Metamorphosis: Transforming Non-designers into Designers

In this paper we make the case that there is today a growing number of educational settings experiencing challenges when it comes to transforming non-designers into designers, and in particular, interaction designers. We see this development as a consequence of an increased awareness and recognition of what broadly could be labeled as a design perspective. We examine the transformational process, the metamorphosis, by which non-designer students become interaction designers. We identify and describe the barriers that make it difficult for the students to move through this transformational process. We also propose some pedagogical approaches that can reduce the barriers and improve the possibility for the transformation to occur. The approach that we have developed and describe consists of three parts. Based on a fundamental understanding of the nature of design, we have developed (i) a tentative transformational model of how non-designers become interaction designers; (ii) a special kind of conceptual framework used to support students in the transformational process; and (iii) design assignments based on real-world design problems. We end the paper with two conclusions. First we argue that there is a challenge in transforming non-designers into designers, but that it is possible if the educational effort is based on an understanding of design and on the transformational process with its barriers. Finally we argue that the experience of trying to turn non-designers into interaction designers is in itself a valuable research approach. Dealing with non-designer students reveals deep insights about the nature of the design process and makes it possible to better formulate what constitutes a designerly approach. Keywords Design, Design education, Pedagogy, HCI</p

Personal Informatics and Reflection: A Critical Examination of the Nature of Reflection

poster abstractPersonal informatics systems that help people both collect and reflect on various kinds of personal information are growing rapidly. Despite the importance of journaling and the main role it has in tracking one’s personal growth, a limited number of studies have examined journaling in the area of personal informatics in detail. In this paper, we critically examine the process of reflection on experiences, thoughts and evolving insights through a qualitative research study. We also present the design research process we conducted to develop the Wandering Mind as a support tool to help individuals record and reflect on their experiences

Gaza Everywhere: exploring the applicability of a rhetorical lens in HCI

By examining application software as a type of rhetorical artifact, it is possible to highlight its social, ethical and moral implications. In this paper, we explore one possibility for such a lens: application software functioning as a visual enthymeme. To explore the applicability of that concept in HCI, we analyze one web application as a first step. In our analysis, we observe that interaction and usability are two features that support an application in functioning as a visu- al enthymeme. Also, online sharing could help the user take the role of the arguer. Our analysis allows us to outline the elements of a user-centric persuasive experience and shows promise for further explorations regarding the applicability of rhetoric in HCI.

Design Arguments – an examination of how designers argue for their designs

To communicate a design can be seen as consisting of at least two aspects: presentation and argumentation. In our research we have taken on the task of studying how practicing interaction designers approach the challenge of presenting and arguing for their designs. We have chosen to label our object of study, or unit of analysis, a design argument. Based on three studies, we have developed a descriptive framework that can be used to describe, analyze, and compare design arguments. The paper ends with some discussions and reflections concerning the potential relevance, use, and implications of a framework of design arguments

Crafting Critical Heritage Discourses into Interactive Exhibition Design

This paper argues how a more reflective design practice that embraces critical discourses can transform interactive exhibition design and therefore the museum visiting experience. Four framing arguments underpin our exhibition design making: the value of materiality, visiting as an aesthetic experience, challenging the authorized voice, and heritage as a process. These arguments were embodied through design, art and craft practice into one interactive exhibition at a house museum. We draw from our design process discussing the implications that adopting an approach informed by critical heritage debates has on exhibition design and suggest three sensitizing concepts (polyvocal narratives, dialogical interaction, interweaving time and space) bridging the practice of interactive exhibition design and critical heritage theory