2013
Gray, Colin M
Emergent critique in informal design talk: Reflections of surface, pedagogical, and epistemological features in an HCI studio Proceedings Article
In: Critique 2013: An International Conference Reflecting On Creative Practice in Art, Architecture, and Design, pp. 341–355, The University of South Australia, Adelaide, South Australia, 2013.
@inproceedings{Gray2013-ej,
title = {Emergent critique in informal design talk: Reflections of
surface, pedagogical, and epistemological features in an HCI
studio},
author = {Colin M Gray},
year = {2013},
date = {2013-01-01},
booktitle = {Critique 2013: An International Conference Reflecting On
Creative Practice in Art, Architecture, and Design},
pages = {341--355},
publisher = {The University of South Australia},
address = {Adelaide, South Australia},
institution = {The University of South Australia},
abstract = {While critique is frequently studied in formal higher
education contexts, often including investigation of classroom
critique and high stakes design juries, relatively little is
known about the qualities of informal critique and design talk
that occurs organically between students in the design studio
environment. A critical analysis of design education has
revealed a lack of attention to the role of student experience
and the power relations that often dominate critique as an
evaluative activity. Previous studies conducted in this
framing have revealed what Dutton (1991) terms the `hidden
curriculum' of a design studio, including factors that affect
the student experience of a design pedagogy. Utilizing
Shaffer's (2003) framework to theorize the construction of
this `hidden curriculum,' an evaluation of features manifests
on three levels: surface, pedagogical, and epistemological.
This study investigates the occurrence of informal design talk
between students in a shared studio workspace in a graduate
Human-Computer Interaction design program. Data sources for
this ethnographic investigation include: approximately 150
hours of participant observation of the studio space during a
four month period, supporting audio recordings and
photographs, and intensive interviews. Based on initial
analysis of collected data, including field notes,
photographs, and audio recordings, a preliminary taxonomy of
informal instigating interactions can be arranged. A broad
continuum of informal design talk was observed, with little
critique or critical talk between students following a
structure that corresponds with classroom or professor-led
critique. Despite this lack of structural similarity, informal
design talk frequently invokes the latent assumptions built
into the surface, pedagogical, and epistemological structures
of the studio environment.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
While critique is frequently studied in formal higher
education contexts, often including investigation of classroom
critique and high stakes design juries, relatively little is
known about the qualities of informal critique and design talk
that occurs organically between students in the design studio
environment. A critical analysis of design education has
revealed a lack of attention to the role of student experience
and the power relations that often dominate critique as an
evaluative activity. Previous studies conducted in this
framing have revealed what Dutton (1991) terms the `hidden
curriculum' of a design studio, including factors that affect
the student experience of a design pedagogy. Utilizing
Shaffer's (2003) framework to theorize the construction of
this `hidden curriculum,' an evaluation of features manifests
on three levels: surface, pedagogical, and epistemological.
This study investigates the occurrence of informal design talk
between students in a shared studio workspace in a graduate
Human-Computer Interaction design program. Data sources for
this ethnographic investigation include: approximately 150
hours of participant observation of the studio space during a
four month period, supporting audio recordings and
photographs, and intensive interviews. Based on initial
analysis of collected data, including field notes,
photographs, and audio recordings, a preliminary taxonomy of
informal instigating interactions can be arranged. A broad
continuum of informal design talk was observed, with little
critique or critical talk between students following a
structure that corresponds with classroom or professor-led
critique. Despite this lack of structural similarity, informal
design talk frequently invokes the latent assumptions built
into the surface, pedagogical, and epistemological structures
of the studio environment.
education contexts, often including investigation of classroom
critique and high stakes design juries, relatively little is
known about the qualities of informal critique and design talk
that occurs organically between students in the design studio
environment. A critical analysis of design education has
revealed a lack of attention to the role of student experience
and the power relations that often dominate critique as an
evaluative activity. Previous studies conducted in this
framing have revealed what Dutton (1991) terms the `hidden
curriculum' of a design studio, including factors that affect
the student experience of a design pedagogy. Utilizing
Shaffer's (2003) framework to theorize the construction of
this `hidden curriculum,' an evaluation of features manifests
on three levels: surface, pedagogical, and epistemological.
This study investigates the occurrence of informal design talk
between students in a shared studio workspace in a graduate
Human-Computer Interaction design program. Data sources for
this ethnographic investigation include: approximately 150
hours of participant observation of the studio space during a
four month period, supporting audio recordings and
photographs, and intensive interviews. Based on initial
analysis of collected data, including field notes,
photographs, and audio recordings, a preliminary taxonomy of
informal instigating interactions can be arranged. A broad
continuum of informal design talk was observed, with little
critique or critical talk between students following a
structure that corresponds with classroom or professor-led
critique. Despite this lack of structural similarity, informal
design talk frequently invokes the latent assumptions built
into the surface, pedagogical, and epistemological structures
of the studio environment.
Gray, Colin M
Factors That Shape Design Thinking Journal Article
In: International Journal of Technology and Design Education, vol. 18, no. 3, pp. 8–20, 2013.
Abstract | Links | BibTeX | Tags:
@article{Gray2013-jg,
title = {Factors That Shape Design Thinking},
author = {Colin M Gray},
url = {https://eric.ed.gov/?id=EJ1119596},
year = {2013},
date = {2013-01-01},
journal = {International Journal of Technology and Design Education},
volume = {18},
number = {3},
pages = {8--20},
abstract = {A wide range of design literature discusses the role of the
studio and its related pedagogy in the development of design
thinking. Scholars in a variety of design disciplines pose a
number of factors that potentially affect this development
process, but a full understanding of these factors as experienced
from a critical pedagogy or student perspective is lacking. In
this study, the experiences of six first-year design students
were examined as they evolved in their conceptions of design.
Data was collected during a series of three interviews. Analysis
of data confirmed and recontextualized factors identified in the
literature. Additional factors relating to group work, culture
shock, critique, individual versus group identity, and the design
influence of professors, mentors, and curricula are identified
and reported. Opportunities for future research are identified.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
A wide range of design literature discusses the role of the
studio and its related pedagogy in the development of design
thinking. Scholars in a variety of design disciplines pose a
number of factors that potentially affect this development
process, but a full understanding of these factors as experienced
from a critical pedagogy or student perspective is lacking. In
this study, the experiences of six first-year design students
were examined as they evolved in their conceptions of design.
Data was collected during a series of three interviews. Analysis
of data confirmed and recontextualized factors identified in the
literature. Additional factors relating to group work, culture
shock, critique, individual versus group identity, and the design
influence of professors, mentors, and curricula are identified
and reported. Opportunities for future research are identified.
studio and its related pedagogy in the development of design
thinking. Scholars in a variety of design disciplines pose a
number of factors that potentially affect this development
process, but a full understanding of these factors as experienced
from a critical pedagogy or student perspective is lacking. In
this study, the experiences of six first-year design students
were examined as they evolved in their conceptions of design.
Data was collected during a series of three interviews. Analysis
of data confirmed and recontextualized factors identified in the
literature. Additional factors relating to group work, culture
shock, critique, individual versus group identity, and the design
influence of professors, mentors, and curricula are identified
and reported. Opportunities for future research are identified.
Gray, Colin M; Howard, Craig D
Expectations of Reciprocity? An Analysis of Critique in Facebook Posts by Student Designers Proceedings Article
In: Critique 2013: An International Conference Reflecting On Creative Practice in Art, Architecture, and Design, pp. 381–395, Adelaide, South Australia, 2013.
@inproceedings{Gray2013-jk,
title = {Expectations of Reciprocity? An Analysis of Critique in
Facebook Posts by Student Designers},
author = {Colin M Gray and Craig D Howard},
year = {2013},
date = {2013-01-01},
booktitle = {Critique 2013: An International Conference Reflecting On
Creative Practice in Art, Architecture, and Design},
pages = {381--395},
address = {Adelaide, South Australia},
abstract = {Teaching design relies on critique as a component of its
pedagogy. As mediated communication becomes progressively more
pervasive in the learning experience of developing designers,
we see a need to explore how critique manifests in these
mediated spaces. This study explores how learners of design use
Facebook groups to collaboratively bring about design learning
via critique. Facebook group communications of graduate
Human-Computer Interaction design (HCI/d) participants at a
large Midwestern American university were analyzed. Data
included 4558 status updates and 15273 comments from 160
students. A preliminary analysis of computer-mediated
communication (CMC) in this Facebook group revealed that
communication centered on quasi-professional social talk, and
under this framing, informal peer critique emerged as a form of
phatic, professional communication.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Teaching design relies on critique as a component of its
pedagogy. As mediated communication becomes progressively more
pervasive in the learning experience of developing designers,
we see a need to explore how critique manifests in these
mediated spaces. This study explores how learners of design use
Facebook groups to collaboratively bring about design learning
via critique. Facebook group communications of graduate
Human-Computer Interaction design (HCI/d) participants at a
large Midwestern American university were analyzed. Data
included 4558 status updates and 15273 comments from 160
students. A preliminary analysis of computer-mediated
communication (CMC) in this Facebook group revealed that
communication centered on quasi-professional social talk, and
under this framing, informal peer critique emerged as a form of
phatic, professional communication.
pedagogy. As mediated communication becomes progressively more
pervasive in the learning experience of developing designers,
we see a need to explore how critique manifests in these
mediated spaces. This study explores how learners of design use
Facebook groups to collaboratively bring about design learning
via critique. Facebook group communications of graduate
Human-Computer Interaction design (HCI/d) participants at a
large Midwestern American university were analyzed. Data
included 4558 status updates and 15273 comments from 160
students. A preliminary analysis of computer-mediated
communication (CMC) in this Facebook group revealed that
communication centered on quasi-professional social talk, and
under this framing, informal peer critique emerged as a form of
phatic, professional communication.
2012
Gray, Colin M; Jung, Jiyoon; Watson, Carol; Jia, Xiaokai; Frick, Theodore W
Models and Design Judgment: Conflicting Perspectives on Redesigning a Doctoral Readings Course Journal Article
In: International Journal of Designs for Learning, vol. 3, no. 1, pp. 27–38, 2012, ISSN: 2159-449X, 2159-449X.
Abstract | Links | BibTeX | Tags:
@article{Gray2012-gw,
title = {Models and Design Judgment: Conflicting Perspectives on
Redesigning a Doctoral Readings Course},
author = {Colin M Gray and Jiyoon Jung and Carol Watson and Xiaokai Jia and Theodore W Frick},
url = {https://scholarworks.iu.edu/journals/index.php/ijdl/article/view/1255},
doi = {10.14434/ijdl.v3i1.1255},
issn = {2159-449X, 2159-449X},
year = {2012},
date = {2012-01-01},
journal = {International Journal of Designs for Learning},
volume = {3},
number = {1},
pages = {27--38},
abstract = {The purpose of this project was to document the redesign of an
existing doctoral reading course for an online environment.
Potential methods for actualizing the proposed course structure
in an online environment, including technology tools and
interactions are discussed. The design process began within the
framework of the Four-Component Instructional Design (4C/ID)
model (van Merri"enboer, 1997; van Merri"enboer &
Kirchner, 2007), which advocates a shift from topic-centeredness
to a task-centered course organization, but quickly evolved into
a flexible, iterative design process that was informed by
prototyping, the judgment of the design team, and various
theories of knowledge and knowing. The 4C/ID model represented
our philosophical starting point, but our focus quickly shifted
to a more flexible, eclectic process as we attempted to reconcile
conflicting constraints on the final design. Along with the
redevelopment of course objectives to meet strategic goals within
the doctoral program came a focus on facilitating research
thinking of the students rather than teaching isolated research
tasks. The design process resulted in changes to the current
residential course, which then provided an opportunity for
further investigation.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
The purpose of this project was to document the redesign of an
existing doctoral reading course for an online environment.
Potential methods for actualizing the proposed course structure
in an online environment, including technology tools and
interactions are discussed. The design process began within the
framework of the Four-Component Instructional Design (4C/ID)
model (van Merri"enboer, 1997; van Merri"enboer &
Kirchner, 2007), which advocates a shift from topic-centeredness
to a task-centered course organization, but quickly evolved into
a flexible, iterative design process that was informed by
prototyping, the judgment of the design team, and various
theories of knowledge and knowing. The 4C/ID model represented
our philosophical starting point, but our focus quickly shifted
to a more flexible, eclectic process as we attempted to reconcile
conflicting constraints on the final design. Along with the
redevelopment of course objectives to meet strategic goals within
the doctoral program came a focus on facilitating research
thinking of the students rather than teaching isolated research
tasks. The design process resulted in changes to the current
residential course, which then provided an opportunity for
further investigation.
existing doctoral reading course for an online environment.
Potential methods for actualizing the proposed course structure
in an online environment, including technology tools and
interactions are discussed. The design process began within the
framework of the Four-Component Instructional Design (4C/ID)
model (van Merri"enboer, 1997; van Merri"enboer &
Kirchner, 2007), which advocates a shift from topic-centeredness
to a task-centered course organization, but quickly evolved into
a flexible, iterative design process that was informed by
prototyping, the judgment of the design team, and various
theories of knowledge and knowing. The 4C/ID model represented
our philosophical starting point, but our focus quickly shifted
to a more flexible, eclectic process as we attempted to reconcile
conflicting constraints on the final design. Along with the
redevelopment of course objectives to meet strategic goals within
the doctoral program came a focus on facilitating research
thinking of the students rather than teaching isolated research
tasks. The design process resulted in changes to the current
residential course, which then provided an opportunity for
further investigation.
2011
Modell, Micah Gideon; Gray, Colin M
Searching for Personal Territory in a Human-Computer Interaction Design Studio Journal Article
In: Journal for Education in the Built Environment, vol. 6, no. 2, pp. 54–78, 2011, ISSN: 1747-4205.
Abstract | Links | BibTeX | Tags:
@article{Modell2011-sy,
title = {Searching for Personal Territory in a Human-Computer
Interaction Design Studio},
author = {Micah Gideon Modell and Colin M Gray},
url = {https://doi.org/10.11120/jebe.2011.06020054},
doi = {10.11120/jebe.2011.06020054},
issn = {1747-4205},
year = {2011},
date = {2011-12-01},
journal = {Journal for Education in the Built Environment},
volume = {6},
number = {2},
pages = {54--78},
publisher = {Routledge},
abstract = {AbstractThe literature regarding studio-based education suggests
that personal space is an integral component of a studio-based
pedagogy (Brandt et al., 2010; Demirba? and Demirkan, 2000).
However, the extant studio designed for a Human-Computer
Interaction design (HCI/d) programme at the Masters level
examined in this study does not offer any apparent provision for
such space. This study aimed to determine if and how students in
a studio-based HCI/d programme create and maintain personal
space in a publicly accessible studio that does not explicitly
provide space dedicated to individuals. The results of this
study indicated a tendency toward group territoriality, with
individual territoriality as a non-normative behaviour. These
groups were generally ad hoc in construction, which presents a
number of possible curriculum features by which students loosely
form groups. The student?s personal computer and other personal
items often indicated individual boundaries as well. The faculty
design focused on integration of faculty and student spaces,
public display of student work and studio-based classes. At this
early stage, there are gaps between implementation and design.
Opportunities for further research are explored.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
AbstractThe literature regarding studio-based education suggests
that personal space is an integral component of a studio-based
pedagogy (Brandt et al., 2010; Demirba? and Demirkan, 2000).
However, the extant studio designed for a Human-Computer
Interaction design (HCI/d) programme at the Masters level
examined in this study does not offer any apparent provision for
such space. This study aimed to determine if and how students in
a studio-based HCI/d programme create and maintain personal
space in a publicly accessible studio that does not explicitly
provide space dedicated to individuals. The results of this
study indicated a tendency toward group territoriality, with
individual territoriality as a non-normative behaviour. These
groups were generally ad hoc in construction, which presents a
number of possible curriculum features by which students loosely
form groups. The student?s personal computer and other personal
items often indicated individual boundaries as well. The faculty
design focused on integration of faculty and student spaces,
public display of student work and studio-based classes. At this
early stage, there are gaps between implementation and design.
Opportunities for further research are explored.
that personal space is an integral component of a studio-based
pedagogy (Brandt et al., 2010; Demirba? and Demirkan, 2000).
However, the extant studio designed for a Human-Computer
Interaction design (HCI/d) programme at the Masters level
examined in this study does not offer any apparent provision for
such space. This study aimed to determine if and how students in
a studio-based HCI/d programme create and maintain personal
space in a publicly accessible studio that does not explicitly
provide space dedicated to individuals. The results of this
study indicated a tendency toward group territoriality, with
individual territoriality as a non-normative behaviour. These
groups were generally ad hoc in construction, which presents a
number of possible curriculum features by which students loosely
form groups. The student?s personal computer and other personal
items often indicated individual boundaries as well. The faculty
design focused on integration of faculty and student spaces,
public display of student work and studio-based classes. At this
early stage, there are gaps between implementation and design.
Opportunities for further research are explored.