2024
Gray, Colin M; Toombs, Austin L
Themes, Lenses, and Materials: Three Perspectives on HCI Program Development Proceedings Article
In: EduCHI 2024: 6th Annual Symposium on HCI Education, 2024.
Abstract | Links | BibTeX | Tags: Design Education, Design Knowledge, Design Methods, HCI Education, Transdisciplinarity, Transdisciplinary Education, UX Knowledge
@inproceedings{Gray2024-lq,
title = {Themes, Lenses, and Materials: Three Perspectives on HCI Program Development},
author = {Colin M Gray and Austin L Toombs},
url = {http://dx.doi.org/10.1145/3658619.3658622
https://colingray.me/wp-content/uploads/2024/04/2024_GrayToombs_EduCHI_ThemesLensesMaterials.pdf},
doi = {10.1145/3658619.3658622},
year = {2024},
date = {2024-06-01},
urldate = {2024-06-01},
booktitle = {EduCHI 2024: 6th Annual Symposium on HCI Education},
series = {EduCHI '24},
abstract = {As an inter-discipline or trans-discipline, HCI includes or
references many different sources of knowledge in which students
are expected to be conversant. The education of HCI
practitioners requires exposure to an increasingly large number
of these perspectives. However, how should this exposure be
structured, with what level of depth, and through what
metaphors? In this unsolved challenge, we outline the complex
range of perspectives required and the limitations of typical
curriculum and program design techniques. We then illustrate how
HCI educators might use three different perspectives to consider
and communicate program complexity to students: 1) content
themes; 2) transdisciplinary lenses; and 3) design materials. We
conclude with opportunities for HCI educators to leverage these
insights to build courses, projects, and other program
structures.},
keywords = {Design Education, Design Knowledge, Design Methods, HCI Education, Transdisciplinarity, Transdisciplinary Education, UX Knowledge},
pubstate = {published},
tppubtype = {inproceedings}
}
As an inter-discipline or trans-discipline, HCI includes or
references many different sources of knowledge in which students
are expected to be conversant. The education of HCI
practitioners requires exposure to an increasingly large number
of these perspectives. However, how should this exposure be
structured, with what level of depth, and through what
metaphors? In this unsolved challenge, we outline the complex
range of perspectives required and the limitations of typical
curriculum and program design techniques. We then illustrate how
HCI educators might use three different perspectives to consider
and communicate program complexity to students: 1) content
themes; 2) transdisciplinary lenses; and 3) design materials. We
conclude with opportunities for HCI educators to leverage these
insights to build courses, projects, and other program
structures.
references many different sources of knowledge in which students
are expected to be conversant. The education of HCI
practitioners requires exposure to an increasingly large number
of these perspectives. However, how should this exposure be
structured, with what level of depth, and through what
metaphors? In this unsolved challenge, we outline the complex
range of perspectives required and the limitations of typical
curriculum and program design techniques. We then illustrate how
HCI educators might use three different perspectives to consider
and communicate program complexity to students: 1) content
themes; 2) transdisciplinary lenses; and 3) design materials. We
conclude with opportunities for HCI educators to leverage these
insights to build courses, projects, and other program
structures.
Pivonka, Anne C; Makary, Laura; Gray, Colin M
Organizing metaphors for design methods Journal Article
In: International Journal of Technology and Design Education, 2024, ISSN: 1573-1804.
Abstract | Links | BibTeX | Tags: Design Education, Design Knowledge, Design Methods, Ethics and Values, HCI Education, Studio Pedagogy
@article{Pivonka2024-st,
title = {Organizing metaphors for design methods},
author = {Anne C Pivonka and Laura Makary and Colin M Gray},
url = {https://doi.org/10.1007/s10798-024-09880-y},
doi = {10.1007/s10798-024-09880-y},
issn = {1573-1804},
year = {2024},
date = {2024-02-01},
urldate = {2024-02-01},
journal = {International Journal of Technology and Design Education},
abstract = {Design students must develop competence in a wide range of areas
in order to be successful in their future practice. Increasingly,
knowledge of design methods is used to frame both a designer's
repertoire and their overall facility as a designer. However,
there is little research on how students build cognitive schema
in relation to design methods or how these schema relate to
specific patterns of engagement as developing designers. In this
paper, we report a multiple case study, capturing the experiences
of four advanced undergraduate students enrolled in a User
Experience (UX) design program at a large research-intensive
institution. Through reflexive thematic analysis on our interview
study outcomes, we describe the wide variety of metaphors that
these students used to organize and frame their understanding of
design methods, including both principles they used to consider
methods as knowledge, and the ways in which they felt these
organizing principles impacted their practice of design. We
conclude with recommendations for further research on the uptake
of methods-focused competence in design education and practice.},
keywords = {Design Education, Design Knowledge, Design Methods, Ethics and Values, HCI Education, Studio Pedagogy},
pubstate = {published},
tppubtype = {article}
}
Design students must develop competence in a wide range of areas
in order to be successful in their future practice. Increasingly,
knowledge of design methods is used to frame both a designer's
repertoire and their overall facility as a designer. However,
there is little research on how students build cognitive schema
in relation to design methods or how these schema relate to
specific patterns of engagement as developing designers. In this
paper, we report a multiple case study, capturing the experiences
of four advanced undergraduate students enrolled in a User
Experience (UX) design program at a large research-intensive
institution. Through reflexive thematic analysis on our interview
study outcomes, we describe the wide variety of metaphors that
these students used to organize and frame their understanding of
design methods, including both principles they used to consider
methods as knowledge, and the ways in which they felt these
organizing principles impacted their practice of design. We
conclude with recommendations for further research on the uptake
of methods-focused competence in design education and practice.
in order to be successful in their future practice. Increasingly,
knowledge of design methods is used to frame both a designer's
repertoire and their overall facility as a designer. However,
there is little research on how students build cognitive schema
in relation to design methods or how these schema relate to
specific patterns of engagement as developing designers. In this
paper, we report a multiple case study, capturing the experiences
of four advanced undergraduate students enrolled in a User
Experience (UX) design program at a large research-intensive
institution. Through reflexive thematic analysis on our interview
study outcomes, we describe the wide variety of metaphors that
these students used to organize and frame their understanding of
design methods, including both principles they used to consider
methods as knowledge, and the ways in which they felt these
organizing principles impacted their practice of design. We
conclude with recommendations for further research on the uptake
of methods-focused competence in design education and practice.
2023
Gray, Colin M; Parsons, Paul C
Building Student Capacity to Engage with Design Methods Proceedings Article
In: EduCHI 2023: 5th Annual Symposium on HCI Education (EduCHI '23), Hamburg, Germany, 2023.
Abstract | Links | BibTeX | Tags: Design Education, Design Knowledge, Design Methods, HCI Education, Studio Pedagogy
@inproceedings{Gray_undated-nk,
title = {Building Student Capacity to Engage with Design Methods},
author = {Colin M Gray and Paul C Parsons},
url = {https://doi.org/10.1145/3587399.3587415
https://colingray.me/wp-content/uploads/2023/03/2023_GrayParsons_EduCHI_MasterclassDesignMethods.pdf},
doi = {10.1145/3587399.3587415},
year = {2023},
date = {2023-04-28},
urldate = {2023-04-28},
booktitle = {EduCHI 2023: 5th Annual Symposium on HCI Education
(EduCHI '23)},
address = {Hamburg, Germany},
abstract = {Knowledge of design methods is critical for careers in
User Experience (UX) design and other fields commonly
served by HCI programs. In this masterclass, we will seek
to bring together the knowledge contained in key texts
commonly used in HCI education and the evident pedagogical
challenges that underlie codified methods knowledge. Such
fundamental questions at this intersection include: What
kind of knowledge do methods contain? How do students
learn about methods? and How do we know when students have
sufficient knowledge of methods to continue engaging in
adaptation, use, and creation in the future? We will
collaboratively address these questions, laying the
groundwork for participants to consider the following
issues in their own curriculum.},
keywords = {Design Education, Design Knowledge, Design Methods, HCI Education, Studio Pedagogy},
pubstate = {published},
tppubtype = {inproceedings}
}
Knowledge of design methods is critical for careers in
User Experience (UX) design and other fields commonly
served by HCI programs. In this masterclass, we will seek
to bring together the knowledge contained in key texts
commonly used in HCI education and the evident pedagogical
challenges that underlie codified methods knowledge. Such
fundamental questions at this intersection include: What
kind of knowledge do methods contain? How do students
learn about methods? and How do we know when students have
sufficient knowledge of methods to continue engaging in
adaptation, use, and creation in the future? We will
collaboratively address these questions, laying the
groundwork for participants to consider the following
issues in their own curriculum.
User Experience (UX) design and other fields commonly
served by HCI programs. In this masterclass, we will seek
to bring together the knowledge contained in key texts
commonly used in HCI education and the evident pedagogical
challenges that underlie codified methods knowledge. Such
fundamental questions at this intersection include: What
kind of knowledge do methods contain? How do students
learn about methods? and How do we know when students have
sufficient knowledge of methods to continue engaging in
adaptation, use, and creation in the future? We will
collaboratively address these questions, laying the
groundwork for participants to consider the following
issues in their own curriculum.
Parsons, Paul C; Shukla, Prakash; Baigelenov, Ali; Gray, Colin M
Developing Framing Judgment Ability: Student Perceptions from a Graduate UX Design Program Proceedings Article
In: EduCHI 2023: 5th Annual Symposium on HCI Education (EduCHI '23), Hamburg, Germany, 2023.
Abstract | Links | BibTeX | Tags: Design Education, Design Judgment, Design Theory, HCI Education, Studio Pedagogy
@inproceedings{Parsons2023-op,
title = {Developing Framing Judgment Ability: Student Perceptions from a Graduate UX Design Program},
author = {Paul C Parsons and Prakash Shukla and Ali Baigelenov and Colin M Gray},
url = {http://dx.doi.org/10.1145/3587399.3587401
https://colingray.me/wp-content/uploads/2023/03/2023_Parsonsetal_EduCHI_FramingJudgmentAbility.pdf},
doi = {10.1145/3587399.3587401},
year = {2023},
date = {2023-04-28},
urldate = {2023-04-28},
booktitle = {EduCHI 2023: 5th Annual Symposium on HCI Education (EduCHI
'23)},
address = {Hamburg, Germany},
abstract = {Making framing judgments is at the heart of design. When faced
with complex, open-ended situations, designers need to exercise
good judgment to identify the core of the problem at hand and
set the boundaries of the conceptual space through which the
design process will unfold. While framing ability is broadly
recognized as important, the factors that contribute to its
development in educational settings are not well understood,
particularly in the context of HCI education. In this study, we
collected data from master's students in a UX design program at
several points in time across their program journey. We
interviewed 11 of these students in their final semester, having
them reflect on how their ability to make framing judgments has
evolved over time. We highlight pedagogical factors relevant for
the development of their framing ability as indicated by the
students. Our findings also highlight the impact of framing
ability on other design activities and personal design
philosophy.},
keywords = {Design Education, Design Judgment, Design Theory, HCI Education, Studio Pedagogy},
pubstate = {published},
tppubtype = {inproceedings}
}
Making framing judgments is at the heart of design. When faced
with complex, open-ended situations, designers need to exercise
good judgment to identify the core of the problem at hand and
set the boundaries of the conceptual space through which the
design process will unfold. While framing ability is broadly
recognized as important, the factors that contribute to its
development in educational settings are not well understood,
particularly in the context of HCI education. In this study, we
collected data from master's students in a UX design program at
several points in time across their program journey. We
interviewed 11 of these students in their final semester, having
them reflect on how their ability to make framing judgments has
evolved over time. We highlight pedagogical factors relevant for
the development of their framing ability as indicated by the
students. Our findings also highlight the impact of framing
ability on other design activities and personal design
philosophy.
with complex, open-ended situations, designers need to exercise
good judgment to identify the core of the problem at hand and
set the boundaries of the conceptual space through which the
design process will unfold. While framing ability is broadly
recognized as important, the factors that contribute to its
development in educational settings are not well understood,
particularly in the context of HCI education. In this study, we
collected data from master's students in a UX design program at
several points in time across their program journey. We
interviewed 11 of these students in their final semester, having
them reflect on how their ability to make framing judgments has
evolved over time. We highlight pedagogical factors relevant for
the development of their framing ability as indicated by the
students. Our findings also highlight the impact of framing
ability on other design activities and personal design
philosophy.
Gray, Colin M; Williams, Rua M; Parsons, Paul C; Toombs, Austin L; Westbrook, Abbee
Trajectories of Student Engagement with Social Justice-Informed Design Work Book Section
In: Hokanson, Brad; Exter, Marisa; Schmidt, Matthew M; Tawfik, Andrew A (Ed.): Toward Inclusive Learning Design: Social Justice, Equity, and Community, pp. 289–301, Springer Nature Switzerland, Cham, 2023, ISSN: 2625-0012.
Abstract | Links | BibTeX | Tags: Critical Theory, Design Education, Digital Civics, Ethics and Values, HCI Education, Studio Pedagogy, UX Practice
@incollection{Gray2023-sf,
title = {Trajectories of Student Engagement with Social Justice-Informed Design Work},
author = {Colin M Gray and Rua M Williams and Paul C Parsons and Austin L Toombs and Abbee Westbrook},
editor = {Brad Hokanson and Marisa Exter and Matthew M Schmidt and Andrew A Tawfik},
url = {https://doi.org/10.1007/978-3-031-37697-9_22},
doi = {10.1007/978-3-031-37697-9_22},
issn = {2625-0012},
year = {2023},
date = {2023-01-01},
urldate = {2023-01-01},
booktitle = {Toward Inclusive Learning Design: Social Justice, Equity, and
Community},
pages = {289–301},
publisher = {Springer Nature Switzerland},
address = {Cham},
abstract = {Designers are increasingly interested in using methodologies
that foreground the politics of design, moving beyond
product-centered notions of work that are common even within
human-centered design traditions. In this paper, we document the
experiences of undergraduate UX design students as they used a
digital civics approach to support local community needs. We
highlight how students sought to frame their design work and
outcomes, describing successful and unsuccessful trajectories of
engagement with social justice principles.},
keywords = {Critical Theory, Design Education, Digital Civics, Ethics and Values, HCI Education, Studio Pedagogy, UX Practice},
pubstate = {published},
tppubtype = {incollection}
}
Designers are increasingly interested in using methodologies
that foreground the politics of design, moving beyond
product-centered notions of work that are common even within
human-centered design traditions. In this paper, we document the
experiences of undergraduate UX design students as they used a
digital civics approach to support local community needs. We
highlight how students sought to frame their design work and
outcomes, describing successful and unsuccessful trajectories of
engagement with social justice principles.
that foreground the politics of design, moving beyond
product-centered notions of work that are common even within
human-centered design traditions. In this paper, we document the
experiences of undergraduate UX design students as they used a
digital civics approach to support local community needs. We
highlight how students sought to frame their design work and
outcomes, describing successful and unsuccessful trajectories of
engagement with social justice principles.
2022
Gray, Colin M; Liu, Wei; Xin, Xin; Chin, Daniel; Marks, Jacqueline; Bunting, Sadie; Anglin, Jerry; Hutzel, Becky; Kokate, Samruddhi; Yang, Yushu
Defamiliarization and Intercultural Learning in Cross-Cultural HCI Education Proceedings Article
In: EduCHI'22: 4th Annual Symposium on HCI Education, 2022.
Abstract | Links | BibTeX | Tags: Cross-Cultural Education, Design Education, Design Knowledge, Design Methods, Design Theory, HCI Education, UX Knowledge
@inproceedings{Gray2022-es,
title = {Defamiliarization and Intercultural Learning in Cross-Cultural HCI Education},
author = {Colin M Gray and Wei Liu and Xin Xin and Daniel Chin and Jacqueline Marks and Sadie Bunting and Jerry Anglin and Becky Hutzel and Samruddhi Kokate and Yushu Yang},
url = {https://colingray.me/wp-content/uploads/2022/04/2022_Grayetal_EduCHI_DefamiliarizationInterculturalLearning.pdf},
year = {2022},
date = {2022-04-01},
urldate = {2022-04-01},
booktitle = {EduCHI'22: 4th Annual Symposium on HCI Education},
abstract = {HCI and UX work is increasingly global, and students have the
potential to benefit from building their globalization
competence. However, little research has described the unique
opportunities and challenges of intercultural project work in
the context of HCI education, including the ways in which design
knowledge is leveraged in a cross-cultural setting. In this
research paper, we describe the experiences of a Collaborative
Online International Learning (COIL) project team with
participants from China and the United States as they worked to
identify design opportunities to create ``charmful''
semi-autonomous driving experiences for the Chinese market.
Through our analysis of focus groups, synchronous group
meetings, and artifacts created over one academic semester, we
describe how students engaged design knowledge through the lens
of culture and identify strategies that the teams used to
constructively defamiliarize their understanding of the design
context and potential outcomes. We conclude with opportunities
and challenges in coordinating cross-cultural design work and
describe new ways in which defamiliarization might be a
productive lens to acknowledge and build upon cultural
knowledge.},
keywords = {Cross-Cultural Education, Design Education, Design Knowledge, Design Methods, Design Theory, HCI Education, UX Knowledge},
pubstate = {published},
tppubtype = {inproceedings}
}
HCI and UX work is increasingly global, and students have the
potential to benefit from building their globalization
competence. However, little research has described the unique
opportunities and challenges of intercultural project work in
the context of HCI education, including the ways in which design
knowledge is leveraged in a cross-cultural setting. In this
research paper, we describe the experiences of a Collaborative
Online International Learning (COIL) project team with
participants from China and the United States as they worked to
identify design opportunities to create ``charmful''
semi-autonomous driving experiences for the Chinese market.
Through our analysis of focus groups, synchronous group
meetings, and artifacts created over one academic semester, we
describe how students engaged design knowledge through the lens
of culture and identify strategies that the teams used to
constructively defamiliarize their understanding of the design
context and potential outcomes. We conclude with opportunities
and challenges in coordinating cross-cultural design work and
describe new ways in which defamiliarization might be a
productive lens to acknowledge and build upon cultural
knowledge.
potential to benefit from building their globalization
competence. However, little research has described the unique
opportunities and challenges of intercultural project work in
the context of HCI education, including the ways in which design
knowledge is leveraged in a cross-cultural setting. In this
research paper, we describe the experiences of a Collaborative
Online International Learning (COIL) project team with
participants from China and the United States as they worked to
identify design opportunities to create ``charmful''
semi-autonomous driving experiences for the Chinese market.
Through our analysis of focus groups, synchronous group
meetings, and artifacts created over one academic semester, we
describe how students engaged design knowledge through the lens
of culture and identify strategies that the teams used to
constructively defamiliarize their understanding of the design
context and potential outcomes. We conclude with opportunities
and challenges in coordinating cross-cultural design work and
describe new ways in which defamiliarization might be a
productive lens to acknowledge and build upon cultural
knowledge.
Pivonka, Anne; Makary, Laura; Gray, Colin M
Organizing Metaphors for Design Methods in Intermediate HCI Education Proceedings Article
In: EduCHI'22: 4th Annual Symposium on HCI Education, 2022.
Abstract | Links | BibTeX | Tags: Design Education, Design Knowledge, Design Methods, HCI Education, Studio Pedagogy, UX Knowledge
@inproceedings{Pivonka2022-nm,
title = {Organizing Metaphors for Design Methods in Intermediate HCI Education},
author = {Anne Pivonka and Laura Makary and Colin M Gray},
url = {https://colingray.me/wp-content/uploads/2022/04/2022_PivonkaMakaryGray_EduCHI_OrganizingMetaphorsDesignMethods.pdf},
year = {2022},
date = {2022-04-01},
urldate = {2022-04-01},
booktitle = {EduCHI'22: 4th Annual Symposium on HCI Education},
abstract = {Design students must develop competence in a wide range of areas
in order to be successful in their future practice.
Increasingly, knowledge of design methods is used to frame both
a designer's repertoire and their overall facility as a
designer. However, there is little research on how students
build cognitive schema in relation to design methods or how
these schema relate to specific epistemological patterns of
engagement. In this research paper, we report a multiple case
study, capturing the experiences of four advanced undergraduate
UX design students at a large research-intensive institution.
Through an interview study and subsequent analysis, we describe
the wide variety of organizing metaphors that these students
used to frame their understanding and performance of design
methods, including both principles they used to consider methods
as knowledge, and the ways in which these organizing principles
impacted their practice of design. We conclude with
recommendations for further research on the uptake of
methods-focused competence in HCI education and practice.},
keywords = {Design Education, Design Knowledge, Design Methods, HCI Education, Studio Pedagogy, UX Knowledge},
pubstate = {published},
tppubtype = {inproceedings}
}
Design students must develop competence in a wide range of areas
in order to be successful in their future practice.
Increasingly, knowledge of design methods is used to frame both
a designer's repertoire and their overall facility as a
designer. However, there is little research on how students
build cognitive schema in relation to design methods or how
these schema relate to specific epistemological patterns of
engagement. In this research paper, we report a multiple case
study, capturing the experiences of four advanced undergraduate
UX design students at a large research-intensive institution.
Through an interview study and subsequent analysis, we describe
the wide variety of organizing metaphors that these students
used to frame their understanding and performance of design
methods, including both principles they used to consider methods
as knowledge, and the ways in which these organizing principles
impacted their practice of design. We conclude with
recommendations for further research on the uptake of
methods-focused competence in HCI education and practice.
in order to be successful in their future practice.
Increasingly, knowledge of design methods is used to frame both
a designer's repertoire and their overall facility as a
designer. However, there is little research on how students
build cognitive schema in relation to design methods or how
these schema relate to specific epistemological patterns of
engagement. In this research paper, we report a multiple case
study, capturing the experiences of four advanced undergraduate
UX design students at a large research-intensive institution.
Through an interview study and subsequent analysis, we describe
the wide variety of organizing metaphors that these students
used to frame their understanding and performance of design
methods, including both principles they used to consider methods
as knowledge, and the ways in which these organizing principles
impacted their practice of design. We conclude with
recommendations for further research on the uptake of
methods-focused competence in HCI education and practice.
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."
2021
Di, Zhu; Gray, Colin M; Toombs, Austin L; Liu, Wei
Building a Cross-Cultural UX Design Dual Degree Proceedings Article
In: IASDR 2021: The Ninth Congress of the International Association of Societies of Design Research, 2021.
Abstract | Links | BibTeX | Tags: Cross-Cultural Education, Design Education, HCI Education, Studio Pedagogy, UX Knowledge
@inproceedings{Di2021-wv,
title = {Building a Cross-Cultural UX Design Dual Degree},
author = {Zhu Di and Colin M Gray and Austin L Toombs and Wei Liu},
url = {https://colingray.me/wp-content/uploads/2021/09/2021_Dietal_IASDR_CrossCulturalUXDesignDualDegree.pdf},
year = {2021},
date = {2021-12-01},
urldate = {2021-12-01},
booktitle = {IASDR 2021: The Ninth Congress of the International
Association of Societies of Design Research},
abstract = {User Experience (UX) design has expanded rapidly across a range of industry and educational contexts in the last decade. While the core knowledge and “center” of UX is still emergent and contested, new educational programs to train the next generation of UX designers have begun to outline pedagogical practices and concepts that have relevance to the present and future of UX as a discipline. In this paper, we take a broad view of UX preparation, building on a case study of a global dual degree partnership between programs in the United States and China. We recount our individual experiences of building new programs in UX at the undergraduate and graduate levels, and the process of mapping our curricula to offer a bidirectional dual degree program that launched in 2019.},
keywords = {Cross-Cultural Education, Design Education, HCI Education, Studio Pedagogy, UX Knowledge},
pubstate = {published},
tppubtype = {inproceedings}
}
User Experience (UX) design has expanded rapidly across a range of industry and educational contexts in the last decade. While the core knowledge and “center” of UX is still emergent and contested, new educational programs to train the next generation of UX designers have begun to outline pedagogical practices and concepts that have relevance to the present and future of UX as a discipline. In this paper, we take a broad view of UX preparation, building on a case study of a global dual degree partnership between programs in the United States and China. We recount our individual experiences of building new programs in UX at the undergraduate and graduate levels, and the process of mapping our curricula to offer a bidirectional dual degree program that launched in 2019.
Liu, Wei; Lee, Kun-Pyo; Gray, Colin M; Toombs, Austin L; Chen, Kuo-Hsiang; Leifer, Larry
Transdisciplinary Teaching and Learning in UX Design: A Program Review and AR Case Studies Journal Article
In: Applied Sciences, vol. 11, no. 22, pp. 10648, 2021.
Abstract | Links | BibTeX | Tags: Design Education, HCI Education, Transdisciplinary Education
@article{Liu2021-sz,
title = {Transdisciplinary Teaching and Learning in UX Design: A Program Review and AR Case Studies},
author = {Wei Liu and Kun-Pyo Lee and Colin M Gray and Austin L Toombs and Kuo-Hsiang Chen and Larry Leifer},
doi = {10.3390/app112210648},
year = {2021},
date = {2021-11-01},
urldate = {2021-11-01},
journal = {Applied Sciences},
volume = {11},
number = {22},
pages = {10648},
abstract = {Today's user experience (UX) educators and designers can no
longer just focus on creat- ing more usable systems, but must
also rise to the level of strategists, using design thinking and
human--computer interaction (HCI) solutions to improve academic
and business outcomes. Both psychological, designer, and
engineering approaches are adopted in this study. An invited
program review committee met to review progress of the UX program
at the Beijing Normal University (BNUX). They considered issues
and challenges facing the program today, and the steps that it
could make to develop further. During a recent augmented reality
(AR) project on designing future life experience on smart home
and wearables, several experiential concepts and prototypes were
generated to demonstrate HCI and UX research directions. The
committee was impressed by BNUX with its energy, enthusiasm, and
a sense of purpose on practicing transdisciplinary teaching and
learning activities. Recommendations on the current organization
of education, the relation between project-based learning and
research, and opportunities for exposure and visibility are
provided.},
keywords = {Design Education, HCI Education, Transdisciplinary Education},
pubstate = {published},
tppubtype = {article}
}
Today's user experience (UX) educators and designers can no
longer just focus on creat- ing more usable systems, but must
also rise to the level of strategists, using design thinking and
human--computer interaction (HCI) solutions to improve academic
and business outcomes. Both psychological, designer, and
engineering approaches are adopted in this study. An invited
program review committee met to review progress of the UX program
at the Beijing Normal University (BNUX). They considered issues
and challenges facing the program today, and the steps that it
could make to develop further. During a recent augmented reality
(AR) project on designing future life experience on smart home
and wearables, several experiential concepts and prototypes were
generated to demonstrate HCI and UX research directions. The
committee was impressed by BNUX with its energy, enthusiasm, and
a sense of purpose on practicing transdisciplinary teaching and
learning activities. Recommendations on the current organization
of education, the relation between project-based learning and
research, and opportunities for exposure and visibility are
provided.
longer just focus on creat- ing more usable systems, but must
also rise to the level of strategists, using design thinking and
human--computer interaction (HCI) solutions to improve academic
and business outcomes. Both psychological, designer, and
engineering approaches are adopted in this study. An invited
program review committee met to review progress of the UX program
at the Beijing Normal University (BNUX). They considered issues
and challenges facing the program today, and the steps that it
could make to develop further. During a recent augmented reality
(AR) project on designing future life experience on smart home
and wearables, several experiential concepts and prototypes were
generated to demonstrate HCI and UX research directions. The
committee was impressed by BNUX with its energy, enthusiasm, and
a sense of purpose on practicing transdisciplinary teaching and
learning activities. Recommendations on the current organization
of education, the relation between project-based learning and
research, and opportunities for exposure and visibility are
provided.
Gray, Colin M
"Scaling Up" and Adapting to Crisis: Shifting a Residential UX Studio Program Online Journal Article
In: Design and Technology Education, 2021.
Abstract | Links | BibTeX | Tags: Critical Pedagogy, Design Education, HCI Education, Studio Pedagogy
@article{Gray2021-oq,
title = {"Scaling Up" and Adapting to Crisis: Shifting a Residential UX Studio Program Online},
author = {Colin M Gray},
url = {https://ojs.lboro.ac.uk/DATE/article/view/2969},
year = {2021},
date = {2021-11-01},
urldate = {2021-11-01},
journal = {Design and Technology Education},
abstract = {Our undergraduate UX program at Purdue University launched in 2016 as one of the first UX-focused undergraduate degree programs in the United States, intentionally designed to support the unique characteristics of a residential, research-intensive, land-grant institution. We designed multiple overlapping studio experiences that formed multiple connections among cohorts, supporting mentorship, cognitive apprenticeship, the construction of social bonds, and reflection on one’s own development as a designer. Our program was experiencing quick growth, with our cohort size growing from 20 students in 2016 to 50 students in 2021. With the onset of pandemic restrictions, the challenges of “scaling up” and the challenges of building a virtual studio pedagogy thus met. Our “hidden curriculum” of peer feedback and tacit learning, critique as a means of socialization and feedback, emancipation of the self, and allowance for identity formation pointed towards studio properties that were central to our pedagogy and needed to be reformulated or rethought. I describe the resulting “dimensions of crisis” that impacted our pedagogy and practice, the new supports for studio learning practices that we designed, and how these changes may lead to lasting changes to our residential program once the restrictions of the pandemic subside.},
keywords = {Critical Pedagogy, Design Education, HCI Education, Studio Pedagogy},
pubstate = {published},
tppubtype = {article}
}
Our undergraduate UX program at Purdue University launched in 2016 as one of the first UX-focused undergraduate degree programs in the United States, intentionally designed to support the unique characteristics of a residential, research-intensive, land-grant institution. We designed multiple overlapping studio experiences that formed multiple connections among cohorts, supporting mentorship, cognitive apprenticeship, the construction of social bonds, and reflection on one’s own development as a designer. Our program was experiencing quick growth, with our cohort size growing from 20 students in 2016 to 50 students in 2021. With the onset of pandemic restrictions, the challenges of “scaling up” and the challenges of building a virtual studio pedagogy thus met. Our “hidden curriculum” of peer feedback and tacit learning, critique as a means of socialization and feedback, emancipation of the self, and allowance for identity formation pointed towards studio properties that were central to our pedagogy and needed to be reformulated or rethought. I describe the resulting “dimensions of crisis” that impacted our pedagogy and practice, the new supports for studio learning practices that we designed, and how these changes may lead to lasting changes to our residential program once the restrictions of the pandemic subside.
2020
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.
2019
Gray, Colin M
Democratizing assessment practices through multimodal critique in the design classroom Journal Article
In: International Journal of Technology and Design Education, vol. 29, no. 4, pp. 929-946, 2019, ISSN: 1573-1804.
Abstract | Links | BibTeX | Tags: Critique, Design Education, HCI Education, Studio Pedagogy
@article{Gray2018-pv,
title = {Democratizing assessment practices through multimodal critique in the design classroom},
author = {Colin M Gray},
url = {https://doi.org/10.1007/s10798-018-9471-2},
doi = {10.1007/s10798-018-9471-2},
issn = {1573-1804},
year = {2019},
date = {2019-08-01},
urldate = {2019-08-01},
journal = {International Journal of Technology and Design Education},
volume = {29},
number = {4},
pages = {929-946},
abstract = {Critique is a primary method of assessment and feedback used in design education, yet is not well understood apart from traditional instructor-led activities in physical learning spaces. In this study, we analyze a series of group critiques in a human–computer interaction learning experience, focusing on an emergent instructional design for technologically-mediated critique created by experienced students serving as peer mentors. Peer mentors designed complex interactions that supported assessment in the design classroom, including multiple technology-supported modes of critique beyond the traditional oral critique. The modes of critique, and the ways in which they intertwined, included: (1) public oral critique led by the instructor, (2) a critique document authored by experienced students in real-time using Google Docs, and (3) backchannel chat used by experienced students in Google Docs to facilitate and organize their critique. Using this model of distributed assessment, which we refer to as multimodal critique, the amount of feedback and number of interlocutors increased dramatically, facilitating participation by students and peer mentors alike. These interactions indicate instructional affordances for including many simultaneous users within an existing assessment infrastructure using readily accessible technologies, and a means of activating student development at multiple levels of expertise.},
keywords = {Critique, Design Education, HCI Education, Studio Pedagogy},
pubstate = {published},
tppubtype = {article}
}
Critique is a primary method of assessment and feedback used in design education, yet is not well understood apart from traditional instructor-led activities in physical learning spaces. In this study, we analyze a series of group critiques in a human–computer interaction learning experience, focusing on an emergent instructional design for technologically-mediated critique created by experienced students serving as peer mentors. Peer mentors designed complex interactions that supported assessment in the design classroom, including multiple technology-supported modes of critique beyond the traditional oral critique. The modes of critique, and the ways in which they intertwined, included: (1) public oral critique led by the instructor, (2) a critique document authored by experienced students in real-time using Google Docs, and (3) backchannel chat used by experienced students in Google Docs to facilitate and organize their critique. Using this model of distributed assessment, which we refer to as multimodal critique, the amount of feedback and number of interlocutors increased dramatically, facilitating participation by students and peer mentors alike. These interactions indicate instructional affordances for including many simultaneous users within an existing assessment infrastructure using readily accessible technologies, and a means of activating student development at multiple levels of expertise.
Gray, Colin M; Toombs, Austin L; Owczarzak, Marlo; Watkins, Christopher
Digital civics goes abroad Journal Article
In: Interactions, vol. 26, no. 2, pp. 74-77, 2019, ISSN: 1072-5520.
Links | BibTeX | Tags: Cross-Cultural Education, Design Education, Digital Civics, HCI Education, UX Knowledge
@article{Gray2019-xd,
title = {Digital civics goes abroad},
author = {Colin M Gray and Austin L Toombs and Marlo Owczarzak and Christopher Watkins},
url = {https://colingray.me/wp-content/uploads/2019/08/2019_GrayToombsOwczarzakWatkins_Interactions_DigitalCivics.pdf
https://dl.acm.org/citation.cfm?doid=3314846.3301661},
doi = {10.1145/3301661},
issn = {1072-5520},
year = {2019},
date = {2019-01-01},
urldate = {2019-01-01},
journal = {Interactions},
volume = {26},
number = {2},
pages = {74-77},
keywords = {Cross-Cultural Education, Design Education, Digital Civics, HCI Education, UX Knowledge},
pubstate = {published},
tppubtype = {article}
}
2018
Gray, Colin M
Narrative Qualities of Design Argumentation Book Section
In: Hokanson, Brad; Clinton, Gregory; Kaminski, Karen (Ed.): Educational Technology and Narrative: Story and Instructional Design, pp. 51–64, Springer International Publishing, Cham, 2018, ISBN: 9783319699141.
Abstract | Links | BibTeX | Tags: Critique, Design Education, HCI Education, Reflection
@incollection{Gray2018-pg,
title = {Narrative Qualities of Design Argumentation},
author = {Colin M Gray},
editor = {Brad Hokanson and Gregory Clinton and Karen Kaminski},
url = {https://doi.org/10.1007/978-3-319-69914-1_5},
doi = {10.1007/978-3-319-69914-1_5},
isbn = {9783319699141},
year = {2018},
date = {2018-01-01},
urldate = {2018-01-01},
booktitle = {Educational Technology and Narrative: Story and Instructional
Design},
pages = {51--64},
publisher = {Springer International Publishing},
address = {Cham},
abstract = {The narrative qualities of a design presentation and subsequent
critique comprise a design argument, distilling designers'
rationale for their design, rooted in their process. In this
paper, I analyze two consecutive design presentations from an
introductory undergraduate human-centered design studio,
documenting the argumentation structures students rely upon when
``selling'' their design. Dominant argumentation structures of
these presentation events are described and related to narrative
in a human-centered design context.},
keywords = {Critique, Design Education, HCI Education, Reflection},
pubstate = {published},
tppubtype = {incollection}
}
The narrative qualities of a design presentation and subsequent
critique comprise a design argument, distilling designers'
rationale for their design, rooted in their process. In this
paper, I analyze two consecutive design presentations from an
introductory undergraduate human-centered design studio,
documenting the argumentation structures students rely upon when
``selling'' their design. Dominant argumentation structures of
these presentation events are described and related to narrative
in a human-centered design context.
critique comprise a design argument, distilling designers'
rationale for their design, rooted in their process. In this
paper, I analyze two consecutive design presentations from an
introductory undergraduate human-centered design studio,
documenting the argumentation structures students rely upon when
``selling'' their design. Dominant argumentation structures of
these presentation events are described and related to narrative
in a human-centered design context.
2017
Vorvoreanu, Mihaela; Gray, Colin M; Parsons, Paul; Rasche, Nancy
Advancing UX Education: A Model for Integrated Studio Pedagogy Proceedings Article
In: Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems, pp. 1441-1446, ACM, New York, New York, USA, 2017, ISBN: 9781450346559.
Abstract | Links | BibTeX | Tags: Design Education, HCI Education
@inproceedings{Vorvoreanu2017-sv,
title = {Advancing UX Education: A Model for Integrated Studio Pedagogy},
author = {Mihaela Vorvoreanu and Colin M Gray and Paul Parsons and Nancy Rasche},
url = {https://colingray.me/wp-content/uploads/2019/08/2017_VorvoreanuGrayParsonsRasche_CHI_AdvancingUXEducation.pdf
http://dl.acm.org/citation.cfm?doid=3025453.3025726},
doi = {10.1145/3025453.3025726},
isbn = {9781450346559},
year = {2017},
date = {2017-05-01},
urldate = {2017-05-01},
booktitle = {Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems},
pages = {1441-1446},
publisher = {ACM},
address = {New York, New York, USA},
institution = {ACM},
abstract = {The rapid growth of the UX profession has led to an increased need for qualified practitioners and a proliferation of UX educational programs offered in both academia and industry. In this note, we present the design and initial evaluation of a new studio-based undergraduate program in UX—the first of its kind at a large, research-intensive US university. The program includes several curricular innovations, such as an integrated studio pedagogy in which six topical strands are interwoven across two types of studios. These studios are interconnected and span five semesters of the undergraduate experience. We present the curriculum model and the foundational principles that informed its design. We describe the two types of studios and their interconnection, and present early evaluation data showing that students are building valuable skills. The program described in this note provides a trailblazing model for UX pedagogy at the undergraduate level.},
keywords = {Design Education, HCI Education},
pubstate = {published},
tppubtype = {inproceedings}
}
The rapid growth of the UX profession has led to an increased need for qualified practitioners and a proliferation of UX educational programs offered in both academia and industry. In this note, we present the design and initial evaluation of a new studio-based undergraduate program in UX—the first of its kind at a large, research-intensive US university. The program includes several curricular innovations, such as an integrated studio pedagogy in which six topical strands are interwoven across two types of studios. These studios are interconnected and span five semesters of the undergraduate experience. We present the curriculum model and the foundational principles that informed its design. We describe the two types of studios and their interconnection, and present early evaluation data showing that students are building valuable skills. The program described in this note provides a trailblazing model for UX pedagogy at the undergraduate level.
2015
Gray, Colin M; Howard, Craig D
"Why are they not responding to critique?": A student-centered construction of the crit Proceedings Article
In: LearnxDesign: The 3rd International Conference for Design Education Researchers and PreK-16 Design Educators, pp. 1680-1700, School of the Art Institute of Chicago, Chicago, IL, 2015.
Abstract | Links | BibTeX | Tags: Critical Pedagogy, Critique, Design Education, HCI Education
@inproceedings{Gray2015k,
title = {"Why are they not responding to critique?": A student-centered construction of the crit},
author = {Colin M Gray and Craig D Howard},
url = {https://colingray.me/wp-content/uploads/2019/08/2015_GrayHoward_LxD_MultimodalCritique.pdf},
year = {2015},
date = {2015-06-01},
urldate = {2015-06-01},
booktitle = {LearnxDesign: The 3rd International Conference for Design Education Researchers and PreK-16 Design Educators},
pages = {1680-1700},
publisher = {School of the Art Institute of Chicago},
address = {Chicago, IL},
abstract = {The crit is a dominant public instructional event, and has often been studied through the lens of institutional power, through the perspective of the instructor. In this study, we analyze the classroom presentations and critiques of three teams in a design-focused human-computer interaction graduate program, calling attention to other modes of student-generated critique that occur alongside the traditional formal conversation. These critiques comprise, in parallel: 1) a public oral critique led by the instructor alongside student questions; 2) a critique document collaboratively authored in Google Docs by experienced students; and 3) backchannel chat by experienced students via Google Doc messaging. Through the complex interactions between these modes of parallel critique, multiple levels of interaction and conversational behavior emerge, with experienced students shaping each type of feedback and use of technological tools. We present and analyze cases drawn from the teams through computer-mediated communication and critical pedagogy perspectives to characterize these interactions, documenting how experienced students take on different typifications—or understandings of role expectations within the conversation—which mediate the instructional qualities of the critique. We introduce three typifications: the relaxed professional in backchannel chat, poised professional in the Google Doc, and instructional tutor in the physical classroom space.},
keywords = {Critical Pedagogy, Critique, Design Education, HCI Education},
pubstate = {published},
tppubtype = {inproceedings}
}
The crit is a dominant public instructional event, and has often been studied through the lens of institutional power, through the perspective of the instructor. In this study, we analyze the classroom presentations and critiques of three teams in a design-focused human-computer interaction graduate program, calling attention to other modes of student-generated critique that occur alongside the traditional formal conversation. These critiques comprise, in parallel: 1) a public oral critique led by the instructor alongside student questions; 2) a critique document collaboratively authored in Google Docs by experienced students; and 3) backchannel chat by experienced students via Google Doc messaging. Through the complex interactions between these modes of parallel critique, multiple levels of interaction and conversational behavior emerge, with experienced students shaping each type of feedback and use of technological tools. We present and analyze cases drawn from the teams through computer-mediated communication and critical pedagogy perspectives to characterize these interactions, documenting how experienced students take on different typifications—or understandings of role expectations within the conversation—which mediate the instructional qualities of the critique. We introduce three typifications: the relaxed professional in backchannel chat, poised professional in the Google Doc, and instructional tutor in the physical classroom space.
2014
Gray, Colin M
Evolution of design competence in UX practice Proceedings Article
In: Proceedings of the 32nd annual ACM conference on Human Factors in Computing Systems - CHI '14, pp. 1645-1654, Toronto, Ontario, Canada, 2014, ISBN: 9781450324731.
Abstract | Links | BibTeX | Tags: Design Education, Design Knowledge, Expertise, HCI Education, Identity, Practice-Led Research, UX Knowledge, UX Practice
@inproceedings{Gray2014-dl,
title = {Evolution of design competence in UX practice},
author = {Colin M Gray},
url = {https://colingray.me/wp-content/uploads/2019/08/2014_Gray_CHI_EvolutionofDesignCompetence.pdf
http://dl.acm.org/citation.cfm?doid=2556288.2557264},
doi = {10.1145/2556288.2557264},
isbn = {9781450324731},
year = {2014},
date = {2014-01-01},
urldate = {2014-01-01},
booktitle = {Proceedings of the 32nd annual ACM conference on Human Factors in Computing Systems - CHI '14},
pages = {1645-1654},
address = {Toronto, Ontario, Canada},
series = {CHI '14},
abstract = {There has been increasing interest in the adoption of UX within corporate environments, and what competencies translate into effective UX design. This paper addresses the space between pedagogy and UX practice through the lens of competence, with the goal of understanding how students are initiated into the practice community, how their perception of competence shifts over time, and what factors influence this shift. A 12-week longitudinal data collection, including surveys and interviews, documents this shift, with participants beginning internships and full-time positions in UX. Students and early professionals were asked to assess their level of competence and factors that influenced competence. A co-construction of identity between the designer and their environment is proposed, with a variety of factors relating to tool and representational knowledge, complexity, and corporate culture influencing perceptions of competence in UX over time. Opportunities for future research, particularly in building an understanding of competency in UX based on this preliminary framing of early UX practice are addressed.},
keywords = {Design Education, Design Knowledge, Expertise, HCI Education, Identity, Practice-Led Research, UX Knowledge, UX Practice},
pubstate = {published},
tppubtype = {inproceedings}
}
There has been increasing interest in the adoption of UX within corporate environments, and what competencies translate into effective UX design. This paper addresses the space between pedagogy and UX practice through the lens of competence, with the goal of understanding how students are initiated into the practice community, how their perception of competence shifts over time, and what factors influence this shift. A 12-week longitudinal data collection, including surveys and interviews, documents this shift, with participants beginning internships and full-time positions in UX. Students and early professionals were asked to assess their level of competence and factors that influenced competence. A co-construction of identity between the designer and their environment is proposed, with a variety of factors relating to tool and representational knowledge, complexity, and corporate culture influencing perceptions of competence in UX over time. Opportunities for future research, particularly in building an understanding of competency in UX based on this preliminary framing of early UX practice are addressed.
Gray, Colin M; Siegel, Martin A
Sketching Design Thinking: Representations of Design in Education and Practice Journal Article
In: International Journal of Technology and Design Education, vol. 19, no. 1, pp. 48–61, 2014.
Links | BibTeX | Tags: Design Education, HCI Education, Reflection, UX Knowledge
@article{Gray_undated-ih,
title = {Sketching Design Thinking: Representations of Design in Education and Practice},
author = {Colin M Gray and Martin A Siegel},
url = {https://ojs.lboro.ac.uk/DATE/article/view/1925},
year = {2014},
date = {2014-01-01},
urldate = {2014-01-01},
journal = {International Journal of Technology and Design Education},
volume = {19},
number = {1},
pages = {48--61},
keywords = {Design Education, HCI Education, Reflection, UX Knowledge},
pubstate = {published},
tppubtype = {article}
}
2013
Gray, Colin M
Informal peer critique and the negotiation of habitus in a design studio Journal Article
In: Art, Design & Communication in Higher Education, vol. 12, no. 2, pp. 195–209, 2013, ISSN: 1474-273X.
Abstract | Links | BibTeX | Tags: Critical Pedagogy, Critique, Design Education, HCI Education, Studio Pedagogy
@article{Gray2013-aw,
title = {Informal peer critique and the negotiation of habitus in a design studio},
author = {Colin M Gray},
url = {https://colingray.me/wp-content/uploads/2019/08/2013_Gray_ADCHE_InformalPeerCritique.pdf
https://www.ingentaconnect.com/content/intellect/adche/2013/00000012/00000002/art00005},
doi = {10.1386/adch.12.2.195_1},
issn = {1474-273X},
year = {2013},
date = {2013-12-01},
urldate = {2013-12-01},
journal = {Art, Design & Communication in Higher Education},
volume = {12},
number = {2},
pages = {195--209},
publisher = {Intellect},
abstract = {Critique is a central feature of design education, serving as both a structural mecha- nism to provide regular feedback, and as a high stakes assessment tool. However, this study addresses informal peer critique as an extension of this existing form, engaging students in communication outside of the formal pedagogy. The purpose of this study is to gain a greater understanding of the role of informal critique in exter- nalizing design thinking and judgment, as analysed through Bourdieu’s habitus. Structures surrounding critique, including the role of informal vs formal spaces, objectivity vs subjectivity of critique, and differences between professor and peer feedback are addressed. Beliefs about critique are analysed as critical elements of an evolving habitus, supported by or developed in response to the culture inscribed by the formal pedagogy. Informal critique reveals tacit design thinking and concep- tions of design, and outlines the co-construction of habitus between students and the formal pedagogy.},
keywords = {Critical Pedagogy, Critique, Design Education, HCI Education, Studio Pedagogy},
pubstate = {published},
tppubtype = {article}
}
Critique is a central feature of design education, serving as both a structural mecha- nism to provide regular feedback, and as a high stakes assessment tool. However, this study addresses informal peer critique as an extension of this existing form, engaging students in communication outside of the formal pedagogy. The purpose of this study is to gain a greater understanding of the role of informal critique in exter- nalizing design thinking and judgment, as analysed through Bourdieu’s habitus. Structures surrounding critique, including the role of informal vs formal spaces, objectivity vs subjectivity of critique, and differences between professor and peer feedback are addressed. Beliefs about critique are analysed as critical elements of an evolving habitus, supported by or developed in response to the culture inscribed by the formal pedagogy. Informal critique reveals tacit design thinking and concep- tions of design, and outlines the co-construction of habitus between students and the formal pedagogy.