2024
Boling, Elizabeth; Gray, Colin M
Anthony Cerise Book Section
In: Ertmer, Peggy A; Glazewski, Krista D; Koehler, Adrie A; Stefaniak, Jill E (Ed.): The ID CaseBook: Case Studies in Instructional Design, pp. 127–138, Routledge, New York, 2024, ISBN: 9781003354468.
Abstract | Links | BibTeX | Tags: Design Education, Instructional Design, Learning Experience (LX) Design, Studio Pedagogy, Transdisciplinary Education
@incollection{Boling2024-co,
title = {Anthony Cerise},
author = {Elizabeth Boling and Colin M Gray},
editor = {Peggy A Ertmer and Krista D Glazewski and Adrie A Koehler and Jill E Stefaniak},
url = {https://www.taylorfrancis.com/books/9781003354468/chapters/10.4324/9781003354468-12},
doi = {10.4324/9781003354468-12},
isbn = {9781003354468},
year = {2024},
date = {2024-04-01},
urldate = {2024-04-01},
booktitle = {The ID CaseBook: Case Studies in Instructional Design},
pages = {127–138},
publisher = {Routledge},
address = {New York},
abstract = {Hustling across campus at Mid-State University, Anthony Cerise,
an associate professor in the College of Education, juggles his
backpack, his morning coffee in a paper cup, and the agenda he
just printed for a meeting to which he hopes he will not be
late. His scarf is flapping across his face thanks to a stiff
fall breeze, blinding him off and on, but in a stroke of luck he
spots the campus bus in time to flag it down, only spilling a
little coffee as he does so. He sprints up the bus steps and
flops down on a worn vinyl seat just behind the driver, who sees
him on this route between the education and engineering
buildings often enough not to require his campus ID when he
boards. Good thing, too; he doesn't have a hand free to fish his
wallet out of his pocket. It was also fortunate that he caught
the bus, he thinks; it's important to arrive on time today
without having to sprint. This meeting is being held to discuss
issues with the IDP (or, as the dean always states in full, the
Integrated Design Program). Showing up disheveled, let alone
late, would not put him on the right foot. Sure, the program is
a big success—that's the problem, in fact; it has grown so
large and so quickly that he and his colleagues desperately need
to confer on where it is coming apart at the seams. But Anthony
is keenly aware of the tensions which have existed in the
program since the beginning, not to mention those between the
program and the administration right now. As the leader of the
faculty team which designs and implements the program, he works
to keep an even keel and to exude confidence on behalf of them
all. He'd like to maintain that presence. More than that, he
doesn't want to give Roger Went, head of the administrative
steering committee, any reason to carry back to the other deans
an impression that their current growing pains are any worse
than they really are. Despite the ballooning enrollments in IDP,
or perhaps because of them, Anthony knows there are those on
campus who wouldn't mind seeing this program shut down. It is
drawing enrollments away from other majors, including those
currently contributing to the multidisciplinary effort as
partners. Others, he suspects, are eyeing the program as a
candidate for moving online with outsourcing for recruitment and
program management, the idea being that if it is growing as a
campus program, it will surely be a moneymaker online. If he and
his fellow colleagues cannot handle their current growing pains,
he worries that the institutional support they need will be
withdrawn or that the program might be effectively taken out of
their hands.},
keywords = {Design Education, Instructional Design, Learning Experience (LX) Design, Studio Pedagogy, Transdisciplinary Education},
pubstate = {published},
tppubtype = {incollection}
}
Hustling across campus at Mid-State University, Anthony Cerise,
an associate professor in the College of Education, juggles his
backpack, his morning coffee in a paper cup, and the agenda he
just printed for a meeting to which he hopes he will not be
late. His scarf is flapping across his face thanks to a stiff
fall breeze, blinding him off and on, but in a stroke of luck he
spots the campus bus in time to flag it down, only spilling a
little coffee as he does so. He sprints up the bus steps and
flops down on a worn vinyl seat just behind the driver, who sees
him on this route between the education and engineering
buildings often enough not to require his campus ID when he
boards. Good thing, too; he doesn't have a hand free to fish his
wallet out of his pocket. It was also fortunate that he caught
the bus, he thinks; it's important to arrive on time today
without having to sprint. This meeting is being held to discuss
issues with the IDP (or, as the dean always states in full, the
Integrated Design Program). Showing up disheveled, let alone
late, would not put him on the right foot. Sure, the program is
a big success—that's the problem, in fact; it has grown so
large and so quickly that he and his colleagues desperately need
to confer on where it is coming apart at the seams. But Anthony
is keenly aware of the tensions which have existed in the
program since the beginning, not to mention those between the
program and the administration right now. As the leader of the
faculty team which designs and implements the program, he works
to keep an even keel and to exude confidence on behalf of them
all. He'd like to maintain that presence. More than that, he
doesn't want to give Roger Went, head of the administrative
steering committee, any reason to carry back to the other deans
an impression that their current growing pains are any worse
than they really are. Despite the ballooning enrollments in IDP,
or perhaps because of them, Anthony knows there are those on
campus who wouldn't mind seeing this program shut down. It is
drawing enrollments away from other majors, including those
currently contributing to the multidisciplinary effort as
partners. Others, he suspects, are eyeing the program as a
candidate for moving online with outsourcing for recruitment and
program management, the idea being that if it is growing as a
campus program, it will surely be a moneymaker online. If he and
his fellow colleagues cannot handle their current growing pains,
he worries that the institutional support they need will be
withdrawn or that the program might be effectively taken out of
their hands.
an associate professor in the College of Education, juggles his
backpack, his morning coffee in a paper cup, and the agenda he
just printed for a meeting to which he hopes he will not be
late. His scarf is flapping across his face thanks to a stiff
fall breeze, blinding him off and on, but in a stroke of luck he
spots the campus bus in time to flag it down, only spilling a
little coffee as he does so. He sprints up the bus steps and
flops down on a worn vinyl seat just behind the driver, who sees
him on this route between the education and engineering
buildings often enough not to require his campus ID when he
boards. Good thing, too; he doesn't have a hand free to fish his
wallet out of his pocket. It was also fortunate that he caught
the bus, he thinks; it's important to arrive on time today
without having to sprint. This meeting is being held to discuss
issues with the IDP (or, as the dean always states in full, the
Integrated Design Program). Showing up disheveled, let alone
late, would not put him on the right foot. Sure, the program is
a big success—that's the problem, in fact; it has grown so
large and so quickly that he and his colleagues desperately need
to confer on where it is coming apart at the seams. But Anthony
is keenly aware of the tensions which have existed in the
program since the beginning, not to mention those between the
program and the administration right now. As the leader of the
faculty team which designs and implements the program, he works
to keep an even keel and to exude confidence on behalf of them
all. He'd like to maintain that presence. More than that, he
doesn't want to give Roger Went, head of the administrative
steering committee, any reason to carry back to the other deans
an impression that their current growing pains are any worse
than they really are. Despite the ballooning enrollments in IDP,
or perhaps because of them, Anthony knows there are those on
campus who wouldn't mind seeing this program shut down. It is
drawing enrollments away from other majors, including those
currently contributing to the multidisciplinary effort as
partners. Others, he suspects, are eyeing the program as a
candidate for moving online with outsourcing for recruitment and
program management, the idea being that if it is growing as a
campus program, it will surely be a moneymaker online. If he and
his fellow colleagues cannot handle their current growing pains,
he worries that the institutional support they need will be
withdrawn or that the program might be effectively taken out of
their hands.
2023
Gray, Colin M
Instructional designers as ethical mediators Book Section
In: Moore, Stephanie L; Dousay, Tonia A (Ed.): Learning and Instructional Design Technology in the Mirror: Integrating Ethics and Social Responsibility into Research and Practice, 2023.
Links | BibTeX | Tags: Ethics and Values, Instructional Design
@incollection{Gray2023-bd,
title = {Instructional designers as ethical mediators},
author = {Colin M Gray},
editor = {Stephanie L Moore and Tonia A Dousay},
url = {https://edtechbooks.org/applied_ethics_idt/ethical_mediators},
year = {2023},
date = {2023-11-01},
urldate = {2023-01-01},
booktitle = {Learning and Instructional Design Technology in the Mirror:
Integrating Ethics and Social Responsibility into Research and
Practice},
keywords = {Ethics and Values, Instructional Design},
pubstate = {published},
tppubtype = {incollection}
}
Gray, Colin M; Boling, Elizabeth
Learning Experience Design in the light of design knowledge and philosophy Journal Article
In: The Journal of Applied Instructional Design, vol. 12, iss. 3, pp. 217–226, 2023.
Abstract | Links | BibTeX | Tags: Design Knowledge, Design Theory, Instructional Design, Learning Experience (LX) Design
@article{Gray2023-cv,
title = {Learning Experience Design in the light of design knowledge and philosophy},
author = {Colin M Gray and Elizabeth Boling},
url = {https://edtechbooks.org/jaid_12_3/LXD_design_knowledge_and_philosophy},
doi = {10.59668/515.12901},
year = {2023},
date = {2023-09-23},
urldate = {2023-01-01},
journal = {The Journal of Applied Instructional Design},
volume = {12},
issue = {3},
pages = {217–226},
publisher = {EdTech Books},
abstract = {Instructional design has been dominated by a philosophy focused
on efficiency, effectiveness, and appeal. Learning Experience
Design (LXD), emerging recently, offers a different set of
values with the potential to enhance and evolve the practice of
design for teaching and learning. Using the concepts of
knowledge and philosophy from the literature on design theory,
we challenge the notion that LXD is a discrete new field
separate from instructional design and instead identify LXD as
an alternate philosophy of design. We conclude with the
opportunity to recognize additional philosophies in the field
and consider the impacts of philosophy on knowledge-building
practices.},
keywords = {Design Knowledge, Design Theory, Instructional Design, Learning Experience (LX) Design},
pubstate = {published},
tppubtype = {article}
}
Instructional design has been dominated by a philosophy focused
on efficiency, effectiveness, and appeal. Learning Experience
Design (LXD), emerging recently, offers a different set of
values with the potential to enhance and evolve the practice of
design for teaching and learning. Using the concepts of
knowledge and philosophy from the literature on design theory,
we challenge the notion that LXD is a discrete new field
separate from instructional design and instead identify LXD as
an alternate philosophy of design. We conclude with the
opportunity to recognize additional philosophies in the field
and consider the impacts of philosophy on knowledge-building
practices.
on efficiency, effectiveness, and appeal. Learning Experience
Design (LXD), emerging recently, offers a different set of
values with the potential to enhance and evolve the practice of
design for teaching and learning. Using the concepts of
knowledge and philosophy from the literature on design theory,
we challenge the notion that LXD is a discrete new field
separate from instructional design and instead identify LXD as
an alternate philosophy of design. We conclude with the
opportunity to recognize additional philosophies in the field
and consider the impacts of philosophy on knowledge-building
practices.
Lachheb, Ahmed; Abramenka-Lachheb, Victoria; Moore, Stephanie; Gray, Colin
The role of design ethics in maintaining students' privacy: A call to action to learning designers in higher education Journal Article
In: British journal of educational technology: journal of the Council for Educational Technology, vol. 54, iss. 6, pp. 1653-1670, 2023, ISSN: 0007-1013.
Abstract | Links | BibTeX | Tags: Dark Patterns, Ethics and Values, Instructional Design
@article{Lachheb2023-ys,
title = {The role of design ethics in maintaining students' privacy: A call to action to learning designers in higher education},
author = {Ahmed Lachheb and Victoria Abramenka-Lachheb and Stephanie Moore and Colin Gray},
url = {https://doi.org/10.1111/bjet.13382},
doi = {10.1111/bjet.13382},
issn = {0007-1013},
year = {2023},
date = {2023-08-01},
urldate = {2023-08-01},
journal = {British journal of educational technology: journal of the Council for Educational Technology},
volume = {54},
issue = {6},
pages = {1653-1670},
publisher = {John Wiley & Sons, Ltd},
abstract = {Maintaining students' privacy in higher education, an
integral aspect of learning design and technology integration,
is not only a matter of policy and law but also a matter of
design ethics. Similar to faculty educators, learning designers
in higher education play a vital role in maintaining students'
privacy by designing learning experiences that rely on online
technology integration. Like other professional designers, they
need to care for the humans they design for by not producing
designs that infringe on their privacy, thus, not causing harm.
Recognizing that widely used instructional design models are
silent on the topic and do not address ethical considerations
such as privacy, we focus this paper on how design ethics can be
leveraged by learning designers in higher education in a
practical manner, illustrated through authentic examples. We
highlight where the ethical responsibility of learning designers
comes into the foreground when maintaining students' privacy and
well-being, especially in online settings. We outline an
existing ethical decision-making framework and show how learning
designers can use it as a call to action to protect the students
they design for, strengthening their ethical design capacity.
Practitioner notes What is already known about this topic
Existing codes of ethical standards from well-known learning
design organizations call upon learning designers to protect
students' privacy without clear guidance on how to do so. Design
ethics within learning design is often discussed in abstract
ways with principles that are difficult to apply. Most, if not
all, design models that learning design professionals have
learned are either silent on design ethics and/or do not
consider ethics as a valid dimension, thus, making design ethics
mostly excluded from learning design graduate programs.
Practical means for engaging in ethical design practice are
scarce in the field. What this paper adds A call for learning
designers in higher education to maintain and protect students'
privacy and well-being, strengthening their ethical design
capacity. A demonstration of how to use a practical ethical
decision-making framework as a designerly tool in designing for
learning to maintain and protect students' privacy and
well-being. Authentic examples?in the form of vignettes?of
ethical dilemmas/issues that learning designers in higher
education could face, focused on students' privacy.
Methods?using a practical ethical decision-making framework?for
learning design professionals in higher education, grounded in
the philosophy of designers as the guarantors of designs, to be
employed to detect situations where students' privacy and best
interests are at risk. A demonstration of how learning designers
could make stellar design decisions in service to the students
they design for and not to the priorities of other design
stakeholders. Implications for practice and/or policy Higher
education programs/institutions that prepare/employ learning
designers ought to treat the topics of the designer's
responsibility and design ethics more explicitly and practically
as one of the means to maintain and protect students' privacy,
in addition to law and policies. Learning designers in higher
education ought to hold a powerful position in their
professional practice to maintain and protect students' privacy
and well-being, as an important aspect of their ethical design
responsibilities. Learning designers in higher education ought
to adopt a design thinking mindset in order to protect students'
privacy by (1) challenging ideas and assumptions regarding
technology integration in general and (2) detecting what is
known in User Experience (UX) design as "dark patterns" in
online course design.},
keywords = {Dark Patterns, Ethics and Values, Instructional Design},
pubstate = {published},
tppubtype = {article}
}
Maintaining students' privacy in higher education, an
integral aspect of learning design and technology integration,
is not only a matter of policy and law but also a matter of
design ethics. Similar to faculty educators, learning designers
in higher education play a vital role in maintaining students'
privacy by designing learning experiences that rely on online
technology integration. Like other professional designers, they
need to care for the humans they design for by not producing
designs that infringe on their privacy, thus, not causing harm.
Recognizing that widely used instructional design models are
silent on the topic and do not address ethical considerations
such as privacy, we focus this paper on how design ethics can be
leveraged by learning designers in higher education in a
practical manner, illustrated through authentic examples. We
highlight where the ethical responsibility of learning designers
comes into the foreground when maintaining students' privacy and
well-being, especially in online settings. We outline an
existing ethical decision-making framework and show how learning
designers can use it as a call to action to protect the students
they design for, strengthening their ethical design capacity.
Practitioner notes What is already known about this topic
Existing codes of ethical standards from well-known learning
design organizations call upon learning designers to protect
students' privacy without clear guidance on how to do so. Design
ethics within learning design is often discussed in abstract
ways with principles that are difficult to apply. Most, if not
all, design models that learning design professionals have
learned are either silent on design ethics and/or do not
consider ethics as a valid dimension, thus, making design ethics
mostly excluded from learning design graduate programs.
Practical means for engaging in ethical design practice are
scarce in the field. What this paper adds A call for learning
designers in higher education to maintain and protect students'
privacy and well-being, strengthening their ethical design
capacity. A demonstration of how to use a practical ethical
decision-making framework as a designerly tool in designing for
learning to maintain and protect students' privacy and
well-being. Authentic examples?in the form of vignettes?of
ethical dilemmas/issues that learning designers in higher
education could face, focused on students' privacy.
Methods?using a practical ethical decision-making framework?for
learning design professionals in higher education, grounded in
the philosophy of designers as the guarantors of designs, to be
employed to detect situations where students' privacy and best
interests are at risk. A demonstration of how learning designers
could make stellar design decisions in service to the students
they design for and not to the priorities of other design
stakeholders. Implications for practice and/or policy Higher
education programs/institutions that prepare/employ learning
designers ought to treat the topics of the designer's
responsibility and design ethics more explicitly and practically
as one of the means to maintain and protect students' privacy,
in addition to law and policies. Learning designers in higher
education ought to hold a powerful position in their
professional practice to maintain and protect students' privacy
and well-being, as an important aspect of their ethical design
responsibilities. Learning designers in higher education ought
to adopt a design thinking mindset in order to protect students'
privacy by (1) challenging ideas and assumptions regarding
technology integration in general and (2) detecting what is
known in User Experience (UX) design as "dark patterns" in
online course design.
integral aspect of learning design and technology integration,
is not only a matter of policy and law but also a matter of
design ethics. Similar to faculty educators, learning designers
in higher education play a vital role in maintaining students'
privacy by designing learning experiences that rely on online
technology integration. Like other professional designers, they
need to care for the humans they design for by not producing
designs that infringe on their privacy, thus, not causing harm.
Recognizing that widely used instructional design models are
silent on the topic and do not address ethical considerations
such as privacy, we focus this paper on how design ethics can be
leveraged by learning designers in higher education in a
practical manner, illustrated through authentic examples. We
highlight where the ethical responsibility of learning designers
comes into the foreground when maintaining students' privacy and
well-being, especially in online settings. We outline an
existing ethical decision-making framework and show how learning
designers can use it as a call to action to protect the students
they design for, strengthening their ethical design capacity.
Practitioner notes What is already known about this topic
Existing codes of ethical standards from well-known learning
design organizations call upon learning designers to protect
students' privacy without clear guidance on how to do so. Design
ethics within learning design is often discussed in abstract
ways with principles that are difficult to apply. Most, if not
all, design models that learning design professionals have
learned are either silent on design ethics and/or do not
consider ethics as a valid dimension, thus, making design ethics
mostly excluded from learning design graduate programs.
Practical means for engaging in ethical design practice are
scarce in the field. What this paper adds A call for learning
designers in higher education to maintain and protect students'
privacy and well-being, strengthening their ethical design
capacity. A demonstration of how to use a practical ethical
decision-making framework as a designerly tool in designing for
learning to maintain and protect students' privacy and
well-being. Authentic examples?in the form of vignettes?of
ethical dilemmas/issues that learning designers in higher
education could face, focused on students' privacy.
Methods?using a practical ethical decision-making framework?for
learning design professionals in higher education, grounded in
the philosophy of designers as the guarantors of designs, to be
employed to detect situations where students' privacy and best
interests are at risk. A demonstration of how learning designers
could make stellar design decisions in service to the students
they design for and not to the priorities of other design
stakeholders. Implications for practice and/or policy Higher
education programs/institutions that prepare/employ learning
designers ought to treat the topics of the designer's
responsibility and design ethics more explicitly and practically
as one of the means to maintain and protect students' privacy,
in addition to law and policies. Learning designers in higher
education ought to hold a powerful position in their
professional practice to maintain and protect students' privacy
and well-being, as an important aspect of their ethical design
responsibilities. Learning designers in higher education ought
to adopt a design thinking mindset in order to protect students'
privacy by (1) challenging ideas and assumptions regarding
technology integration in general and (2) detecting what is
known in User Experience (UX) design as "dark patterns" in
online course design.
Gray, Colin M; Exter, Marisa E
A Design Sprint Towards a Four-Year Curriculum in Transdisciplinary Studies Journal Article
In: International Journal of Designs for Learning, vol. 14, no. 1, pp. 70–87, 2023.
Abstract | Links | BibTeX | Tags: Design Case, Design Education, Instructional Design, Learning Experience (LX) Design, Transdisciplinarity, UX Knowledge
@article{Gray2023-ns,
title = {A Design Sprint Towards a Four-Year Curriculum in Transdisciplinary Studies},
author = {Colin M Gray and Marisa E Exter},
url = {https://doi.org/10.14434/ijdl.v14i1.35194
https://colingray.me/wp-content/uploads/2023/03/2023_GrayExter_IJDL_DesignSprintTransdisciplinary.pdf},
doi = {10.14434/ijdl.v14i1.35194},
year = {2023},
date = {2023-01-01},
urldate = {2023-01-01},
journal = {International Journal of Designs for Learning},
volume = {14},
number = {1},
pages = {70--87},
abstract = {In this design case, we describe our design process that resulted
in recommendations for a four-year undergraduate curriculum in
transdisciplinary studies. The case is centered on a fast-paced,
two-week design ``sprint'' undertaken by the two authors, which
involved consolidating and synthesizing program evaluation data
and course designs from the three previous years of a novel
undergraduate transdisciplinary degree program, creating design
blueprints that outlined program-level objectives, and
identifying recommendations for future course-level design. In
the process of completing these hand-off materials for the
incoming team of instruc- tors, we had to work through
substantial ambiguity, balanc- ing the needs of identified
learner personas, the capabilities of existing instructional team
members, and the end goal of producing students that had a
flexible, personal transdis- ciplinary identity. This case
describes the design activities we used, the instances of failure
that precipitated our design sprint, the instructional and
institutional constraints we faced, the blueprints for future
instructional design we created on the course and program level,
and the ultimate failure of the degree program we sought to
support.},
keywords = {Design Case, Design Education, Instructional Design, Learning Experience (LX) Design, Transdisciplinarity, UX Knowledge},
pubstate = {published},
tppubtype = {article}
}
In this design case, we describe our design process that resulted
in recommendations for a four-year undergraduate curriculum in
transdisciplinary studies. The case is centered on a fast-paced,
two-week design ``sprint'' undertaken by the two authors, which
involved consolidating and synthesizing program evaluation data
and course designs from the three previous years of a novel
undergraduate transdisciplinary degree program, creating design
blueprints that outlined program-level objectives, and
identifying recommendations for future course-level design. In
the process of completing these hand-off materials for the
incoming team of instruc- tors, we had to work through
substantial ambiguity, balanc- ing the needs of identified
learner personas, the capabilities of existing instructional team
members, and the end goal of producing students that had a
flexible, personal transdis- ciplinary identity. This case
describes the design activities we used, the instances of failure
that precipitated our design sprint, the instructional and
institutional constraints we faced, the blueprints for future
instructional design we created on the course and program level,
and the ultimate failure of the degree program we sought to
support.
in recommendations for a four-year undergraduate curriculum in
transdisciplinary studies. The case is centered on a fast-paced,
two-week design ``sprint'' undertaken by the two authors, which
involved consolidating and synthesizing program evaluation data
and course designs from the three previous years of a novel
undergraduate transdisciplinary degree program, creating design
blueprints that outlined program-level objectives, and
identifying recommendations for future course-level design. In
the process of completing these hand-off materials for the
incoming team of instruc- tors, we had to work through
substantial ambiguity, balanc- ing the needs of identified
learner personas, the capabilities of existing instructional team
members, and the end goal of producing students that had a
flexible, personal transdis- ciplinary identity. This case
describes the design activities we used, the instances of failure
that precipitated our design sprint, the instructional and
institutional constraints we faced, the blueprints for future
instructional design we created on the course and program level,
and the ultimate failure of the degree program we sought to
support.
2022
Parsons, Paul C; Gray, Colin M
Separating Grading and Feedback in UX Design Studios Proceedings Article
In: EduCHI'22: 4th Annual Symposium on HCI Education, 2022.
Abstract | Links | BibTeX | Tags: Design Education, Design Theory, HCI Education, Instructional Design, Reflection, Studio Pedagogy, UX Knowledge
@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}
}
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."
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."
Boling, Elizabeth; Gray, Colin M; Lachheb, Ahmed
Inscribing a Designer Mindset to Instructional Design Students Book Section
In: The Instructional Design Trainer's Guide, pp. 18–28, Routledge, 2022, ISBN: 9781003109938, 9781003109938.
Abstract | Links | BibTeX | Tags: Design Education, Design Theory, Ethics and Values, Instructional Design
@incollection{Boling2022-kg,
title = {Inscribing a Designer Mindset to Instructional Design Students},
author = {Elizabeth Boling and Colin M Gray and Ahmed Lachheb},
url = {https://www.taylorfrancis.com/chapters/edit/10.4324/9781003109938-3/inscribing-designer-mindset-instructional-design-students-elizabeth-boling-colin-gray-ahmed-lachheb},
doi = {10.4324/9781003109938-3},
isbn = {9781003109938, 9781003109938},
year = {2022},
date = {2022-03-01},
urldate = {2022-03-01},
booktitle = {The Instructional Design Trainer's Guide},
pages = {18--28},
publisher = {Routledge},
abstract = {In this chapter, we focus on building a designer's mindset among
instructional design (ID) students by using frame experiments as
an instructional method. We provide the theoretical foundation
of frame experiments with a sample scenario of their use and
conclude by sharing specific instructional activities that
instructors may use to build design judgment.},
keywords = {Design Education, Design Theory, Ethics and Values, Instructional Design},
pubstate = {published},
tppubtype = {incollection}
}
In this chapter, we focus on building a designer's mindset among
instructional design (ID) students by using frame experiments as
an instructional method. We provide the theoretical foundation
of frame experiments with a sample scenario of their use and
conclude by sharing specific instructional activities that
instructors may use to build design judgment.
instructional design (ID) students by using frame experiments as
an instructional method. We provide the theoretical foundation
of frame experiments with a sample scenario of their use and
conclude by sharing specific instructional activities that
instructors may use to build design judgment.
Gray, Colin M
Building an Ethnographic Toolbox: Engaging Analog and Digital Tools in Virtual and Physical Spaces Journal Article
In: TechTrends, vol. 66, no. 1, pp. 56–67, 2022, ISSN: 1559-7075.
Abstract | Links | BibTeX | Tags: Critical Theory, Design Education, Instructional Design, Research Methods
@article{Gray2022-bj,
title = {Building an Ethnographic Toolbox: Engaging Analog and Digital Tools in Virtual and Physical Spaces},
author = {Colin M Gray},
url = {https://doi.org/10.1007/s11528-021-00680-y},
doi = {10.1007/s11528-021-00680-y},
issn = {1559-7075},
year = {2022},
date = {2022-01-01},
urldate = {2022-01-01},
journal = {TechTrends},
volume = {66},
number = {1},
pages = {56--67},
abstract = {Studio pedagogy has been used as a comprehensive approach to
prepare students to practice within their chosen discipline of
design. However, little is known about how students experience
these learning environments, including the interplay of social
and educational experiences that support the development of
expertise and identity. To explore and evaluate this complexity,
I used a critical ethnographic approach to immerse myself for one
year in a physical studio and set of Facebook groups, which in
parallel supported students' learning experience. I describe the
``ethnographic toolbox'' that I built and utilized to inform
interpretations of the physical and virtual learning
environments. This toolbox included analog and digital tools,
along with many forms of sensemaking, archiving, and engagement
with metadata that both structured and enabled my role as an
ethnographer. I describe the set of tools, and use vignettes to
illustrate how these tools were used in physical and virtual
environments.},
keywords = {Critical Theory, Design Education, Instructional Design, Research Methods},
pubstate = {published},
tppubtype = {article}
}
Studio pedagogy has been used as a comprehensive approach to
prepare students to practice within their chosen discipline of
design. However, little is known about how students experience
these learning environments, including the interplay of social
and educational experiences that support the development of
expertise and identity. To explore and evaluate this complexity,
I used a critical ethnographic approach to immerse myself for one
year in a physical studio and set of Facebook groups, which in
parallel supported students' learning experience. I describe the
``ethnographic toolbox'' that I built and utilized to inform
interpretations of the physical and virtual learning
environments. This toolbox included analog and digital tools,
along with many forms of sensemaking, archiving, and engagement
with metadata that both structured and enabled my role as an
ethnographer. I describe the set of tools, and use vignettes to
illustrate how these tools were used in physical and virtual
environments.
prepare students to practice within their chosen discipline of
design. However, little is known about how students experience
these learning environments, including the interplay of social
and educational experiences that support the development of
expertise and identity. To explore and evaluate this complexity,
I used a critical ethnographic approach to immerse myself for one
year in a physical studio and set of Facebook groups, which in
parallel supported students' learning experience. I describe the
``ethnographic toolbox'' that I built and utilized to inform
interpretations of the physical and virtual learning
environments. This toolbox included analog and digital tools,
along with many forms of sensemaking, archiving, and engagement
with metadata that both structured and enabled my role as an
ethnographer. I describe the set of tools, and use vignettes to
illustrate how these tools were used in physical and virtual
environments.
2021
Li, Ziqing; Gray, Colin M; Toombs, Austin L; McDonald, Kevin; Marinovic, Lukas; Liu, Wei
Cross-Cultural UX Pedagogy: A China–US Case Study Proceedings Article
In: LearnxDesign: The 6th International Conference for Design Education Researchers, Jinan, China, 2021.
Abstract | Links | BibTeX | Tags: Cross-Cultural Education, Design Education, Instructional Design, Transdisciplinary Education
@inproceedings{Li2021-pm,
title = {Cross-Cultural UX Pedagogy: A China–US Case Study},
author = {Ziqing Li and Colin M Gray and Austin L Toombs and Kevin McDonald and Lukas Marinovic and Wei Liu},
url = {https://colingray.me/wp-content/uploads/2021/06/2021_Lietal_LxD_CrossCulturalUXPedagogy.pdf},
year = {2021},
date = {2021-09-01},
urldate = {2021-09-01},
booktitle = {LearnxDesign: The 6th International Conference for Design
Education Researchers},
address = {Jinan, China},
institution = {Shandong University of Art and Design},
abstract = {The recent emergence of new undergraduate and graduate design
programs with a focus specific to User Experience (UX) offers
new opportunities to engage with the complexity of these
educational practices. In this paper, we report on a series of
ten interviews with students and faculty to describe
cross-cultural connections between two UX-focused programs,
one in China and one in the United States. Our study includes
the perspectives of students who engaged in intercultural UX
experiences, as well as the perspectives of the faculty who
designed those student experiences through an intercultural
partnership. We report on how each program was created,
developed, and iterated upon, describing program goals and
student experiences across both pro-grams from student and
instructor perspectives. We demonstrate the complexity of UX
educational experiences on an international scale, concluding
with opportunities for intercultural engagement and the
potential for links among education, profession, culture, and
pedagogy.},
keywords = {Cross-Cultural Education, Design Education, Instructional Design, Transdisciplinary Education},
pubstate = {published},
tppubtype = {inproceedings}
}
The recent emergence of new undergraduate and graduate design
programs with a focus specific to User Experience (UX) offers
new opportunities to engage with the complexity of these
educational practices. In this paper, we report on a series of
ten interviews with students and faculty to describe
cross-cultural connections between two UX-focused programs,
one in China and one in the United States. Our study includes
the perspectives of students who engaged in intercultural UX
experiences, as well as the perspectives of the faculty who
designed those student experiences through an intercultural
partnership. We report on how each program was created,
developed, and iterated upon, describing program goals and
student experiences across both pro-grams from student and
instructor perspectives. We demonstrate the complexity of UX
educational experiences on an international scale, concluding
with opportunities for intercultural engagement and the
potential for links among education, profession, culture, and
pedagogy.
programs with a focus specific to User Experience (UX) offers
new opportunities to engage with the complexity of these
educational practices. In this paper, we report on a series of
ten interviews with students and faculty to describe
cross-cultural connections between two UX-focused programs,
one in China and one in the United States. Our study includes
the perspectives of students who engaged in intercultural UX
experiences, as well as the perspectives of the faculty who
designed those student experiences through an intercultural
partnership. We report on how each program was created,
developed, and iterated upon, describing program goals and
student experiences across both pro-grams from student and
instructor perspectives. We demonstrate the complexity of UX
educational experiences on an international scale, concluding
with opportunities for intercultural engagement and the
potential for links among education, profession, culture, and
pedagogy.
Gray, Colin M
"Supervising Women Workers": The Rise of Instructional Training Films (1944) Book Chapter
In: Boling, Elizabeth; Gray, Colin M; Howard, Craig; Baaki, John (Ed.): Historical Instructional Design Cases: ID Knowledge in Context and Practice, Routledge, 2021.
Abstract | BibTeX | Tags: Design Case, Instructional Design
@inbook{Gray2020-gb,
title = {"Supervising Women Workers": The Rise of Instructional Training Films (1944)},
author = {Colin M Gray},
editor = {Elizabeth Boling and Colin M Gray and Craig Howard and John Baaki},
year = {2021},
date = {2021-01-01},
booktitle = {Historical Instructional Design Cases: ID Knowledge in Context
and Practice},
publisher = {Routledge},
abstract = {In the early 1940s, large portions of the world were at war.
Women rapidly joined the workforce in large and unprecedented
numbers, which required different approaches to management that
took into account the role of gender, experience, and social
expectations. In this chapter, I analyze ``Supervising Women
Workers,'' an eleven-minute instructional film created during
World War II to train front-line managers to address the shift
in the composition of the workforce. The chapter focuses on a
description of the instructional and film content and its
relevance to social norms, human performance challenges, and
assumptions of gendered capabilities and norms. The role of the
film style, production design, and design concerns related to
the film are considered.},
keywords = {Design Case, Instructional Design},
pubstate = {published},
tppubtype = {inbook}
}
In the early 1940s, large portions of the world were at war.
Women rapidly joined the workforce in large and unprecedented
numbers, which required different approaches to management that
took into account the role of gender, experience, and social
expectations. In this chapter, I analyze ``Supervising Women
Workers,'' an eleven-minute instructional film created during
World War II to train front-line managers to address the shift
in the composition of the workforce. The chapter focuses on a
description of the instructional and film content and its
relevance to social norms, human performance challenges, and
assumptions of gendered capabilities and norms. The role of the
film style, production design, and design concerns related to
the film are considered.
Women rapidly joined the workforce in large and unprecedented
numbers, which required different approaches to management that
took into account the role of gender, experience, and social
expectations. In this chapter, I analyze ``Supervising Women
Workers,'' an eleven-minute instructional film created during
World War II to train front-line managers to address the shift
in the composition of the workforce. The chapter focuses on a
description of the instructional and film content and its
relevance to social norms, human performance challenges, and
assumptions of gendered capabilities and norms. The role of the
film style, production design, and design concerns related to
the film are considered.
Gray, Colin M; Howard, Craig D
Setting the Cases in Historical Context Book Chapter
In: Boling, Elizabeth; Gray, Colin M; Howard, Craig; Baaki, John (Ed.): Historical Instructional Design Cases: ID Knowledge in Context and Practice, Routledge, 2021.
Abstract | BibTeX | Tags: Instructional Design
@inbook{Gray2020-xc,
title = {Setting the Cases in Historical Context},
author = {Colin M Gray and Craig D Howard},
editor = {Elizabeth Boling and Colin M Gray and Craig Howard and John Baaki},
year = {2021},
date = {2021-01-01},
booktitle = {Historical Instructional Design Cases: ID Knowledge in Context
and Practice},
publisher = {Routledge},
abstract = {In this chapter, we provide historical context to contextualize
the 130-year time period in which the cases in this volume were
written. Leveraging world and national events and advancements
in education and technology, we situate the social context of
each case and provide a timeline to cross-reference these
events.},
keywords = {Instructional Design},
pubstate = {published},
tppubtype = {inbook}
}
In this chapter, we provide historical context to contextualize
the 130-year time period in which the cases in this volume were
written. Leveraging world and national events and advancements
in education and technology, we situate the social context of
each case and provide a timeline to cross-reference these
events.
the 130-year time period in which the cases in this volume were
written. Leveraging world and national events and advancements
in education and technology, we situate the social context of
each case and provide a timeline to cross-reference these
events.
Boling, Elizabeth; Gray, Colin M; Howard, Craig; Baaki, John (Ed.)
Historical Instructional Design Cases: ID Knowledge in Context and Practice Book
Routledge, 2021.
BibTeX | Tags: Design Case, Design Knowledge, Instructional Design
@book{Boling2020-dv,
title = {Historical Instructional Design Cases: ID Knowledge in Context and Practice},
editor = {Elizabeth Boling and Colin M Gray and Craig Howard and John Baaki},
year = {2021},
date = {2021-01-01},
publisher = {Routledge},
keywords = {Design Case, Design Knowledge, Instructional Design},
pubstate = {published},
tppubtype = {book}
}
2020
Gray, Colin M
Paradigms of Knowledge Production in Human-Computer Interaction: Towards a Framing for Learner Experience (LX) Design Book Section
In: Learner and User Experience Research: An Introduction for the Field of Learning Design & Technology, EdTech Books, 2020.
Abstract | Links | BibTeX | Tags: Design Knowledge, Instructional Design, Learning Experience (LX) Design, UX Knowledge
@incollection{Gray2020-wf,
title = {Paradigms of Knowledge Production in Human-Computer Interaction: Towards a Framing for Learner Experience (LX) Design},
author = {Colin M Gray},
url = {https://edtechbooks.org/ux/paradigms_in_hci
https://colingray.me/wp-content/uploads/2020/10/2020_Gray_LearnerUserExperienceResearch_ParadigmsofHCILX.pdf},
year = {2020},
date = {2020-10-01},
booktitle = {Learner and User Experience Research: An Introduction for the Field of Learning Design & Technology},
publisher = {EdTech Books},
abstract = {In this chapter, I contextualize the knowledge production of the
human-computer interaction (HCI) community within broader
epistemological, historical, and disciplinary framings of this
scholarship. I describe the historical landscape of HCI as a
discipline, including the significant subcommunities that have
formed over time as the discipline has become more inclusive of
disciplines and forms of knowledge. This description will map
across cognitivist, social constructivist, and humanist/design
threads of the community, all of which are still active
participants in the creation of HCI knowledge. These threads are
contextualized for a learning, design, and technology (LDT)
audience, including historical and theoretical connections to
scientific and humanist modes of instructional design
scholarship. I conclude with a preliminary grounding for learner
experience (LX) design and a conceptual roadmap that draws from
strengths in the LDT and HCI communities.},
keywords = {Design Knowledge, Instructional Design, Learning Experience (LX) Design, UX Knowledge},
pubstate = {published},
tppubtype = {incollection}
}
In this chapter, I contextualize the knowledge production of the
human-computer interaction (HCI) community within broader
epistemological, historical, and disciplinary framings of this
scholarship. I describe the historical landscape of HCI as a
discipline, including the significant subcommunities that have
formed over time as the discipline has become more inclusive of
disciplines and forms of knowledge. This description will map
across cognitivist, social constructivist, and humanist/design
threads of the community, all of which are still active
participants in the creation of HCI knowledge. These threads are
contextualized for a learning, design, and technology (LDT)
audience, including historical and theoretical connections to
scientific and humanist modes of instructional design
scholarship. I conclude with a preliminary grounding for learner
experience (LX) design and a conceptual roadmap that draws from
strengths in the LDT and HCI communities.
human-computer interaction (HCI) community within broader
epistemological, historical, and disciplinary framings of this
scholarship. I describe the historical landscape of HCI as a
discipline, including the significant subcommunities that have
formed over time as the discipline has become more inclusive of
disciplines and forms of knowledge. This description will map
across cognitivist, social constructivist, and humanist/design
threads of the community, all of which are still active
participants in the creation of HCI knowledge. These threads are
contextualized for a learning, design, and technology (LDT)
audience, including historical and theoretical connections to
scientific and humanist modes of instructional design
scholarship. I conclude with a preliminary grounding for learner
experience (LX) design and a conceptual roadmap that draws from
strengths in the LDT and HCI communities.
Gray, Colin M
Markers of Quality in Design Precedent Journal Article
In: International Journal of Designs for Learning, vol. 11, no. 3, pp. 1–12, 2020.
Abstract | Links | BibTeX | Tags: Design Case, Design Knowledge, Instructional Design
@article{Gray2020-yu,
title = {Markers of Quality in Design Precedent},
author = {Colin M Gray},
url = {https://doi.org/10.14434/ijdl.v11i3.31193
https://colingray.me/wp-content/uploads/2020/08/2020_Gray_IJDL_MarkersofQualityPrecedent.pdf},
doi = {10.14434/ijdl.v11i3.31193},
year = {2020},
date = {2020-10-01},
journal = {International Journal of Designs for Learning},
volume = {11},
number = {3},
pages = {1--12},
abstract = {The generation and description of design precedent is at the core
of design case scholarship. However, traditional standards of
quality and rigor that are relevant for other types of design and
scientific scholarship do not always apply equally to the
generation of design cases. In this paper, I describe the nature
of design precedent and the standards for evaluating precedent
artifacts in a way that foregrounds access of the reader to
aspects of design complexity in the design work being described.
Standards of quality point towards the appropriateness and
potential contribution of the precedent material to design
knowledge, across the following dimensions: interest to other
designers; rich representation of the design; articulation of
transparency and failure; accessibility of style; and
acknowledgement of complexity and scope.},
keywords = {Design Case, Design Knowledge, Instructional Design},
pubstate = {published},
tppubtype = {article}
}
The generation and description of design precedent is at the core
of design case scholarship. However, traditional standards of
quality and rigor that are relevant for other types of design and
scientific scholarship do not always apply equally to the
generation of design cases. In this paper, I describe the nature
of design precedent and the standards for evaluating precedent
artifacts in a way that foregrounds access of the reader to
aspects of design complexity in the design work being described.
Standards of quality point towards the appropriateness and
potential contribution of the precedent material to design
knowledge, across the following dimensions: interest to other
designers; rich representation of the design; articulation of
transparency and failure; accessibility of style; and
acknowledgement of complexity and scope.
of design case scholarship. However, traditional standards of
quality and rigor that are relevant for other types of design and
scientific scholarship do not always apply equally to the
generation of design cases. In this paper, I describe the nature
of design precedent and the standards for evaluating precedent
artifacts in a way that foregrounds access of the reader to
aspects of design complexity in the design work being described.
Standards of quality point towards the appropriateness and
potential contribution of the precedent material to design
knowledge, across the following dimensions: interest to other
designers; rich representation of the design; articulation of
transparency and failure; accessibility of style; and
acknowledgement of complexity and scope.
Gray, Colin M; Parsons, Paul; Toombs, Austin L
Building a Holistic Design Identity Through Integrated Studio Education Book Chapter
In: Hokanson, Brad; Clinton, Gregory; Tawfik, Andrew; Grincewicz, Amy; Schmidt, Matthew (Ed.): Educational Technology Beyond Content - A New Focus for Learning, pp. 43-55, Springer, 2020.
Abstract | Links | BibTeX | Tags: Critical Pedagogy, Design Education, HCI Education, Instructional Design, Studio Pedagogy, Transdisciplinary Education
@inbook{Gray2020e,
title = {Building a Holistic Design Identity Through Integrated Studio Education},
author = {Colin M Gray and Paul Parsons and Austin L Toombs},
editor = {Brad Hokanson and Gregory Clinton and Andrew Tawfik and Amy Grincewicz and Matthew Schmidt},
url = {https://doi.org/10.1007/978-3-030-37254-5_4},
doi = {10.1007/978-3-030-37254-5_4},
year = {2020},
date = {2020-04-01},
urldate = {2020-04-01},
booktitle = {Educational Technology Beyond Content - A New Focus for Learning},
pages = {43-55},
publisher = {Springer},
abstract = {Design education has quickly evolved from product- to interaction-focused outcomes. As the technical skills needed for success become increasingly unstable, a holistic means of instruction is needed to prepare students for the realities of practice. In this chapter, we describe the creation of a novel undergraduate user experience (UX) design program that focuses on learning strands that weave throughout a studio-based program. Instead of relying upon content-delineated coursework, where strands of competence necessary for practice are often siloed, the integrated studio encourages students to build a flexible design identity, relating multiple strands of content to one another in a systematic way throughout their program.},
keywords = {Critical Pedagogy, Design Education, HCI Education, Instructional Design, Studio Pedagogy, Transdisciplinary Education},
pubstate = {published},
tppubtype = {inbook}
}
Design education has quickly evolved from product- to interaction-focused outcomes. As the technical skills needed for success become increasingly unstable, a holistic means of instruction is needed to prepare students for the realities of practice. In this chapter, we describe the creation of a novel undergraduate user experience (UX) design program that focuses on learning strands that weave throughout a studio-based program. Instead of relying upon content-delineated coursework, where strands of competence necessary for practice are often siloed, the integrated studio encourages students to build a flexible design identity, relating multiple strands of content to one another in a systematic way throughout their program.
Gray, Colin M; Parsons, Paul; Toombs, Austin L; Rasche, Nancy; Vorvoreanu, Mihaela
Designing an Aesthetic Learner Experience: UX, Instructional Design, and Design Pedagogy Journal Article
In: International Journal of Designs for Learning, vol. 11, no. 1, pp. 41-58, 2020.
Abstract | Links | BibTeX | Tags: Design Case, Design Education, HCI Education, Instructional Design, Studio Pedagogy, Transdisciplinary Education
@article{Gray2020-sk,
title = {Designing an Aesthetic Learner Experience: UX, Instructional Design, and Design Pedagogy},
author = {Colin M Gray and Paul Parsons and Austin L Toombs and Nancy Rasche and Mihaela Vorvoreanu},
doi = {10.14434/ijdl.v11i1.26065},
year = {2020},
date = {2020-01-01},
urldate = {2020-01-01},
journal = {International Journal of Designs for Learning},
volume = {11},
number = {1},
pages = {41-58},
abstract = {In this design case, we describe a multi-year process during which a team of faculty designed a four-year undergraduate major in user experience (UX) design at a large research-intensive institution. We document the program- and course-level design experiences of five faculty members. This multi-year process has culminated in a dual-strand, integrated studio learning environment. Two types of studios—“learning” and “experience” studios—form the core of the program, with learning studios allowing cohort-specific skills development and practice, and experience studios providing cross-cohort opportunities to work on industry projects. We detail our process of developing this course sequence and the program-level connecting points among the courses, identifying institutional supports and barriers, the unique and varied skillsets of the involved faculty, and the growing agency and competence of our students in the program.
},
keywords = {Design Case, Design Education, HCI Education, Instructional Design, Studio Pedagogy, Transdisciplinary Education},
pubstate = {published},
tppubtype = {article}
}
In this design case, we describe a multi-year process during which a team of faculty designed a four-year undergraduate major in user experience (UX) design at a large research-intensive institution. We document the program- and course-level design experiences of five faculty members. This multi-year process has culminated in a dual-strand, integrated studio learning environment. Two types of studios—“learning” and “experience” studios—form the core of the program, with learning studios allowing cohort-specific skills development and practice, and experience studios providing cross-cohort opportunities to work on industry projects. We detail our process of developing this course sequence and the program-level connecting points among the courses, identifying institutional supports and barriers, the unique and varied skillsets of the involved faculty, and the growing agency and competence of our students in the program.
Varner, Deena; Gray, Colin M; Exter, Marisa E
A Content-Agnostic Praxis for Transdisciplinary Education Book Chapter
In: Hokanson, Brad; Clinton, Gregory; Tawfik, Andrew A; Grincewicz, Amy; Schmidt, Matthew (Ed.): Educational Technology Beyond Content: A New Focus for Learning, pp. 141-151, Springer International Publishing, Cham, 2020, ISBN: 9783030372545.
Abstract | Links | BibTeX | Tags: Design Education, Instructional Design, Studio Pedagogy, Transdisciplinarity, Transdisciplinary Education
@inbook{Varner2020b,
title = {A Content-Agnostic Praxis for Transdisciplinary Education},
author = {Deena Varner and Colin M Gray and Marisa E Exter},
editor = {Brad Hokanson and Gregory Clinton and Andrew A Tawfik and Amy Grincewicz and Matthew Schmidt},
url = {https://doi.org/10.1007/978-3-030-37254-5_12},
doi = {10.1007/978-3-030-37254-5_12},
isbn = {9783030372545},
year = {2020},
date = {2020-01-01},
booktitle = {Educational Technology Beyond Content: A New Focus for Learning},
pages = {141-151},
publisher = {Springer International Publishing},
address = {Cham},
abstract = {In this chapter, we describe a novel transdisciplinary undergraduate program that is focused on developing students’ praxis to address problems across disciplinary boundaries and provide a means to interrogate discipline-specific content, epistemologies, and research methodologies they might encounter across those spaces. We argue that undergraduate educators have the potential to inculcate students’ praxis to effect social innovation across disciplinary boundaries by facilitating engagement with three interrelated processes: habits of mind, ways of knowing, and the adoption of a transdisciplinary, content-agnostic skillset. We describe each set of processes, along with core transdisciplinary skills and ways of knowing, building towards a content-agnostic instructional design approach.},
keywords = {Design Education, Instructional Design, Studio Pedagogy, Transdisciplinarity, Transdisciplinary Education},
pubstate = {published},
tppubtype = {inbook}
}
In this chapter, we describe a novel transdisciplinary undergraduate program that is focused on developing students’ praxis to address problems across disciplinary boundaries and provide a means to interrogate discipline-specific content, epistemologies, and research methodologies they might encounter across those spaces. We argue that undergraduate educators have the potential to inculcate students’ praxis to effect social innovation across disciplinary boundaries by facilitating engagement with three interrelated processes: habits of mind, ways of knowing, and the adoption of a transdisciplinary, content-agnostic skillset. We describe each set of processes, along with core transdisciplinary skills and ways of knowing, building towards a content-agnostic instructional design approach.
2015
Gray, Colin M; Dagli, Cesur; Demiral-Uzan, Muruvvet; Ergulec, Funda; Tan, Verily; Altuwaijri, Abdullah A; Gyabak, Khendum; Hilligoss, Megan; Kizilboga, Remzi; Tomita, Kei; Boling, Elizabeth
Judgment and Instructional Design: How ID Practitioners Work In Practice Journal Article
In: Performance Improvement Quarterly, vol. 28, no. 3, pp. 25–49, 2015, ISSN: 0898-5952.
Abstract | Links | BibTeX | Tags: Design Judgment, Instructional Design, Practice-Led Research
@article{Gray2015-qi,
title = {Judgment and Instructional Design: How ID Practitioners Work In Practice},
author = {Colin M Gray and Cesur Dagli and Muruvvet Demiral-Uzan and Funda Ergulec and Verily Tan and Abdullah A Altuwaijri and Khendum Gyabak and Megan Hilligoss and Remzi Kizilboga and Kei Tomita and Elizabeth Boling},
url = {https://colingray.me/wp-content/uploads/2019/08/2015_Grayetal_PIQ_JudgmentInstructionalDesign.pdf
http://doi.wiley.com/10.1002/piq.21198},
doi = {10.1002/piq.21198},
issn = {0898-5952},
year = {2015},
date = {2015-10-01},
journal = {Performance Improvement Quarterly},
volume = {28},
number = {3},
pages = {25--49},
publisher = {Wiley Online Library},
abstract = {In this study, we address the relative lack of rigorous research on instructional design (ID) practice via an exploratory study in which pairs of researchers observed design judgments made by eight practicing instructional designers in two consulting environments as they went about their normal work activi- ties. In our analysis, we sought to char- acterize their practice on its own terms, rather than through superimposition of existing ID models or frameworks. A nonprescriptive, philosophical frame- work of design judgment by Nelson and Stolterman (2012) was operationalized and used to frame two phases of analy- sis: identifying and coding design judg- ments and creating holistic summaries of the observed practice. We found that design judgments occur quite frequently throughout design, often in clustered or layered ways, rather than in “pure” forms. These judgments appeared to be shaped by factors unique to the firm, the role or position of the designer, and proj- ect, client, or other external factors.},
keywords = {Design Judgment, Instructional Design, Practice-Led Research},
pubstate = {published},
tppubtype = {article}
}
In this study, we address the relative lack of rigorous research on instructional design (ID) practice via an exploratory study in which pairs of researchers observed design judgments made by eight practicing instructional designers in two consulting environments as they went about their normal work activi- ties. In our analysis, we sought to char- acterize their practice on its own terms, rather than through superimposition of existing ID models or frameworks. A nonprescriptive, philosophical frame- work of design judgment by Nelson and Stolterman (2012) was operationalized and used to frame two phases of analy- sis: identifying and coding design judg- ments and creating holistic summaries of the observed practice. We found that design judgments occur quite frequently throughout design, often in clustered or layered ways, rather than in “pure” forms. These judgments appeared to be shaped by factors unique to the firm, the role or position of the designer, and proj- ect, client, or other external factors.
Gray, Colin M
Critiquing the Role of the Learner and Context in Aesthetic Learning Experiences Book Chapter
In: The Design of Learning Experience, pp. 199–213, Springer International Publishing, Cham, 2015.
Abstract | Links | BibTeX | Tags: Critical Pedagogy, Design Education, Instructional Design, Studio Pedagogy
@inbook{Gray2015-hu,
title = {Critiquing the Role of the Learner and Context in Aesthetic Learning Experiences},
author = {Colin M Gray},
url = {https://colingray.me/wp-content/uploads/2019/08/2015_Gray_LearningExperiences_CritiquingLearnerandContext.pdf
http://link.springer.com/10.1007/978-3-319-16504-2_14},
doi = {10.1007/978-3-319-16504-2_14},
year = {2015},
date = {2015-01-01},
booktitle = {The Design of Learning Experience},
pages = {199--213},
publisher = {Springer International Publishing},
address = {Cham},
abstract = {I critique the role of learners and context to more fully explore the latent conceptions and performance of aesthetic learning experiences in instructional design and technology. This critique is intended to allow for a fuller interrogation of how individual learners apprehend designed learning experiences, heightening the role of the instructional designer in envisioning such experiences. Using a 1-year ethnography of a graduate human–computer interaction program to document the felt student experience, I highlight the importance of understanding how learners construct their own experiences during the learning process through the roles they take on and the informal pedagogical experiences they create. I identify additional areas of research that are needed to expand our notions of designing for experience, informing both theory construction and practice.},
keywords = {Critical Pedagogy, Design Education, Instructional Design, Studio Pedagogy},
pubstate = {published},
tppubtype = {inbook}
}
I critique the role of learners and context to more fully explore the latent conceptions and performance of aesthetic learning experiences in instructional design and technology. This critique is intended to allow for a fuller interrogation of how individual learners apprehend designed learning experiences, heightening the role of the instructional designer in envisioning such experiences. Using a 1-year ethnography of a graduate human–computer interaction program to document the felt student experience, I highlight the importance of understanding how learners construct their own experiences during the learning process through the roles they take on and the informal pedagogical experiences they create. I identify additional areas of research that are needed to expand our notions of designing for experience, informing both theory construction and practice.
Boling, Elizabeth; Gray, Colin M
Designerly Tools, Sketching, and Instructional Designers and the Guarantors of Design Book Chapter
In: Hokanson, Brad; Clinton, Gregory; Tracey, Monica W (Ed.): The Design of Learning Experience: Creating the Future of Educational Technology, pp. 109-126, Springer International Publishing, Cham, 2015, ISBN: 9783319165042.
Abstract | Links | BibTeX | Tags: Design Knowledge, Ethics and Values, Instructional Design
@inbook{Boling2015-cu,
title = {Designerly Tools, Sketching, and Instructional Designers and the Guarantors of Design},
author = {Elizabeth Boling and Colin M Gray},
editor = {Brad Hokanson and Gregory Clinton and Monica W Tracey},
url = {https://colingray.me/wp-content/uploads/2019/08/2015_BolingGray_LearningExperiences_DesignerlyToolsSketchingID.pdf
https://doi.org/10.1007/978-3-319-16504-2_8},
doi = {10.1007/978-3-319-16504-2_8},
isbn = {9783319165042},
year = {2015},
date = {2015-01-01},
booktitle = {The Design of Learning Experience: Creating the Future of Educational Technology},
pages = {109-126},
publisher = {Springer International Publishing},
address = {Cham},
abstract = {Sketching can be a means to visualize learning objects and experiences differently than is possible in text-based representations. In particular, the experien- tial qualities of designed experiences can be explored using sketching as a tool and may not be accessible to designers via other means. If designers are to assume appropriate responsibility for our designs, to be the guarantors of design, our toolkit must expand. Examples are given of the ways in which sketching, as a flexible skill, may be used to represent designs for learning, together with discussion of how instructional designers would need to be able to think about these sketches in order to use them as tools.},
keywords = {Design Knowledge, Ethics and Values, Instructional Design},
pubstate = {published},
tppubtype = {inbook}
}
Sketching can be a means to visualize learning objects and experiences differently than is possible in text-based representations. In particular, the experien- tial qualities of designed experiences can be explored using sketching as a tool and may not be accessible to designers via other means. If designers are to assume appropriate responsibility for our designs, to be the guarantors of design, our toolkit must expand. Examples are given of the ways in which sketching, as a flexible skill, may be used to represent designs for learning, together with discussion of how instructional designers would need to be able to think about these sketches in order to use them as tools.