2024
Chivukula, Shruthi Sai; Gray, Colin M
Envisioning Transformation Structures to Support Ethical Mediation Practices Proceedings Article
In: Proceedings of the Design Research Society, Design Research Society, 2024.
Abstract | Links | BibTeX | Tags: Design Methods, Ethics and Values, Practice-Led Research, UX Practice
@inproceedings{Chivukula2024-dd,
title = {Envisioning Transformation Structures to Support Ethical Mediation Practices},
author = {Shruthi Sai Chivukula and Colin M Gray},
url = {http://dx.doi.org/10.21606/drs.2024.178
https://colingray.me/wp-content/uploads/2024/04/2024_ChivukulaGray_DRS_TransformationStructures.pdf},
doi = {10.21606/drs.2024.178},
year = {2024},
date = {2024-06-01},
urldate = {2024-06-01},
booktitle = {Proceedings of the Design Research Society},
publisher = {Design Research Society},
abstract = {Ethics is complex and situated, involving many stakeholders that
impact the design of technology systems. Numerous methods and
tools have been proposed to enable practitioners to address
ethical issues in the workplace. However, little work has
described how designers themselves understand and seek to
respond to that ethical complexity. In this short paper, we
present five transformation structures that visually and
relationally depict how ethics might be addressed in a workplace
setting. We base these structures on analysis of plans that 39
practitioners and students created in a co-design workshop to
address an ethical concern in their job role. We evaluated the
diagrams of these workshop plans and identified five different
types of structures that could lead to potential transformation
of ethical practices: parallel, linear, top-down, loopy, and
gordian. We identify how these transformation structures
differently inscribe expectations of ethical mediation and
action, leading to opportunities for further support of ethical
practices by practitioners.},
keywords = {Design Methods, Ethics and Values, Practice-Led Research, UX Practice},
pubstate = {published},
tppubtype = {inproceedings}
}
Ethics is complex and situated, involving many stakeholders that
impact the design of technology systems. Numerous methods and
tools have been proposed to enable practitioners to address
ethical issues in the workplace. However, little work has
described how designers themselves understand and seek to
respond to that ethical complexity. In this short paper, we
present five transformation structures that visually and
relationally depict how ethics might be addressed in a workplace
setting. We base these structures on analysis of plans that 39
practitioners and students created in a co-design workshop to
address an ethical concern in their job role. We evaluated the
diagrams of these workshop plans and identified five different
types of structures that could lead to potential transformation
of ethical practices: parallel, linear, top-down, loopy, and
gordian. We identify how these transformation structures
differently inscribe expectations of ethical mediation and
action, leading to opportunities for further support of ethical
practices by practitioners.
impact the design of technology systems. Numerous methods and
tools have been proposed to enable practitioners to address
ethical issues in the workplace. However, little work has
described how designers themselves understand and seek to
respond to that ethical complexity. In this short paper, we
present five transformation structures that visually and
relationally depict how ethics might be addressed in a workplace
setting. We base these structures on analysis of plans that 39
practitioners and students created in a co-design workshop to
address an ethical concern in their job role. We evaluated the
diagrams of these workshop plans and identified five different
types of structures that could lead to potential transformation
of ethical practices: parallel, linear, top-down, loopy, and
gordian. We identify how these transformation structures
differently inscribe expectations of ethical mediation and
action, leading to opportunities for further support of ethical
practices by practitioners.
Gray, Colin M; Toombs, Austin L
Themes, Lenses, and Materials: Three Perspectives on HCI Program Development Proceedings Article
In: EduCHI 2024: 6th Annual Symposium on HCI Education, 2024.
Abstract | Links | BibTeX | Tags: Design Education, Design Knowledge, Design Methods, HCI Education, Transdisciplinarity, Transdisciplinary Education, UX Knowledge
@inproceedings{Gray2024-lq,
title = {Themes, Lenses, and Materials: Three Perspectives on HCI Program Development},
author = {Colin M Gray and Austin L Toombs},
url = {http://dx.doi.org/10.1145/3658619.3658622
https://colingray.me/wp-content/uploads/2024/04/2024_GrayToombs_EduCHI_ThemesLensesMaterials.pdf},
doi = {10.1145/3658619.3658622},
year = {2024},
date = {2024-06-01},
urldate = {2024-06-01},
booktitle = {EduCHI 2024: 6th Annual Symposium on HCI Education},
series = {EduCHI '24},
abstract = {As an inter-discipline or trans-discipline, HCI includes or
references many different sources of knowledge in which students
are expected to be conversant. The education of HCI
practitioners requires exposure to an increasingly large number
of these perspectives. However, how should this exposure be
structured, with what level of depth, and through what
metaphors? In this unsolved challenge, we outline the complex
range of perspectives required and the limitations of typical
curriculum and program design techniques. We then illustrate how
HCI educators might use three different perspectives to consider
and communicate program complexity to students: 1) content
themes; 2) transdisciplinary lenses; and 3) design materials. We
conclude with opportunities for HCI educators to leverage these
insights to build courses, projects, and other program
structures.},
keywords = {Design Education, Design Knowledge, Design Methods, HCI Education, Transdisciplinarity, Transdisciplinary Education, UX Knowledge},
pubstate = {published},
tppubtype = {inproceedings}
}
As an inter-discipline or trans-discipline, HCI includes or
references many different sources of knowledge in which students
are expected to be conversant. The education of HCI
practitioners requires exposure to an increasingly large number
of these perspectives. However, how should this exposure be
structured, with what level of depth, and through what
metaphors? In this unsolved challenge, we outline the complex
range of perspectives required and the limitations of typical
curriculum and program design techniques. We then illustrate how
HCI educators might use three different perspectives to consider
and communicate program complexity to students: 1) content
themes; 2) transdisciplinary lenses; and 3) design materials. We
conclude with opportunities for HCI educators to leverage these
insights to build courses, projects, and other program
structures.
references many different sources of knowledge in which students
are expected to be conversant. The education of HCI
practitioners requires exposure to an increasingly large number
of these perspectives. However, how should this exposure be
structured, with what level of depth, and through what
metaphors? In this unsolved challenge, we outline the complex
range of perspectives required and the limitations of typical
curriculum and program design techniques. We then illustrate how
HCI educators might use three different perspectives to consider
and communicate program complexity to students: 1) content
themes; 2) transdisciplinary lenses; and 3) design materials. We
conclude with opportunities for HCI educators to leverage these
insights to build courses, projects, and other program
structures.
Gray, Colin M; Obi, Ike; Chivukula, Shruthi Sai; Li, Ziqing; Carlock, Thomas; Will, Matthew; Pivonka, Anne C; Johns, Janna; Rigsbee, Brookley; Menon, Ambika R; Bharadwaj, Aayushi
Building an Ethics-Focused Action Plan: Roles, Process Moves, and Trajectories Proceedings Article Forthcoming
In: CHI'24: Proceedings of the 2024 CHI Conference on Human Factors in Computing Systems, ACM Press, Forthcoming.
Abstract | Links | BibTeX | Tags: Design Judgment, Design Knowledge, Design Methods, Design Theory, Ethics and Values, Practice-Led Research
@inproceedings{Gray2024-pt,
title = {Building an Ethics-Focused Action Plan: Roles, Process Moves, and Trajectories},
author = {Colin M Gray and Ike Obi and Shruthi Sai Chivukula and Ziqing Li and Thomas Carlock and Matthew Will and Anne C Pivonka and Janna Johns and Brookley Rigsbee and Ambika R Menon and Aayushi Bharadwaj},
url = {https://colingray.me/wp-content/uploads/2024/02/2024_Grayetal_CHI_EthicsFocusedActionPlan.pdf},
doi = {10.1145/3613904.3642302},
year = {2024},
date = {2024-05-01},
urldate = {2024-05-01},
booktitle = {CHI'24: Proceedings of the 2024 CHI Conference on Human
Factors in Computing Systems},
publisher = {ACM Press},
abstract = {Design and technology practitioners are increasingly aware of
the ethical impact of their work practices, desiring tools to
support their ethical awareness across a range of contexts. In
this paper, we report on findings from a series of co-design
workshops with technology and design practitioners that
supported their creation of a bespoke ethics-focused action
plan. Using a qualitative content analysis and thematic analysis
approach, we identified a range of roles and process moves that
practitioners employed and illustrate the interplay of these
elements of practitioners' instrumental judgment through a
series of three cases, which includes evolution of the action
plan itself, the ethical dilemmas or areas of support the action
plan was intended to support, and how the action plan represents
resonance for the practitioner that created it. We conclude with
implications for supporting ethics in socio-technical practice
and opportunities for the further development of ethics-focused
methods that are resonant with the realities of practice.},
keywords = {Design Judgment, Design Knowledge, Design Methods, Design Theory, Ethics and Values, Practice-Led Research},
pubstate = {forthcoming},
tppubtype = {inproceedings}
}
Design and technology practitioners are increasingly aware of
the ethical impact of their work practices, desiring tools to
support their ethical awareness across a range of contexts. In
this paper, we report on findings from a series of co-design
workshops with technology and design practitioners that
supported their creation of a bespoke ethics-focused action
plan. Using a qualitative content analysis and thematic analysis
approach, we identified a range of roles and process moves that
practitioners employed and illustrate the interplay of these
elements of practitioners' instrumental judgment through a
series of three cases, which includes evolution of the action
plan itself, the ethical dilemmas or areas of support the action
plan was intended to support, and how the action plan represents
resonance for the practitioner that created it. We conclude with
implications for supporting ethics in socio-technical practice
and opportunities for the further development of ethics-focused
methods that are resonant with the realities of practice.
the ethical impact of their work practices, desiring tools to
support their ethical awareness across a range of contexts. In
this paper, we report on findings from a series of co-design
workshops with technology and design practitioners that
supported their creation of a bespoke ethics-focused action
plan. Using a qualitative content analysis and thematic analysis
approach, we identified a range of roles and process moves that
practitioners employed and illustrate the interplay of these
elements of practitioners' instrumental judgment through a
series of three cases, which includes evolution of the action
plan itself, the ethical dilemmas or areas of support the action
plan was intended to support, and how the action plan represents
resonance for the practitioner that created it. We conclude with
implications for supporting ethics in socio-technical practice
and opportunities for the further development of ethics-focused
methods that are resonant with the realities of practice.
Pivonka, Anne C; Makary, Laura; Gray, Colin M
Organizing metaphors for design methods Journal Article
In: International Journal of Technology and Design Education, 2024, ISSN: 1573-1804.
Abstract | Links | BibTeX | Tags: Design Education, Design Knowledge, Design Methods, Ethics and Values, HCI Education, Studio Pedagogy
@article{Pivonka2024-st,
title = {Organizing metaphors for design methods},
author = {Anne C Pivonka and Laura Makary and Colin M Gray},
url = {https://doi.org/10.1007/s10798-024-09880-y},
doi = {10.1007/s10798-024-09880-y},
issn = {1573-1804},
year = {2024},
date = {2024-02-01},
urldate = {2024-02-01},
journal = {International Journal of Technology and Design Education},
abstract = {Design students must develop competence in a wide range of areas
in order to be successful in their future practice. Increasingly,
knowledge of design methods is used to frame both a designer's
repertoire and their overall facility as a designer. However,
there is little research on how students build cognitive schema
in relation to design methods or how these schema relate to
specific patterns of engagement as developing designers. In this
paper, we report a multiple case study, capturing the experiences
of four advanced undergraduate students enrolled in a User
Experience (UX) design program at a large research-intensive
institution. Through reflexive thematic analysis on our interview
study outcomes, we describe the wide variety of metaphors that
these students used to organize and frame their understanding of
design methods, including both principles they used to consider
methods as knowledge, and the ways in which they felt these
organizing principles impacted their practice of design. We
conclude with recommendations for further research on the uptake
of methods-focused competence in design education and practice.},
keywords = {Design Education, Design Knowledge, Design Methods, Ethics and Values, HCI Education, Studio Pedagogy},
pubstate = {published},
tppubtype = {article}
}
Design students must develop competence in a wide range of areas
in order to be successful in their future practice. Increasingly,
knowledge of design methods is used to frame both a designer's
repertoire and their overall facility as a designer. However,
there is little research on how students build cognitive schema
in relation to design methods or how these schema relate to
specific patterns of engagement as developing designers. In this
paper, we report a multiple case study, capturing the experiences
of four advanced undergraduate students enrolled in a User
Experience (UX) design program at a large research-intensive
institution. Through reflexive thematic analysis on our interview
study outcomes, we describe the wide variety of metaphors that
these students used to organize and frame their understanding of
design methods, including both principles they used to consider
methods as knowledge, and the ways in which they felt these
organizing principles impacted their practice of design. We
conclude with recommendations for further research on the uptake
of methods-focused competence in design education and practice.
in order to be successful in their future practice. Increasingly,
knowledge of design methods is used to frame both a designer's
repertoire and their overall facility as a designer. However,
there is little research on how students build cognitive schema
in relation to design methods or how these schema relate to
specific patterns of engagement as developing designers. In this
paper, we report a multiple case study, capturing the experiences
of four advanced undergraduate students enrolled in a User
Experience (UX) design program at a large research-intensive
institution. Through reflexive thematic analysis on our interview
study outcomes, we describe the wide variety of metaphors that
these students used to organize and frame their understanding of
design methods, including both principles they used to consider
methods as knowledge, and the ways in which they felt these
organizing principles impacted their practice of design. We
conclude with recommendations for further research on the uptake
of methods-focused competence in design education and practice.
2023
Gray, Colin M; Chivukula, Shruthi Sai; Carlock, Thomas; Li, Ziqing; Duane, Ja-Nae
Scaffolding Ethics-Focused Methods for Practice Resonance Best Paper Proceedings Article
In: DIS'23: Proceedings of the 2023 ACM Designing Interactive Systems Conference, 2023, (Awarded Best Paper, Top 1%).
Abstract | Links | BibTeX | Tags: Design Methods, Ethics and Values, Practice-Led Research
@inproceedings{Gray2023-ek,
title = {Scaffolding Ethics-Focused Methods for Practice Resonance},
author = {Colin M Gray and Shruthi Sai Chivukula and Thomas Carlock and Ziqing Li and Ja-Nae Duane},
url = {https://colingray.me/wp-content/uploads/2023/05/2023_Grayetal_DIS_ScaffoldingEthicFocusedMethodsResonance.pdf},
doi = {10.1145/3563657.3596111},
year = {2023},
date = {2023-07-01},
urldate = {2023-07-01},
booktitle = {DIS'23: Proceedings of the 2023 ACM Designing Interactive
Systems Conference},
abstract = {Numerous methods and tools have been proposed to motivate or
support ethical awareness in design practice. However, many
existing resources are not easily discoverable by practitioners.
One reason being that they are framed using language that is not
immediately accessible or resonant with the felt complexity of
everyday practice. In this paper, we propose a set of
empirically-supported ``intentions'' to frame practitioners'
selection of relevant ethics-focused methods based on interviews
with practitioners from a range of technology and design
professions, and then leverage these intentions in the design
and iterative evaluation of a website that allows practitioners
to identify supports for ethics-focused action in their work
context. Building on these findings, we propose a set of
heuristics to evaluate the practice resonance of resources to
support ethics-focused practice, laying the groundwork for
increased ecological resonance of ethics-focused methods and
method selection tools.},
note = {Awarded Best Paper, Top 1%},
keywords = {Design Methods, Ethics and Values, Practice-Led Research},
pubstate = {published},
tppubtype = {inproceedings}
}
Numerous methods and tools have been proposed to motivate or
support ethical awareness in design practice. However, many
existing resources are not easily discoverable by practitioners.
One reason being that they are framed using language that is not
immediately accessible or resonant with the felt complexity of
everyday practice. In this paper, we propose a set of
empirically-supported ``intentions'' to frame practitioners'
selection of relevant ethics-focused methods based on interviews
with practitioners from a range of technology and design
professions, and then leverage these intentions in the design
and iterative evaluation of a website that allows practitioners
to identify supports for ethics-focused action in their work
context. Building on these findings, we propose a set of
heuristics to evaluate the practice resonance of resources to
support ethics-focused practice, laying the groundwork for
increased ecological resonance of ethics-focused methods and
method selection tools.
support ethical awareness in design practice. However, many
existing resources are not easily discoverable by practitioners.
One reason being that they are framed using language that is not
immediately accessible or resonant with the felt complexity of
everyday practice. In this paper, we propose a set of
empirically-supported ``intentions'' to frame practitioners'
selection of relevant ethics-focused methods based on interviews
with practitioners from a range of technology and design
professions, and then leverage these intentions in the design
and iterative evaluation of a website that allows practitioners
to identify supports for ethics-focused action in their work
context. Building on these findings, we propose a set of
heuristics to evaluate the practice resonance of resources to
support ethics-focused practice, laying the groundwork for
increased ecological resonance of ethics-focused methods and
method selection tools.
Gray, Colin M; Parsons, Paul C
Building Student Capacity to Engage with Design Methods Proceedings Article
In: EduCHI 2023: 5th Annual Symposium on HCI Education (EduCHI '23), Hamburg, Germany, 2023.
Abstract | Links | BibTeX | Tags: Design Education, Design Knowledge, Design Methods, HCI Education, Studio Pedagogy
@inproceedings{Gray_undated-nk,
title = {Building Student Capacity to Engage with Design Methods},
author = {Colin M Gray and Paul C Parsons},
url = {https://doi.org/10.1145/3587399.3587415
https://colingray.me/wp-content/uploads/2023/03/2023_GrayParsons_EduCHI_MasterclassDesignMethods.pdf},
doi = {10.1145/3587399.3587415},
year = {2023},
date = {2023-04-28},
urldate = {2023-04-28},
booktitle = {EduCHI 2023: 5th Annual Symposium on HCI Education
(EduCHI '23)},
address = {Hamburg, Germany},
abstract = {Knowledge of design methods is critical for careers in
User Experience (UX) design and other fields commonly
served by HCI programs. In this masterclass, we will seek
to bring together the knowledge contained in key texts
commonly used in HCI education and the evident pedagogical
challenges that underlie codified methods knowledge. Such
fundamental questions at this intersection include: What
kind of knowledge do methods contain? How do students
learn about methods? and How do we know when students have
sufficient knowledge of methods to continue engaging in
adaptation, use, and creation in the future? We will
collaboratively address these questions, laying the
groundwork for participants to consider the following
issues in their own curriculum.},
keywords = {Design Education, Design Knowledge, Design Methods, HCI Education, Studio Pedagogy},
pubstate = {published},
tppubtype = {inproceedings}
}
Knowledge of design methods is critical for careers in
User Experience (UX) design and other fields commonly
served by HCI programs. In this masterclass, we will seek
to bring together the knowledge contained in key texts
commonly used in HCI education and the evident pedagogical
challenges that underlie codified methods knowledge. Such
fundamental questions at this intersection include: What
kind of knowledge do methods contain? How do students
learn about methods? and How do we know when students have
sufficient knowledge of methods to continue engaging in
adaptation, use, and creation in the future? We will
collaboratively address these questions, laying the
groundwork for participants to consider the following
issues in their own curriculum.
User Experience (UX) design and other fields commonly
served by HCI programs. In this masterclass, we will seek
to bring together the knowledge contained in key texts
commonly used in HCI education and the evident pedagogical
challenges that underlie codified methods knowledge. Such
fundamental questions at this intersection include: What
kind of knowledge do methods contain? How do students
learn about methods? and How do we know when students have
sufficient knowledge of methods to continue engaging in
adaptation, use, and creation in the future? We will
collaboratively address these questions, laying the
groundwork for participants to consider the following
issues in their own curriculum.
2022
Gray, Colin M; Liu, Wei; Xin, Xin; Chin, Daniel; Marks, Jacqueline; Bunting, Sadie; Anglin, Jerry; Hutzel, Becky; Kokate, Samruddhi; Yang, Yushu
Defamiliarization and Intercultural Learning in Cross-Cultural HCI Education Proceedings Article
In: EduCHI'22: 4th Annual Symposium on HCI Education, 2022.
Abstract | Links | BibTeX | Tags: Cross-Cultural Education, Design Education, Design Knowledge, Design Methods, Design Theory, HCI Education, UX Knowledge
@inproceedings{Gray2022-es,
title = {Defamiliarization and Intercultural Learning in Cross-Cultural HCI Education},
author = {Colin M Gray and Wei Liu and Xin Xin and Daniel Chin and Jacqueline Marks and Sadie Bunting and Jerry Anglin and Becky Hutzel and Samruddhi Kokate and Yushu Yang},
url = {https://colingray.me/wp-content/uploads/2022/04/2022_Grayetal_EduCHI_DefamiliarizationInterculturalLearning.pdf},
year = {2022},
date = {2022-04-01},
urldate = {2022-04-01},
booktitle = {EduCHI'22: 4th Annual Symposium on HCI Education},
abstract = {HCI and UX work is increasingly global, and students have the
potential to benefit from building their globalization
competence. However, little research has described the unique
opportunities and challenges of intercultural project work in
the context of HCI education, including the ways in which design
knowledge is leveraged in a cross-cultural setting. In this
research paper, we describe the experiences of a Collaborative
Online International Learning (COIL) project team with
participants from China and the United States as they worked to
identify design opportunities to create ``charmful''
semi-autonomous driving experiences for the Chinese market.
Through our analysis of focus groups, synchronous group
meetings, and artifacts created over one academic semester, we
describe how students engaged design knowledge through the lens
of culture and identify strategies that the teams used to
constructively defamiliarize their understanding of the design
context and potential outcomes. We conclude with opportunities
and challenges in coordinating cross-cultural design work and
describe new ways in which defamiliarization might be a
productive lens to acknowledge and build upon cultural
knowledge.},
keywords = {Cross-Cultural Education, Design Education, Design Knowledge, Design Methods, Design Theory, HCI Education, UX Knowledge},
pubstate = {published},
tppubtype = {inproceedings}
}
HCI and UX work is increasingly global, and students have the
potential to benefit from building their globalization
competence. However, little research has described the unique
opportunities and challenges of intercultural project work in
the context of HCI education, including the ways in which design
knowledge is leveraged in a cross-cultural setting. In this
research paper, we describe the experiences of a Collaborative
Online International Learning (COIL) project team with
participants from China and the United States as they worked to
identify design opportunities to create ``charmful''
semi-autonomous driving experiences for the Chinese market.
Through our analysis of focus groups, synchronous group
meetings, and artifacts created over one academic semester, we
describe how students engaged design knowledge through the lens
of culture and identify strategies that the teams used to
constructively defamiliarize their understanding of the design
context and potential outcomes. We conclude with opportunities
and challenges in coordinating cross-cultural design work and
describe new ways in which defamiliarization might be a
productive lens to acknowledge and build upon cultural
knowledge.
potential to benefit from building their globalization
competence. However, little research has described the unique
opportunities and challenges of intercultural project work in
the context of HCI education, including the ways in which design
knowledge is leveraged in a cross-cultural setting. In this
research paper, we describe the experiences of a Collaborative
Online International Learning (COIL) project team with
participants from China and the United States as they worked to
identify design opportunities to create ``charmful''
semi-autonomous driving experiences for the Chinese market.
Through our analysis of focus groups, synchronous group
meetings, and artifacts created over one academic semester, we
describe how students engaged design knowledge through the lens
of culture and identify strategies that the teams used to
constructively defamiliarize their understanding of the design
context and potential outcomes. We conclude with opportunities
and challenges in coordinating cross-cultural design work and
describe new ways in which defamiliarization might be a
productive lens to acknowledge and build upon cultural
knowledge.
Pivonka, Anne; Makary, Laura; Gray, Colin M
Organizing Metaphors for Design Methods in Intermediate HCI Education Proceedings Article
In: EduCHI'22: 4th Annual Symposium on HCI Education, 2022.
Abstract | Links | BibTeX | Tags: Design Education, Design Knowledge, Design Methods, HCI Education, Studio Pedagogy, UX Knowledge
@inproceedings{Pivonka2022-nm,
title = {Organizing Metaphors for Design Methods in Intermediate HCI Education},
author = {Anne Pivonka and Laura Makary and Colin M Gray},
url = {https://colingray.me/wp-content/uploads/2022/04/2022_PivonkaMakaryGray_EduCHI_OrganizingMetaphorsDesignMethods.pdf},
year = {2022},
date = {2022-04-01},
urldate = {2022-04-01},
booktitle = {EduCHI'22: 4th Annual Symposium on HCI Education},
abstract = {Design students must develop competence in a wide range of areas
in order to be successful in their future practice.
Increasingly, knowledge of design methods is used to frame both
a designer's repertoire and their overall facility as a
designer. However, there is little research on how students
build cognitive schema in relation to design methods or how
these schema relate to specific epistemological patterns of
engagement. In this research paper, we report a multiple case
study, capturing the experiences of four advanced undergraduate
UX design students at a large research-intensive institution.
Through an interview study and subsequent analysis, we describe
the wide variety of organizing metaphors that these students
used to frame their understanding and performance of design
methods, including both principles they used to consider methods
as knowledge, and the ways in which these organizing principles
impacted their practice of design. We conclude with
recommendations for further research on the uptake of
methods-focused competence in HCI education and practice.},
keywords = {Design Education, Design Knowledge, Design Methods, HCI Education, Studio Pedagogy, UX Knowledge},
pubstate = {published},
tppubtype = {inproceedings}
}
Design students must develop competence in a wide range of areas
in order to be successful in their future practice.
Increasingly, knowledge of design methods is used to frame both
a designer's repertoire and their overall facility as a
designer. However, there is little research on how students
build cognitive schema in relation to design methods or how
these schema relate to specific epistemological patterns of
engagement. In this research paper, we report a multiple case
study, capturing the experiences of four advanced undergraduate
UX design students at a large research-intensive institution.
Through an interview study and subsequent analysis, we describe
the wide variety of organizing metaphors that these students
used to frame their understanding and performance of design
methods, including both principles they used to consider methods
as knowledge, and the ways in which these organizing principles
impacted their practice of design. We conclude with
recommendations for further research on the uptake of
methods-focused competence in HCI education and practice.
in order to be successful in their future practice.
Increasingly, knowledge of design methods is used to frame both
a designer's repertoire and their overall facility as a
designer. However, there is little research on how students
build cognitive schema in relation to design methods or how
these schema relate to specific epistemological patterns of
engagement. In this research paper, we report a multiple case
study, capturing the experiences of four advanced undergraduate
UX design students at a large research-intensive institution.
Through an interview study and subsequent analysis, we describe
the wide variety of organizing metaphors that these students
used to frame their understanding and performance of design
methods, including both principles they used to consider methods
as knowledge, and the ways in which these organizing principles
impacted their practice of design. We conclude with
recommendations for further research on the uptake of
methods-focused competence in HCI education and practice.
Gray, Colin M; Hasib, Aiza; Li, Ziqing; Chivukula, Shruthi Sai
Using decisive constraints to create design methods that guide ethical impact Journal Article
In: Design Studies, vol. 79, pp. 101097, 2022, ISSN: 0142-694X.
Abstract | Links | BibTeX | Tags: Design Knowledge, Design Methods, Ethics and Values
@article{Gray2022-kv,
title = {Using decisive constraints to create design methods that guide ethical impact},
author = {Colin M Gray and Aiza Hasib and Ziqing Li and Shruthi Sai Chivukula},
url = {https://www.sciencedirect.com/science/article/pii/S0142694X22000175},
doi = {10.1016/j.destud.2022.101097},
issn = {0142-694X},
year = {2022},
date = {2022-03-01},
urldate = {2022-03-01},
journal = {Design Studies},
volume = {79},
pages = {101097},
abstract = {Numerous methods have been designed to aid practitioners in
identifying ethical concerns, imagining potential futures,
defining values, and evaluating existing systems. However, there
is little scholarship that addresses the design of these methods,
including how ethical concerns are operationalized in these
methods. In this paper, we report results of an interview study
with twelve ethics-focused method designers, investigating their
process of instigating, creating, and disseminating their method.
We conducted a top-down thematic analysis using the Biskjaer and
Halskov framework of decisive constraints, identifying intrinsic,
extrinsic, and self-imposed constraints alongside iterative and
evaluative resonance-seeking activities. This analysis provides a
rich conceptual vocabulary to better describe the design of
methods for ethical impact from the perspective of researchers
and practitioners.},
keywords = {Design Knowledge, Design Methods, Ethics and Values},
pubstate = {published},
tppubtype = {article}
}
Numerous methods have been designed to aid practitioners in
identifying ethical concerns, imagining potential futures,
defining values, and evaluating existing systems. However, there
is little scholarship that addresses the design of these methods,
including how ethical concerns are operationalized in these
methods. In this paper, we report results of an interview study
with twelve ethics-focused method designers, investigating their
process of instigating, creating, and disseminating their method.
We conducted a top-down thematic analysis using the Biskjaer and
Halskov framework of decisive constraints, identifying intrinsic,
extrinsic, and self-imposed constraints alongside iterative and
evaluative resonance-seeking activities. This analysis provides a
rich conceptual vocabulary to better describe the design of
methods for ethical impact from the perspective of researchers
and practitioners.
identifying ethical concerns, imagining potential futures,
defining values, and evaluating existing systems. However, there
is little scholarship that addresses the design of these methods,
including how ethical concerns are operationalized in these
methods. In this paper, we report results of an interview study
with twelve ethics-focused method designers, investigating their
process of instigating, creating, and disseminating their method.
We conducted a top-down thematic analysis using the Biskjaer and
Halskov framework of decisive constraints, identifying intrinsic,
extrinsic, and self-imposed constraints alongside iterative and
evaluative resonance-seeking activities. This analysis provides a
rich conceptual vocabulary to better describe the design of
methods for ethical impact from the perspective of researchers
and practitioners.
Gray, Colin M
Languaging design methods Journal Article
In: Design Studies, vol. 78, pp. 101076, 2022, ISSN: 0142-694X.
Abstract | Links | BibTeX | Tags: Design Methods, Ethics and Values
@article{Gray2022-na,
title = {Languaging design methods},
author = {Colin M Gray},
url = {https://www.sciencedirect.com/science/article/pii/S0142694X21000879},
doi = {10.1016/j.destud.2021.101076},
issn = {0142-694X},
year = {2022},
date = {2022-01-01},
urldate = {2022-01-01},
journal = {Design Studies},
volume = {78},
pages = {101076},
abstract = {Design methods have been integral to design studies research,
with initial goals of bringing rationality and objectivity to
design activities, later shifting to the creation and provision
of methods as tools to encourage more reflective, meaningful, and
socially responsible design practices. However, little research
exists that describes how methods are created, what knowledge is
used to inform this creation, or connects elements of methods to
performance by designers. In this research note, I describe
performative, codification-oriented, and presentation-oriented
stances towards design methods, articulating a vocabulary that
languages aspects of methods. I describe areas where this
vocabulary may support design researchers, including building new
design methods, informing descriptive accounts of methods in use,
and supporting the creation of a theory of method.},
keywords = {Design Methods, Ethics and Values},
pubstate = {published},
tppubtype = {article}
}
Design methods have been integral to design studies research,
with initial goals of bringing rationality and objectivity to
design activities, later shifting to the creation and provision
of methods as tools to encourage more reflective, meaningful, and
socially responsible design practices. However, little research
exists that describes how methods are created, what knowledge is
used to inform this creation, or connects elements of methods to
performance by designers. In this research note, I describe
performative, codification-oriented, and presentation-oriented
stances towards design methods, articulating a vocabulary that
languages aspects of methods. I describe areas where this
vocabulary may support design researchers, including building new
design methods, informing descriptive accounts of methods in use,
and supporting the creation of a theory of method.
with initial goals of bringing rationality and objectivity to
design activities, later shifting to the creation and provision
of methods as tools to encourage more reflective, meaningful, and
socially responsible design practices. However, little research
exists that describes how methods are created, what knowledge is
used to inform this creation, or connects elements of methods to
performance by designers. In this research note, I describe
performative, codification-oriented, and presentation-oriented
stances towards design methods, articulating a vocabulary that
languages aspects of methods. I describe areas where this
vocabulary may support design researchers, including building new
design methods, informing descriptive accounts of methods in use,
and supporting the creation of a theory of method.
Light, Ann; Gray, Colin M; Lindström, Kristina; Forlano, Laura; Lockton, Dan; Speed, Chris
Designing Transformative Futures Proceedings Article
In: Proceedings of the Design Research Society Conference, Bilbao, Spain, 2022.
Abstract | Links | BibTeX | Tags: Critical Theory, Design Methods, Ethics and Values, Research Methods
@inproceedings{Light2022-cj,
title = {Designing Transformative Futures},
author = {Ann Light and Colin M Gray and Kristina Lindström and Laura Forlano and Dan Lockton and Chris Speed},
url = {http://dx.doi.org/10.21606/drs.2022.896
https://colingray.me/wp-content/uploads/2022/09/2022_Lightetal_DRS_DesigningTransformativeFutures.pdf},
doi = {10.21606/drs.2022.896},
year = {2022},
date = {2022-01-01},
urldate = {2022-01-01},
booktitle = {Proceedings of the Design Research Society Conference},
address = {Bilbao, Spain},
abstract = {What makes the design of futures sufficiently transformative?
Worldwide, people are aware of the need to change and keep
changing to address eco-social challenges and their fall-out in
an age of crises and transitions in climate, biodiversity, and
health. Calls for climate justice and the development of
eco-social sensibilities speak to the need for dynamic and
provisional engagements. Such concerns raise age-old issues of
inequality and colonialist destruction. Our designs carry the
imprint of this current politics, wittingly or unwittingly, into
worlds to come. This conversation asked how might we respond
fluidly to coming uncertainties, questioning our own practices
to sow the seeds of more radical transformation, while
recognizing the structural forces that can limit or temper
opportunities for design activism. It was organized in three
quadrant exercises, which we also reflect upon.},
keywords = {Critical Theory, Design Methods, Ethics and Values, Research Methods},
pubstate = {published},
tppubtype = {inproceedings}
}
What makes the design of futures sufficiently transformative?
Worldwide, people are aware of the need to change and keep
changing to address eco-social challenges and their fall-out in
an age of crises and transitions in climate, biodiversity, and
health. Calls for climate justice and the development of
eco-social sensibilities speak to the need for dynamic and
provisional engagements. Such concerns raise age-old issues of
inequality and colonialist destruction. Our designs carry the
imprint of this current politics, wittingly or unwittingly, into
worlds to come. This conversation asked how might we respond
fluidly to coming uncertainties, questioning our own practices
to sow the seeds of more radical transformation, while
recognizing the structural forces that can limit or temper
opportunities for design activism. It was organized in three
quadrant exercises, which we also reflect upon.
Worldwide, people are aware of the need to change and keep
changing to address eco-social challenges and their fall-out in
an age of crises and transitions in climate, biodiversity, and
health. Calls for climate justice and the development of
eco-social sensibilities speak to the need for dynamic and
provisional engagements. Such concerns raise age-old issues of
inequality and colonialist destruction. Our designs carry the
imprint of this current politics, wittingly or unwittingly, into
worlds to come. This conversation asked how might we respond
fluidly to coming uncertainties, questioning our own practices
to sow the seeds of more radical transformation, while
recognizing the structural forces that can limit or temper
opportunities for design activism. It was organized in three
quadrant exercises, which we also reflect upon.
2021
Chivukula, Shruthi Sai; Li, Ziqing; Pivonka, Anne C; Chen, Jingning; Gray, Colin M
Surveying the Landscape of Ethics-Focused Design Methods Unpublished Forthcoming
Forthcoming.
Abstract | Links | BibTeX | Tags: Design Methods, Ethics and Values, UX Knowledge
@unpublished{Chivukula2021-xk,
title = {Surveying the Landscape of Ethics-Focused Design Methods},
author = {Shruthi Sai Chivukula and Ziqing Li and Anne C Pivonka and Jingning Chen and Colin M Gray},
url = {http://arxiv.org/abs/2102.08909},
year = {2021},
date = {2021-02-11},
abstract = {Over the past decade, HCI researchers, design researchers, and practitioners have increasingly addressed ethics-focused issues through a range of theoretical, methodological and pragmatic contributions to the field. While many forms of design knowledge have been proposed and described, we focus explicitly on knowledge that has been codified as "methods," which we define as any supports for everyday work practices of designers. In this paper, we identify, analyze, and map a collection of 63 existing ethics-focused methods intentionally designed for ethical impact. We present a content analysis, providing a descriptive record of how they operationalize ethics, their intended audience or context of use, their "core" or "script," and the means by which these methods are formulated, articulated, and languaged. Building on these results, we provide an initial definition of ethics-focused methods, identifying potential opportunities for the development of future methods to support design practice and research.},
keywords = {Design Methods, Ethics and Values, UX Knowledge},
pubstate = {forthcoming},
tppubtype = {unpublished}
}
Over the past decade, HCI researchers, design researchers, and practitioners have increasingly addressed ethics-focused issues through a range of theoretical, methodological and pragmatic contributions to the field. While many forms of design knowledge have been proposed and described, we focus explicitly on knowledge that has been codified as "methods," which we define as any supports for everyday work practices of designers. In this paper, we identify, analyze, and map a collection of 63 existing ethics-focused methods intentionally designed for ethical impact. We present a content analysis, providing a descriptive record of how they operationalize ethics, their intended audience or context of use, their "core" or "script," and the means by which these methods are formulated, articulated, and languaged. Building on these results, we provide an initial definition of ethics-focused methods, identifying potential opportunities for the development of future methods to support design practice and research.
Gray, Colin M; Wolford, Christopher; Huston, Davin
Iterating Overnight: Using Cardboard to Teach Audio During a Pandemic Proceedings Article
In: Proceedings of the Mudd Design Workshop XII: Designing Through Making: 2-D and 3-D Representations of Designs In Campus Facilities and Remotely, Harvey Mudd College, Claremont, CA, 2021.
Abstract | BibTeX | Tags: Design Education, Design Methods, Design Theory, Prototyping
@inproceedings{Gray2021-so,
title = {Iterating Overnight: Using Cardboard to Teach Audio During a Pandemic},
author = {Colin M Gray and Christopher Wolford and Davin Huston},
year = {2021},
date = {2021-01-01},
booktitle = {Proceedings of the Mudd Design Workshop XII: Designing Through Making: 2-D and 3-D Representations of Designs In Campus Facilities and Remotely},
publisher = {Harvey Mudd College},
address = {Claremont, CA},
abstract = {Prototyping is a key competency in engineering and technology
disciplines, bridging abstract and often-technical design
requirements and the realization of these requirements in the
physical world. While many approaches have historically been
used to encourage the development of prototyping competence in
engineering education, rapid fabrication techniques are
increasingly available both to students and the general public
as part of the ``maker movement.`` However, the development of
prototyping competence has been considered to be understudied,
particularly with regard to the appropriate levels of fidelity
through which a prototype might be most beneficial to
problematize the design situation, allow exploration of the
problem space, and facilitate iteration. In this paper, we
describe the tensions among technologically and pragmatically
different approaches to prototyping. We focus our inquiry on a
traditionally in-person multidisciplinary engineering/technology
lab course which was confronted with two difficulties: a
building construction project that caused the lab to be
relocated off of the main campus with limited fabrication
equipment availability and a mid-semester shift to online-only
instruction due to the COVID-19 pandemic. In the context of
these two instructional tensions, we describe the outcomes of a
student project to design and fabricate a functioning
loudspeaker in cardboard, providing a detailed account of the
design outcomes and process moves that resulted from this shift
in fabrication approach.},
keywords = {Design Education, Design Methods, Design Theory, Prototyping},
pubstate = {published},
tppubtype = {inproceedings}
}
Prototyping is a key competency in engineering and technology
disciplines, bridging abstract and often-technical design
requirements and the realization of these requirements in the
physical world. While many approaches have historically been
used to encourage the development of prototyping competence in
engineering education, rapid fabrication techniques are
increasingly available both to students and the general public
as part of the ``maker movement.`` However, the development of
prototyping competence has been considered to be understudied,
particularly with regard to the appropriate levels of fidelity
through which a prototype might be most beneficial to
problematize the design situation, allow exploration of the
problem space, and facilitate iteration. In this paper, we
describe the tensions among technologically and pragmatically
different approaches to prototyping. We focus our inquiry on a
traditionally in-person multidisciplinary engineering/technology
lab course which was confronted with two difficulties: a
building construction project that caused the lab to be
relocated off of the main campus with limited fabrication
equipment availability and a mid-semester shift to online-only
instruction due to the COVID-19 pandemic. In the context of
these two instructional tensions, we describe the outcomes of a
student project to design and fabricate a functioning
loudspeaker in cardboard, providing a detailed account of the
design outcomes and process moves that resulted from this shift
in fabrication approach.
disciplines, bridging abstract and often-technical design
requirements and the realization of these requirements in the
physical world. While many approaches have historically been
used to encourage the development of prototyping competence in
engineering education, rapid fabrication techniques are
increasingly available both to students and the general public
as part of the ``maker movement.`` However, the development of
prototyping competence has been considered to be understudied,
particularly with regard to the appropriate levels of fidelity
through which a prototype might be most beneficial to
problematize the design situation, allow exploration of the
problem space, and facilitate iteration. In this paper, we
describe the tensions among technologically and pragmatically
different approaches to prototyping. We focus our inquiry on a
traditionally in-person multidisciplinary engineering/technology
lab course which was confronted with two difficulties: a
building construction project that caused the lab to be
relocated off of the main campus with limited fabrication
equipment availability and a mid-semester shift to online-only
instruction due to the COVID-19 pandemic. In the context of
these two instructional tensions, we describe the outcomes of a
student project to design and fabricate a functioning
loudspeaker in cardboard, providing a detailed account of the
design outcomes and process moves that resulted from this shift
in fabrication approach.
2019
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
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}
}
2016
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; Seifert, Colleen M; Yilmaz, Seda; Daly, Shanna R; Gonzalez, Richard
What is the Content of ''Design Thinking''? Design Heuristics as Conceptual Repertoire Journal Article
In: International Journal of Engineering Education, vol. 32, no. 3B, pp. 1349-1355, 2016.
Abstract | Links | BibTeX | Tags: Design Knowledge, Design Methods, Design Theory, Idea Generation
@article{Gray2016-lq,
title = {What is the Content of ''Design Thinking''? Design Heuristics as Conceptual Repertoire},
author = {Colin M Gray and Colleen M Seifert and Seda Yilmaz and Shanna R Daly and Richard Gonzalez},
url = {https://colingray.me/wp-content/uploads/2019/08/2016_Grayetal_IJEE_DesignHeuristicsConceptualRepertoire.pdf
http://www.ijee.ie/latestissues/Vol32-3B/05_ijee3220ns.pdf},
year = {2016},
date = {2016-01-01},
journal = {International Journal of Engineering Education},
volume = {32},
number = {3B},
pages = {1349-1355},
abstract = {When engaged in design activity, what does a designer think about? And how does she draw on disciplinary knowledge, precedent, and other strategies in her design process in order to imagine new possible futures? In this paper, we explore Design Heuristics as a form of intermediate-level knowledge that may explain how designers build on existing knowledge of ‘‘design moves’’—non-deterministic, generative strategies or heuristics—during conceptual design activity. We describe a set of relationships between disciplinary training and the acquisition of such heuristics, and postulate how design students might accelerate their development of expertise. We conclude with implications for future research on the development of expertise, and the ways in which methods such as Design Heuristics can enhance this developmental process.},
keywords = {Design Knowledge, Design Methods, Design Theory, Idea Generation},
pubstate = {published},
tppubtype = {article}
}
When engaged in design activity, what does a designer think about? And how does she draw on disciplinary knowledge, precedent, and other strategies in her design process in order to imagine new possible futures? In this paper, we explore Design Heuristics as a form of intermediate-level knowledge that may explain how designers build on existing knowledge of ‘‘design moves’’—non-deterministic, generative strategies or heuristics—during conceptual design activity. We describe a set of relationships between disciplinary training and the acquisition of such heuristics, and postulate how design students might accelerate their development of expertise. We conclude with implications for future research on the development of expertise, and the ways in which methods such as Design Heuristics can enhance this developmental process.
Gray, Colin M
What is the Nature and Intended Use of Design Methods? Proceedings Article
In: Proceedings of the Design Research Society, pp. 14 pp., Design Research Society, Brighton, United Kingdom, 2016.
Abstract | Links | BibTeX | Tags: Design Methods, Design Theory, Translational Science
@inproceedings{Gray2016-yv,
title = {What is the Nature and Intended Use of Design Methods?},
author = {Colin M Gray},
url = {https://colingray.me/wp-content/uploads/2019/08/2016_Gray_DRS_NatureUseofDesignMethods.pdf},
year = {2016},
date = {2016-01-01},
booktitle = {Proceedings of the Design Research Society},
pages = {14 pp.},
publisher = {Design Research Society},
address = {Brighton, United Kingdom},
abstract = {Interest in the codification and application of design methods is rapidly growing as businesses increasingly utilize “design thinking” approaches. However, in this uptake of design methods that encourage designerly action, the ontological status of design methods is often diffuse, with contradictory messages from practitioners and academics about the purpose and desired use of methods within a designer’s process. In this paper, I explore the paradoxical nature of design methods, arguing for a nuanced view that includes the (often) conflicting qualities of prescription and performance. A prescriptive view of methods is drawn from the specification of methods and their “proper” use in the academic literature, while a performative view focuses on in situ use in practice, describing how practitioners use methods to support their everyday work. The ontological characteristics and practical outcomes of each view of design methods are considered, concluding with productive tensions that juxtapose academia and practice.},
keywords = {Design Methods, Design Theory, Translational Science},
pubstate = {published},
tppubtype = {inproceedings}
}
Interest in the codification and application of design methods is rapidly growing as businesses increasingly utilize “design thinking” approaches. However, in this uptake of design methods that encourage designerly action, the ontological status of design methods is often diffuse, with contradictory messages from practitioners and academics about the purpose and desired use of methods within a designer’s process. In this paper, I explore the paradoxical nature of design methods, arguing for a nuanced view that includes the (often) conflicting qualities of prescription and performance. A prescriptive view of methods is drawn from the specification of methods and their “proper” use in the academic literature, while a performative view focuses on in situ use in practice, describing how practitioners use methods to support their everyday work. The ontological characteristics and practical outcomes of each view of design methods are considered, concluding with productive tensions that juxtapose academia and practice.
2014
Gray, Colin M; Stolterman, Erik; Siegel, Martin A
Reprioritizing the relationship between HCI research and practice: bubble-up and trickle-down effects Best Paper Proceedings Article
In: Proceedings of the 2014 Conference on Designing Interactive Systems, pp. 725-734, ACM, Vancouver, BC, Canada, 2014, ISBN: 9781450329026, (Awarded Best Paper, Top 1%).
Abstract | Links | BibTeX | Tags: Design Knowledge, Design Methods, Translational Science, UX Knowledge
@inproceedings{Gray2014-fk,
title = {Reprioritizing the relationship between HCI research and practice: bubble-up and trickle-down effects},
author = {Colin M Gray and Erik Stolterman and Martin A Siegel},
url = {https://colingray.me/wp-content/uploads/2019/08/2014_GrayStoltermanSiegel_DIS_ReprioritizingRelationshipHCI.pdf
http://dl.acm.org/citation.cfm?doid=2598510.2598595},
doi = {10.1145/2598510.2598595},
isbn = {9781450329026},
year = {2014},
date = {2014-01-01},
urldate = {2014-01-01},
booktitle = {Proceedings of the 2014 Conference on Designing Interactive Systems},
pages = {725-734},
publisher = {ACM},
address = {Vancouver, BC, Canada},
series = {DIS '14},
abstract = {There has been an ongoing conversation about the role and relationship of theory and practice in the HCI community. This paper explores this relationship privileging a practice perspective through a tentative model, which describes a “bubble-up” of ideas from practice to inform research and theory development, and an accompanying “trickle-down” of theory into practice. Interviews were conducted with interaction designers, which included a description of their use of design methods in practice, and their knowledge and use of two common design methods—affinity diagramming and the concept of affordance. Based on these interviews, potential relationships between theory and practice are ex- plored through this model. Disseminating agents already common in HCI practice are addressed as possible mecha- nisms for the research community to understand practice more completely. Opportunities for future research, based on the use of the tentative model in a generative way, are considered.},
note = {Awarded Best Paper, Top 1%},
keywords = {Design Knowledge, Design Methods, Translational Science, UX Knowledge},
pubstate = {published},
tppubtype = {inproceedings}
}
There has been an ongoing conversation about the role and relationship of theory and practice in the HCI community. This paper explores this relationship privileging a practice perspective through a tentative model, which describes a “bubble-up” of ideas from practice to inform research and theory development, and an accompanying “trickle-down” of theory into practice. Interviews were conducted with interaction designers, which included a description of their use of design methods in practice, and their knowledge and use of two common design methods—affinity diagramming and the concept of affordance. Based on these interviews, potential relationships between theory and practice are ex- plored through this model. Disseminating agents already common in HCI practice are addressed as possible mecha- nisms for the research community to understand practice more completely. Opportunities for future research, based on the use of the tentative model in a generative way, are considered.