Making as Pedagogical Practice in HCI: From Artefacts to Theory Building

This paper introduces the notion of making as a pedagog-ical practice in HCI education. Our focus is on generative design teaching in HCI that prioritizes collaborative en-gagements across a wide range of material encounters. We take the view that HCI education without a critical view of the relationship between people and objects results in abstract reasoning that runs the risk of an impoverished ba-sis in praxis. To support this position, we provide a series of examples from our own teaching. Through these exam-ples we locate our work in the field of new materiality and post-human design asking the question: How can HCI edu-cation account for the material turn? We observe that there is important theory-building work to be done in this area and propose some methods and a direction this work could take. HCI education remains dominated by an instrumen-talist, problem-solving, evaluative approach. We suggest meaning making through material exploration can invigorate the discipline with a new design praxis

The art and science of learning design: Editoral

Editorial for the "art and science of learning design" supplement. Introduces the learning design approach, considers some of the grand challenges associated with it, and presents the papers in this supplement

Learning through interactive artifacts:Personal fabrication using electrochromic displays to remember Atari women programmers

In recent years makerspaces have gained traction as an environment where makers and tinkerers can freely create artefacts with digital fabrication tools. They are particularly suited for introducing new fabrication techniques because these spaces support hands-on experiences. Electrochromic displays are one such technology that has become possible to fabricate using new techniques and off-the-shelf tools which lends itself to be used in a workshop setting. Leveraging this development, we facilitated a makerspace workshop that introduced participants to this new technology. To limit the scope of the workshop outcome we used the little known history of female developers of video games (Atari) from the 1970s and 1980s as a design framing. The participants (undergraduates, 16 female, 2 male, aged 19–21 years) explored the Atari women’s role in development and through this exploration they created artifacts using novel electrochromic displays as designed responses. Throughout the workshop participants answered daily questionnaires and kept records of their progress. Our analysis of the questionnaires and the resulting projects suggests that having a relatable and meaningful context increases both motivation and engagement of the participants. We discuss the extrinsic motivations that enhance engagement, and provide suggestions for introducing new technologies in the makerspace context

Do “attractive things work better”? An exploration of search tool visualisations

A study was conducted to explore associations that may exist between user perceptions of aesthetics and usability in an attempt to validate Norman’s assertion that “attractive things work better”. Participants were run in a semi between-subjects design study. Judgements for aesthetics and usability were elicited prior to and after each test run with a record kept of performance. Pre-use and post-use measures indicated strong relations between judgements of aesthetics and usability, but an association was not found between aesthetics and performance, leading us to conclude that “attractive things are perceived to work better” though attractive systems may not work any better than unattractive systems. These results resemble past research and partly support the work of Norman proposing that valued aesthetics lead to a positive affective response, which opens the mind to creative thinking altering judgements made but not actual behaviour. The findings stress the importance of aesthetics in HCI and design, as an influential factor on perceptions of usability, which in turn influence higher order decisions

Learning design Rashomon II: exploring one lesson through multiple tools

International audienceAn increasing number of tools are available to support the learning design process at different levels and from different perspectives. However, this variety can make it difficult for researchers and teachers to assess the tool that is best suited to their objectives and contexts as learning designers. Several of the tools are presented elsewhere in this issue. In this article, the aforementioned tools are used as lenses to view the same learning design narrative - an inquiry-based learning lesson on healthy eating aimed at secondary-school students - from different perspectives, in a manner inspired by the plot structure of Kurosawa's film "Rashomon". In modelling the lesson on five tools, we uncovered similarities and differences in relation to the challenges posed by modelling a particular learning scenario, the ease of implementation of the computer-interpretable products' output by the tools and their different target audiences and pedagogical specialities. This comparative analysis thus illustrates some of the current underlying issues and challenges in the field of Learning Design

Drama-based education to motivate participation in substance abuse prevention

BACKGROUND: The substance abuse prevention goal of the theatre production "TUNNELS" was to provide community education on substance abuse to an audience in Durham, NC and surrounding communities. The education effort intended to increase awareness and understanding of the risk and protective factors associated with alcohol and other drug use, and to promote pro-active behaviors in substance abuse prevention within the adult community. It was hypothesized that community-based education via drama would change attitudes toward alcohol and substance abuse, and increase participation in family and community activities aimed at substance abuse prevention. METHODS: A focus group comprised of educators, substance abuse researchers and local substance abuse counselors developed "life stories" of users of alcohol and other drugs and a local playwright incorporated these and other experiences into a series of six vignettes. The production was publicized throughout the Durham area, and 700 adults attending the play signed a consent form and completed the pre-play survey. The participant pool was restricted to those adults who completed both the time-1 and time-2 surveys and resided within Durham and surrounding communities. Paired comparisons of mean responses were analyzed using a paired sample two-tailed t-test. A telephone survey three months after the play assessed attitudes toward substance abuse as a disease, and whether the respondents had increased their participation in prevention activities including discussions of the play with others. RESULTS: Viewing the play increased the knowledge base of participants regarding substance abuse as a disease, even though the audience demonstrated an appreciation of risk and protective factors prior to attending the performance. In the pre-play survey, participants indicated a strong opinion that parental involvement in teen life was important, and therefore this was not increased as a result of viewing the play. It was found that the drama increased intent to participate in substance abuse prevention activities at home and in the community. Follow-up surveys performed three months after the performance indicated that participants had discussed the play with others and had increased their participation in substance abuse prevention activities, particularly regarding donations of money. CONCLUSION: Drama incorporates a component of emotional response to the informational content, and the combination of emotion and information works together to promote individual intentions to become more involved in family and community prevention activities. This study demonstrates the efficacy of drama as a mechanism to educate and motivate. Support for this mechanism is warranted at the level of state, local community, school district, and faith-based and community organizations

Learning design Rashomon I – supporting the design of one lesson through different approaches

This paper presents and compares a variety of approaches that have been developed to guide the decision-making process in learning design. Together with the companion Learning Design Rashomon II (Prieto et al., 2013), devoted to existing tools to support the same process, it aims to provide a view on relevant research 20 results in this field. The common thread followed in these two contributions is inspired by Kurosawa’s Rashomon film, which takes multiple perspectives on the same action. Similarly, in this paper, Rashomon I, a lesson on ‘‘Healthy Eating’’ is analysed according to five different approaches, while the Rashomon II paper is used to exemplify the affordances of different tools. For this reason, this paper does not follow the conventional structure of research papers (research question, method, results and discussion), but rather it moves from an introduction providing the rationale for the paper, to a description of the five different approaches to learning design (the 4SPPIces Model, the 4Ts, the e-Design Template, the Design Principles Database and the Design Narrative) and then to a discussion of their 30 similarities and differences to inform the choice of potential users

Nephrotoxicity in survivors of Wilms' tumours in the North of England

One aspect of concern for survivors of Wilms' tumour has been the late outcome in terms of renal function. Previous studies have documented low glomerular filtration rate and high blood pressure in some patients. Furthermore, disorders in tubular function (especially urinary concentration defects) have been suggested but not confirmed in small studies. The aim of this study was to determine the prevalence and nature of subclinical and overt glomerular, proximal and distal renal tubular toxicity in a population based cohort of survivors of Wilms' tumour. Forty patients (24 female) with a median age of 4.3 years (3 months–11.8 years) at diagnosis were studied. Median follow-up was 8.8 (range 0.06–27.5) years. Glomerular filtration rate was measured by 51Cr-EDTA plasma clearance, proximal tubular function by electrolyte fractional excretions, urine excretion of low molecular weight proteins (retinol-binding protein) and renal tubular enzymes (alanine aminopeptidase; N-acetylglucosaminidase) and distal tubular function by the osmolality of the first two urines of the day on 3 consecutive days. Renal size (ultrasound) and blood pressure were also measured. Mean (range) glomerular filtration rate was 100 (61–150) ml min−1 1.73 m−2. Nine were below the reference range for healthy individuals with two kidneys. Most serum electrolyte concentrations (sodium, potassium, chloride, calcium, magnesium and phosphate) fell within the normal range for age, as did the fractional excretions. The values that fell outside the normal range were only marginally abnormal. Subclinical measures of tubular toxicity (retinal-binding protein, alanine aminopeptidase, N-acetylglucosaminidase) were abnormal in only four patients. Thirty-seven patients achieved maximal urine osmolalities ⩾800 mOsm kg−1, but three failed to achieve this value even after DDAVP administration. Two patients had evidence of increased urinary albumin excretion. Compensatory renal hypertrophy was seen in all but two patients, but blood pressure was within normal limits in all patients. Current and past treatment for Wilms' tumour does not have any clinically important nephrotoxic effect in the majority of patients. This finding will enable paediatric oncologists to reassure patients and parents that treatment for Wilms' tumour rarely causes long-term renal impairment

Unintended Consequences of Conservation Actions: Managing Disease in Complex Ecosystems

Infectious diseases are increasingly recognised to be a major threat to biodiversity. Disease management tools such as control of animal movements and vaccination can be used to mitigate the impact and spread of diseases in targeted species. They can reduce the risk of epidemics and in turn the risks of population decline and extinction. However, all species are embedded in communities and interactions between species can be complex, hence increasing the chance of survival of one species can have repercussions on the whole community structure. In this study, we use an example from the Serengeti ecosystem in Tanzania to explore how a vaccination campaign against Canine Distemper Virus (CDV) targeted at conserving the African lion (Panthera leo), could affect the viability of a coexisting threatened species, the cheetah (Acinonyx jubatus). Assuming that CDV plays a role in lion regulation, our results suggest that a vaccination programme, if successful, risks destabilising the simple two-species system considered, as simulations show that vaccination interventions could almost double the probability of extinction of an isolated cheetah population over the next 60 years. This work uses a simple example to illustrate how predictive modelling can be a useful tool in examining the consequence of vaccination interventions on non-target species. It also highlights the importance of carefully considering linkages between human-intervention, species viability and community structure when planning species-based conservation actions