Children\u27s drawing and telling of sustainability in the home

This paper describes a pilot study about children’s perspective on environmental sustainability in the home through the drawing-telling technique. We utilize the drawing-telling technique as described by Susan Wright [6] for interviewing children about issues related to sustainability. The participants (children from age 10 to 13) were asked to draw two houses (current and ideal) and then describe their drawings in terms of sustainable actions and features. This pilot study is an initial step to investigate if there are opportunities to develop eco-visualizations (EVs) with children in mind and shows that the drawing-telling technique is useful in researching sustainability and children

Living In A Prototype: A Reconfigured Space

In this paper, we present a twenty-three months autobiographical design project of converting a Mercedes Sprinter van into a camper van. This project allows us to investigate the complexities and nuances of a case where people engage in a process of making, transforming and adapting a space they live in. This example opens a radically different and productive context for revisiting concepts that are currently at the center of human-computer interaction (HCI) research: ubiquitous computing, home automation, smart homes, and the Internet of Things. We offer six qualities characterizing the evolving relationship between the makers and the lived-in environment: the van. We conclude with a discussion on the two themes of living in a reconfigured home and prototype qualities in a reconfigured space, and a critical reflection around the theme of the invariably unfinished home

Manifestations of everyday design: Guiding goals and motivations

This paper explores the relationship between goals, materials and competences in the practice of everyday design. Appropriations and creative uses of design artifacts are often reported in terms of outcomes and goals; however, we observe a gap in understanding how materials, tools, and competences are also involved in these processes. We conduct a multiple case study of three groups of everyday designers: families, hobbyist jewelers, and steampunk enthusiasts. We provide a description of the aspects of meaning, materials, and competences, as well as how they are interrelated, for each case. Our findings show that amongst these three aspects of the practice of everyday designers, it is the meaning of the practice that acts as the strongest motivator for practitioners. Materials, tools, and competences are hence largely determined accordingly. The implications of this study propose ways to design for practices with different types of meaning: foundational, aesthetic, and aspirational goals

Design activism in the HCI classroom

In HCI, design activism has been practiced but has not been well articulated or discussed. There are examples of activism in the HCI classroom, opening a new avenue of discussion and investigation for the role of design activism in HCI. We present two case studies that show design activism in the classroom as examples from which to learn. We highlight themes and observations to encourage future articulation and practice of design activism in HCI and HCI education

Behind the Lens: A Visual Exploration of Epistemological Commitments in HCI Research on the Home

   In this pictorial, we propose an alternative approach to investigating human-computer interaction (HCI) researchers’ epistemological commitments in research on the home. While researchers’ commitments can be discussed through textual aspects of their research, in this pictorial we conduct a pattern analysis of visual elements as a productive way to further inquire into such kinds of commitments. By analyzing visual elements from 121 works in HCI research on the home, we identify seven types of observers, which can be associated with epistemological commitments in research. We also propose two new complementary observers: the absent observer and the protagonist observer

Évaluation de l'intention des médecins de famille enseignants et des résidents en médecine familiale de prescrire et d'interpréter la spirométrie : une étude descriptive transversale

Résumé Problématique. La spirométrie permet d’objectiver l'obstruction des voies aériennes, mais reste sous-utilisée en soins primaires. Objectifs. Nous avons évalué, chez des médecins de famille enseignants et des résidents en médecine familiale, leur intention de prescrire la spirométrie chez des patients chez qui ils suspectent une maladie pulmonaire obstructive chronique (MPOC) et celle d’en interpréter le résultat. Cette évaluation est fondée sur le cadre théorique proposé par Godin et al. pour l'étude des facteurs influençant le comportement des professionnels de la santé. Méthodes. Les participants à cette étude descriptive transversale ont été recrutés dans huit Unités de médecine familiale (UMFs) du réseau de l’Université Laval. Ils ont rempli un questionnaire autoadministré de 23 items mesurant leur intention de prescrire et d’interpréter les tests de spirométrie ainsi que certains déterminants de cette intention (croyances en ses capacités, croyances concernant les conséquences, influence sociale et norme morale). Les réponses à chacun des items du questionnaire ont été notées sur une échelle de Likert (score de 1 à 7) où un score plus élevé indiquait un plus grand accord avec l’énoncé. Résultats. Parmi les 284 médecins éligibles, 104 ont été inclus. Le score moyen ± écart type de l'intention des médecins de prescrire la spirométrie (6,6 ± 0,7) était plus élevé que celui d’en interpréter les résultats (5,8 ± 1,5). Les scores moyens de tous les déterminants de l’intention mesurés étaient également plus élevés pour la prescription que pour l’interprétation de la spirométrie. Conclusion. Les résultats suggèrent que les participants ont une très forte intention de prescrire la spirométrie. Même si l’intention d’en interpréter les résultats est positive, elle est plus faible que celle de prescrire le test. Des études supplémentaires seront nécessaires pour évaluer les barrières à l’interprétation des résultats de la spirométrie.Background: Spirometry is the best test to demonstrate airway obstruction, but remains underused in primary care. Objectives: We assessed, among family medicine physician teachers and residents, their intention to prescribe spirometry in patients suspected of chronic obstructive pulmonary disease (COPD) and their intention to interpret spirometry results. This evaluation is based on the theoretical framework proposed by Godin et al. for the study of factors influencing healthcare professionals’ behaviors. Methods. Participants of this descriptive cross-sectional study were recruited in eight Family medicine units (FMUs) of Laval University’s net. They completed a 23-item self-administered questionnaire measuring their intention to prescribe and to interpret spirometry as well as some determinants of this intention (beliefs about capabilities, beliefs about consequences, social influence and moral norm). Answers to each of the items in the questionnaire were scored on a Likert scale (score 1 to 7) where a higher score indicated a greater agreement with the statement. Results. Of the 284 eligible physicians, 104 were included. The mean score ± standard deviation of physicians' intention to prescribe spirometry (6.6 ± 0.7) was higher than to interpret the results (5.8 ± 1.5). Mean scores for all determinants of intention measured were also higher for prescription than for interpretation of spirometry. Conclusion. The results suggest that participants have a very strong intention to prescribe spirometry. Although the intention to interpret the results is positive, it is weaker than for the prescription of the test. Further studies will be needed to assess the barriers of spirometry interpretation

Alternate endings: using fiction to explore design futures

Design research and practice within HCI is inherently oriented toward the future. However, the vision of the future described by HCI researchers and practitioners is typically utility-driven and focuses on the short term. It rarely acknowledges the potentially complex social and psychological long-term consequences of the technology artefacts produced. Thus, it has the potential to unintentionally cause real harm. Drawing on scholarship that investigates the link between fiction and design, this workshop will explore “alternate endings” to contemporary HCI papers. Attendees will use fictional narratives to envision long-term consequences of contemporary HCI projects, as a means for engaging the CHI community in a consideration of the values and implications of interactive technology

Ce que « Savoir cuisiner » signifie pour des adolescents québécois

Contexte : La perte de compétences culinaires des jeunes est aujourd’hui un sujet d’actualité incluant des concepts de plus en plus élaborés permettant d’explorer le thème de la cuisine dans toute sa complexité (Vidgen 2016). Bien que les données scientifiques actuelles ne permettent pas de statuer sur la perte des compétences culinaires chez les jeunes québécois, nous savons que ces derniers ont moins d’occasions d’acquérir des compétences culinaires et ce, autant dans le milieu scolaire que familial (Chenhall, 2010). Le programme des Brigades Culinaires de la Tablée des Chefs, déployé en activité parascolaire, est l’une des initiatives du Québec visant à répondre à cette problématique. Objectifs : Cette étude explore le sens donné à l’acte de cuisiner par les participants des Brigades Culinaires et suit son évolution au cours de l’année scolaire. Méthodologie : Les adolescents exposés aux ateliers des Brigades Culinaires de la saison 2017-2018 étaient invités à répondre à un questionnaire papier auto administré en pré et en post activités, soit en début et en fin d'année scolaire. Ce questionnaire comprenait la question ouverte « Savoir cuisiner, ça veut dire quoi pour toi ? » et incluait 11 énoncés quantitatifs basés sur le modèle théorique de Vidgen et Gallegos (2014) pour qui cuisiner implique quatre compétences liées à la planification, à la sélection, à la préparation et à la consommation des aliments. Les choix de réponses « capable », « plus ou moins capable » et « incapable » étaient proposés. Enfin, des questions sociodémographiques étaient également présentes. Une grille de codification spécifique aux adolescents québécois exposés aux ateliers des Brigades Culinaires fut utilisée pour l’analyse des données qualitatives. En regard aux données quantitatives, des tableaux de fréquence furent générés et des tests de chi-carré furent menés afin de soulever les différences significatives entre certaines variables. Résultats : La majorité sont des filles et l’âge moyen est de 13,4 ans (ÉT : 1,5). En pré ateliers, 1437 réponses furent analysées en réponse à la question sur l’acte de cuisiner. En post ateliers, 840 réponses furent obtenues (13,8, ÉT : 1,5). Par ordre d’importance, les jeunes associent l’expression savoir cuisiner à la préparation des aliments avec 65% (en pré) et 57% (en post). La préparation des aliments réfère à la dimension appliquée de l’acte de cuisiner soit à l’utilisation d’équipements et aux techniques culinaires. Ensuite, 32% (pré) et 40% (post) des réponses réfèrent à la consommation incluant la compréhension de la saine alimentation et soulignant l’importance de l’autonomie des jeunes à adolescence. Très peu de réponses furent associées à la planification et à la sélection des aliments. Du côté quantitatif, autant en pré qu’en post activités, la préparation semble être une activité bien maitrisée par les jeunes alors que les énoncés liés à la planification et à la sélection affichent des scores plus bas au choix de réponse « capable ». Conclusion : Bien que la préparation soit une compétence essentielle à la saine alimentation, celle-ci doit être supportée par un ensemble de compétences et connaissances en alimentation. Ainsi, dans une perspective d’amélioration continue, élaborer sur la provenance des aliments, le fonctionnement du système alimentaire, la gestion d’un budget alimentaire ou la gestion du temps sont des avenues à retenir pour que le sens donné au mot cuisiner soit plus riche en termes de compétences. Cette vision plus élargie de l’acte de cuisiner permettra de raffiner les programmes culinaires amenant les jeunes à développer le maximum d’autonomie en cuisine et ainsi prendre une distance à l’égard des produits ultra-transformés.Context: The loss of cooking skills by young people is a hot topic these days and includes elaborate concepts that allow us to explore the theme of cooking in all of it’s complexity (Vidgen, 2016). Although the current scientific data does not allow us to say with complete certainty that there is a loss of cooking skills in the young people of Quebec, we know that they have less occasions to acquire these competencies in their school and home environments (Chenhall, 2010). The program « Brigades Culinaires » that is deployed as an extracurricular activity by the « Tablée des chefs » is one of Quebec’s initiatives to address this problem. Objectives: This study explores the meaning given to the act of cooking by the participants of the « Brigades Culinaires » and follows their evolution throughout the course of a school year. Methodology The teenagers who participated in the « Brigades Culinaires »’s 2017-2018 workshops were invited to answer a self-administrated questionnaire before and after the workshops, at the beginning and the end of the school year. This questionnaire included the open question «What does it mean for you to know how to cook? » and included 11 quantitative statements based on Vidgen and Gallegos’ theoretical model (2014). This model implies that food literacy is based on four competencies linked to the planning, selection, preparation and consumption of food. The multiple choice answers proposed were «capable», «more or less capable» and «incapable». Sociodemographic questions were also included. A coding grid specific to Quebec teenagers exposed to the « Brigades Culinaires » was used to analyze the qualitative data. Frequency tables were generated and chi-square tests were conducted to raise significant differences between some variables. Results: The majority of respondents were girls and the mean age was 13.4 years old (ET :1.5). Before the start of the workshops, 1437 answers to the question on the act of cooking were analyzed. After the workshops, 840 answers were obtained (13.8 ET :1.5). In order of importance, the teenagers associated the expression knowing how to cook to the preparation of food, 65% before the workshops and 57% after. The preparation of food refers to the applied aspect of the act of cooking: the use of equipment and culinary techniques. Also, 32% of the answers referring to the consumption of food before the workshops and 40% of the answers after the workshops included the comprehension of wholesome nutrition and underlined the importance of autonomy. Very few answers were associated with the planning and the selection of food. Quantitatively, in both answers pre and post workshops, the preparation seemed to be an activity that was well mastered by the teenagers whereas the statements related to the planning and the selection showed lower scores to the «capable» answer choice. Conclusion: Even though preparation is an essential skill to develop for healthy eating, it must be supported by a whole other set of competencies and knowledge in nutrition. Therefore, in a continuous improvement perspective, we must focus on teaching the provenance of food, the functioning of the food system, the keeping of a food budget and time management. These are avenues of skill development to retain so that the meaning of the word cooking is richer and the competencies necessary for healthy eating are retained for a lifetime. This global vision of the act of cooking will permit us to refine culinary programs which will allow children to develop a maximum of autonomy in the kitchen and distance themselves from ultra-processed products

Memory-storming: Externalizing and sharing designers\u27 personal experiences

In this paper, we describe memory-storming, a design technique that combines oral storytelling with sketching to externalize designers’ personal experiences. The proposition behind developing this method is that designers’ personal experiences are a potential design resource that can trigger new design insights and ideas. This paper provides a description of our use of this method, shows how it helped us in our design research, and presents lessons learned. We claim that memory-storming is a design technique that focuses on designers’ personal experiences yet complements the user focus of user-centered design

Collaboration Surrounding Beacon Use During Companion Avalanche Rescues

When facing an avalanche, backcountry skiers need to work effectively both individually and as a group to rescue buried victims. If they don’t, death is likely. One of the tools used by each person is a digital beacon that transmits an electromagnetic signal. If buried, others use their beacons to locate victims by searching for their signals, and then dig them out. This study focuses on the collaborative practices of avalanche rescue and the interactions with beacons while backcountry skiing. We conducted interviews with backcountry recreationists and experts, and we observed avalanche rescue practice scenarios. Our results highlight aspects and challenges of mental representation, trust, distributed cognition, and practice. Implications include three considerations for the redesign of beacons: simplicity, visibility and practice