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; 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.
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.
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.