Informal peer critique and the negotiation of habitus in a design studio

Gray, Colin M.

doi:10.1386/adch.12.2.195_1

Cited by 48 publications

(43 citation statements)

References 17 publications

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“…As Brandt, et al [5] have theorized, the studio can be seen as a "bridge" that links the professional and academic communities of practice, and in this way, students are able to work in an environment that links them to their academic context, while also projecting their developing identities toward their eventual professional role. Additional work in this framing has addressed how students develop in a studio-based HCI program, including the kinds of barriers they have to address to reach competence [27], connections between technical skill and communication of concepts [1], and additional factors that affect their individual development of a designerly identity [12].…”

Section: Hci Pedagogymentioning

confidence: 99%

Evolution of design competence in UX practice

Gray

2014

Proceedings of the SIGCHI Conference on Human Factors in Computing Systems

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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.

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Section: Hci Pedagogymentioning

confidence: 99%

Evolution of design competence in UX practice

Gray

2014

Proceedings of the SIGCHI Conference on Human Factors in Computing Systems

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“…In the proximate design studio, discussions around visual or tactile artefacts help design students to reflect on the creations, iterate and improve on those and learn in the process (Schön, 1987). In most cases though, research has looked at formal 'crits' and student-teacher conversations, rather than peer-topeer conversations around artefacts (Gray, 2013).…”

Section: Conversations Around User-generated Online Contentmentioning

confidence: 99%

Engaging Qualities: factors affecting learner attention in online design studios

Lotz¹,

Jones²,

Holden³

2018

DRS2018: Catalyst

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This study looks at the qualities of learner-generated online content, as rated by experts, and how these relate to learners' engagement through comments and conversations around this content. The work uploaded to an Online Design Studio by students across a Design and Innovation Qualification was rated and analysed quantitatively using the Consensual Assessment Technique (CAT). Correlations of qualities to comments made on this content were considered and a qualitative analysis of the comments was carried out. It was observed that design students do not necessarily pay attention to the same qualities in learner-generated content that experts rate highly, except for a particular quality at the first level of study. The content that students do engage with also changes with increasing levels of study. These findings have implications for the learning design of online design courses and qualifications as well as for design institutions seeking to supplement proximate design studios with Online Social Network Services.

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“…Barrett (2000) and Percy (2004) cite frustration, alienation, and lack of student participation as outcomes of the traditional design critique. Further research yields a list of factors that may impede student learning, including the size (Blair, 2006) and dynamics of the group (Gray, 2013); language and cultural competencies (Lasserre, 2010;Wong 2011); and perceived self-efficacy (Gaffney, 2011). …”

Section: The Design Critiquementioning

confidence: 99%