2023
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.
2021
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.
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
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; 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.