publications

@inproceedings{Obi2024-fo,

title = {Metacognitive Strategies to Foster Interculturally-Aware  Design Competency},

author = {Ike Obi and Suchismita Naik and Colin M Gray and Paul C Parsons and Austin L Toombs and Moonnyung Jo and Prateek Mondan},

url = {http://dx.doi.org/10.1145/3658619.3658624

https://colingray.me/wp-content/uploads/2024/04/2024_Obietal_EduCHI_MetacognitiveStrategiesInterculturalCompetency.pdf},

doi = {10.1145/3658619.3658624},

year  = {2024},

date = {2024-06-01},

urldate = {2024-06-01},

booktitle = {EduCHI 2024: 6th Annual Symposium on HCI Education (EduCHI 

 '24)},

volume = {1},

publisher = {Association for Computing Machinery},

series = {EduCHI},

abstract = {Metacognition is vital for learning in general, and its value 

 for HCI educational practices warrants investigation. In 

 general, metacognitive awareness can help student designers 

 consider how their thought processes might influence their 

 design outputs. More specifically, it may also have relevance 

 for helping HCI students develop intercultural 

 competence—particularly when students interrogate their own 

 cultural biases and can reflect on the cultural implications of 

 their work. However, there are several challenges associated 

 with developing metacognitive skill in instructional settings, 

 and these may be exacerbated in intercultural settings. In this 

 paper, we share an account of how we engaged with students 

 participating in a study abroad experience, using daily 

 reflection sessions to encourage students to develop their 

 metacognitive awareness and intercultural competence while they 

 worked on digital civics projects in an unfamiliar cultural 

 setting. We describe the metacognitive strategies that we 

 identified within our students' reflections. Through our 

 narrative, we are able to highlight the intersecting roles that 

 digital civics design prompts, new cultural contexts, and 

 metacognitive questioning may play in how students develop and 

 express their intercultural learning.},

keywords = {Cross-Cultural Education, Design Education, Digital Civics, HCI Education, Reflection},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{Parsons2022-ow,

title = {Separating Grading and Feedback in UX Design Studios},

author = {Paul C Parsons and Colin M Gray},

url = {https://colingray.me/wp-content/uploads/2022/04/2022_ParsonsGray_EduCHI_SeparatingGradingandFeedback.pdf},

year  = {2022},

date = {2022-04-01},

urldate = {2022-04-01},

booktitle = {EduCHI'22: 4th Annual Symposium on HCI Education},

abstract = {Assessment and feedback are central tasks in most instructional 

 settings, and the reception of feedback by students is generally 

 regarded as an essential part of the learning process [18, 22]. 

 Despite the centrality and importance of feedback, there is 

 increasing evidence that traditional feedback practices are not 

 effective [6, 37]. Among several known challenges to 

 implementing effective feedback is the entanglement of feedback 

 with assessment (i.e., grading), which has become so strong in 

 many instances that they are effectively conjoined [37]. This 

 integration is routine and often assumed uncritically, and it 

 can lead to several problems for the student experience. While 

 both assessment and feedback have important functions, they are 

 distinct, and their conflation can obscure the important role 

 that each has for the teacher and student. In this `teachable 

 moment' paper, we describe some known problems with assessment 

 and feedback, the value of disentangling them, and several 

 strategies we have taken to improve the feedback process across 

 a series of UX design courses at a large research university."},

keywords = {Design Education, Design Theory, HCI Education, Instructional Design, Reflection, Studio Pedagogy, UX Knowledge},

pubstate = {published},

tppubtype = {inproceedings}

}