Practice-Led Research, UX Knowledge
@inproceedings{Gray2016-pa,
title = {It's More of a Mindset Than a Method: UX Practitioners' Conception of Design Methods},
author = {Colin M Gray},
url = {http://dl.acm.org/citation.cfm?doid=2858036.2858410},
doi = {10.1145/2858036.2858410},
isbn = {9781450333627},
year = {2016},
date = {2016-05-01},
booktitle = {Proceedings of the 2016 CHI Conference on Human Factors
in Computing Systems},
pages = {4044--4055},
publisher = {ACM},
address = {Santa Clara, California, USA},
abstract = {There has been increasing interest in the work practices
of user experience (UX) designers, particularly in
relation to approaches that support adoption of
human-centered principles in corporate environments. This
paper addresses the ways in which UX designers conceive of
methods that support their practice, and the methods they
consider necessary as a baseline competency for beginning
user experience designers. Interviews were conducted with
practitioners in a range of companies, with differing
levels of expertise and educational backgrounds
represented. Interviewees were asked about their use of
design methods in practice, and the methods they
considered to be core of their practice; in addition, they
were asked what set of methods would be vital for
beginning designers joining their company. Based on these
interviews, I evaluate practitioner conceptions of design
methods, proposing an appropriation-oriented mindset that
drives the use of tool knowledge, supporting designers'
practice in a variety of corporate contexts. Opportunities
are considered for future research in the study of UX
practice and training of students in human-computer
interaction programs.},
keywords = {Design Knowledge, Design Methods, Practice-Led Research, UX Knowledge},
pubstate = {published},
tppubtype = {inproceedings}
}
There has been increasing interest in the work practices
of user experience (UX) designers, particularly in
relation to approaches that support adoption of
human-centered principles in corporate environments. This
paper addresses the ways in which UX designers conceive of
methods that support their practice, and the methods they
consider necessary as a baseline competency for beginning
user experience designers. Interviews were conducted with
practitioners in a range of companies, with differing
levels of expertise and educational backgrounds
represented. Interviewees were asked about their use of
design methods in practice, and the methods they
considered to be core of their practice; in addition, they
were asked what set of methods would be vital for
beginning designers joining their company. Based on these
interviews, I evaluate practitioner conceptions of design
methods, proposing an appropriation-oriented mindset that
drives the use of tool knowledge, supporting designers'
practice in a variety of corporate contexts. Opportunities
are considered for future research in the study of UX
practice and training of students in human-computer
interaction programs.
of user experience (UX) designers, particularly in
relation to approaches that support adoption of
human-centered principles in corporate environments. This
paper addresses the ways in which UX designers conceive of
methods that support their practice, and the methods they
consider necessary as a baseline competency for beginning
user experience designers. Interviews were conducted with
practitioners in a range of companies, with differing
levels of expertise and educational backgrounds
represented. Interviewees were asked about their use of
design methods in practice, and the methods they
considered to be core of their practice; in addition, they
were asked what set of methods would be vital for
beginning designers joining their company. Based on these
interviews, I evaluate practitioner conceptions of design
methods, proposing an appropriation-oriented mindset that
drives the use of tool knowledge, supporting designers'
practice in a variety of corporate contexts. Opportunities
are considered for future research in the study of UX
practice and training of students in human-computer
interaction programs.
Gray, Colin M; Toombs, Austin L; McKay, Christian
Meaning Reconstruction As an Approach to Analyze Critical Dimensions of HCI Research Proceedings Article
In: Proceedings of the 2016 CHI Conference Extended Abstracts on Human Factors in Computing Systems - CHI EA '16, pp. 328-340, ACM, San Jose, California, USA, 2016, ISBN: 9781450340823.
Abstract | Links | BibTeX | Tags: Critical Theory, Research Methods
@inproceedings{Gray2016-gx,
title = {Meaning Reconstruction As an Approach to Analyze Critical Dimensions of HCI Research},
author = {Colin M Gray and Austin L Toombs and Christian McKay},
url = {https://colingray.me/wp-content/uploads/2019/08/2016_GrayToombsMcKay_CHI_MeaningReconstruction.pdf
http://doi.acm.org/10.1145/2851581.2892571},
doi = {10.1145/2851581.2892571},
isbn = {9781450340823},
year = {2016},
date = {2016-01-01},
booktitle = {Proceedings of the 2016 CHI Conference Extended Abstracts on Human Factors in Computing Systems - CHI EA '16},
pages = {328-340},
publisher = {ACM},
address = {San Jose, California, USA},
series = {CHI EA '16},
abstract = {A critical tradition has taken hold in HCI, yet research methods needed to meaningfully engage with critical questions in the qualitative tradition are nascent. In this paper, we explore one critical qualitative research approach that allows researchers to probe deeply into the relationships between communicative acts and social structures. Meaning reconstruction methods are described and illustrated using examples from HCI research, demonstrating how social norms can be traced as they are claimed and reproduced. We conclude with implications for strengthening rigorous critical inquiry in HCI research, including the use of extant critical research methods to document transparency and thick description.},
keywords = {Critical Theory, Research Methods},
pubstate = {published},
tppubtype = {inproceedings}
}
A critical tradition has taken hold in HCI, yet research methods needed to meaningfully engage with critical questions in the qualitative tradition are nascent. In this paper, we explore one critical qualitative research approach that allows researchers to probe deeply into the relationships between communicative acts and social structures. Meaning reconstruction methods are described and illustrated using examples from HCI research, demonstrating how social norms can be traced as they are claimed and reproduced. We conclude with implications for strengthening rigorous critical inquiry in HCI research, including the use of extant critical research methods to document transparency and thick description.
Gray, Colin M; Smith, Kennon M
Critical Views of Studio Book Section
In: Boling, Elizabeth; Schwier, Richard A; Gray, Colin M; Smith, Kennon M; Campbell, Katy (Ed.): Studio Teaching in Higher Education: Selected Design Cases, pp. 260–270, Routledge, New York, NY, 2016.
BibTeX | Tags: Critical Pedagogy, Design Education, Studio Pedagogy
@incollection{Gray2016-kv,
title = {Critical Views of Studio},
author = {Colin M Gray and Kennon M Smith},
editor = {Elizabeth Boling and Richard A Schwier and Colin M Gray and Kennon M Smith and Katy Campbell},
year = {2016},
date = {2016-01-01},
booktitle = {Studio Teaching in Higher Education: Selected Design Cases},
pages = {260--270},
publisher = {Routledge},
address = {New York, NY},
keywords = {Critical Pedagogy, Design Education, Studio Pedagogy},
pubstate = {published},
tppubtype = {incollection}
}