Experience

Publications

• Meaning Reconstruction as an Approach to Analyze Critical Dimensions of HCI Research

  ACM SIGCHI

• Meaning Reconstruction as an Approach to Analyze Critical Dimensions of HCI Research

  ACM SIGCHI

• Searching for Personal Territory in a Human-Computer Interaction Design Studio

  Journal for Education in the Built Environment

  The literature regarding studio-based education suggests that personal space is an integral component of a studio-based pedagogy (Brandt et al., 2010; Demirbaş and Demirkan, 2000). However, the extant studio designed for a Human-Computer Interaction dDesign (HCI/d) programme at the Masters level examined in this study does not offer any apparent provision for such space. This study aimed to determine if and how students in a studio-based HCI/d programme create and maintain personal space in a publicly accessible studio that does not explicitly provide space dedicated to individuals. The results of this study indicated a tendency toward group territoriality, with individual territoriality as a non-normative behaviour. These groups were generally ad hoc in construction, which presents a number of possible curriculum features by which students loosely form groups. The student’s personal computer and other personal items often indicated individual boundaries as well. The faculty design focused on integration of faculty and student spaces, public display of student work and studio-based classes. At this early stage, there are gaps between implementation and design. Opportunities for further research are explored.

• Meaning Reconstruction as an Approach to Analyze Critical Dimensions of HCI Research

  ACM SIGCHI

• Searching for Personal Territory in a Human-Computer Interaction Design Studio

  Journal for Education in the Built Environment

  The literature regarding studio-based education suggests that personal space is an integral component of a studio-based pedagogy (Brandt et al., 2010; Demirbaş and Demirkan, 2000). However, the extant studio designed for a Human-Computer Interaction dDesign (HCI/d) programme at the Masters level examined in this study does not offer any apparent provision for such space. This study aimed to determine if and how students in a studio-based HCI/d programme create and maintain personal space in a publicly accessible studio that does not explicitly provide space dedicated to individuals. The results of this study indicated a tendency toward group territoriality, with individual territoriality as a non-normative behaviour. These groups were generally ad hoc in construction, which presents a number of possible curriculum features by which students loosely form groups. The student’s personal computer and other personal items often indicated individual boundaries as well. The faculty design focused on integration of faculty and student spaces, public display of student work and studio-based classes. At this early stage, there are gaps between implementation and design. Opportunities for further research are explored.

• Learners Interpreting Instructional Images: Meaning-Making and Decision-Making Strategies

  Journal of Visual Literacy

  Instructional images are used widely in textbooks and other learning materials, but the role of learner interpretation has not been adequately explored. While previous research has demonstrated the diversity of interpretation derived from images by learners, this research has not consistently taken place in the context of authentic learning tasks. In this study, we examine the interpretations made by in a university environment in an authentic learning context— specifically foreign language learners. Participants included English speakers learning Arabic and Arabic speakers learning English, and their use of a set of designed illustrations. Meaning- making and decision-making strategies were identified, demonstrating the non-deterministic role of images in the learning activity.

• Meaning Reconstruction as an Approach to Analyze Critical Dimensions of HCI Research

  ACM SIGCHI

• Searching for Personal Territory in a Human-Computer Interaction Design Studio

  Journal for Education in the Built Environment

  The literature regarding studio-based education suggests that personal space is an integral component of a studio-based pedagogy (Brandt et al., 2010; Demirbaş and Demirkan, 2000). However, the extant studio designed for a Human-Computer Interaction dDesign (HCI/d) programme at the Masters level examined in this study does not offer any apparent provision for such space. This study aimed to determine if and how students in a studio-based HCI/d programme create and maintain personal space in a publicly accessible studio that does not explicitly provide space dedicated to individuals. The results of this study indicated a tendency toward group territoriality, with individual territoriality as a non-normative behaviour. These groups were generally ad hoc in construction, which presents a number of possible curriculum features by which students loosely form groups. The student’s personal computer and other personal items often indicated individual boundaries as well. The faculty design focused on integration of faculty and student spaces, public display of student work and studio-based classes. At this early stage, there are gaps between implementation and design. Opportunities for further research are explored.

• Learners Interpreting Instructional Images: Meaning-Making and Decision-Making Strategies

  Journal of Visual Literacy

  Instructional images are used widely in textbooks and other learning materials, but the role of learner interpretation has not been adequately explored. While previous research has demonstrated the diversity of interpretation derived from images by learners, this research has not consistently taken place in the context of authentic learning tasks. In this study, we examine the interpretations made by in a university environment in an authentic learning context— specifically foreign language learners. Participants included English speakers learning Arabic and Arabic speakers learning English, and their use of a set of designed illustrations. Meaning- making and decision-making strategies were identified, demonstrating the non-deterministic role of images in the learning activity.

• Judgment and Instructional Design: How ID Practitioners Work In Practice

  Performance Improvement Quarterly

  In this study, we address the relative lack of rigorous research on instructional design (ID) practice via an exploratory study in which pairs of researchers observed design judgments made by eight practicing instructional designers in two consulting environments as they went about their normal work activities. In our analysis, we sought to characterize their practice on its own terms, rather than through superimposition of existing ID models or frameworks. A nonprescriptive, philosophical framework of design judgment by Nelson and Stolterman (2012) was operationalized and used to frame two phases of analysis: identifying and coding design judgments and creating holistic summaries of the observed practice. We found that design judgments occur quite frequently throughout design, often in clustered or layered ways, rather than in “pure” forms. These judgments appeared to be shaped by factors unique to the firm, the role or position of the designer, and project, ­client, or other external factors.

• Meaning Reconstruction as an Approach to Analyze Critical Dimensions of HCI Research

  ACM SIGCHI

• Searching for Personal Territory in a Human-Computer Interaction Design Studio

  Journal for Education in the Built Environment

  The literature regarding studio-based education suggests that personal space is an integral component of a studio-based pedagogy (Brandt et al., 2010; Demirbaş and Demirkan, 2000). However, the extant studio designed for a Human-Computer Interaction dDesign (HCI/d) programme at the Masters level examined in this study does not offer any apparent provision for such space. This study aimed to determine if and how students in a studio-based HCI/d programme create and maintain personal space in a publicly accessible studio that does not explicitly provide space dedicated to individuals. The results of this study indicated a tendency toward group territoriality, with individual territoriality as a non-normative behaviour. These groups were generally ad hoc in construction, which presents a number of possible curriculum features by which students loosely form groups. The student’s personal computer and other personal items often indicated individual boundaries as well. The faculty design focused on integration of faculty and student spaces, public display of student work and studio-based classes. At this early stage, there are gaps between implementation and design. Opportunities for further research are explored.

• Learners Interpreting Instructional Images: Meaning-Making and Decision-Making Strategies

  Journal of Visual Literacy

  Instructional images are used widely in textbooks and other learning materials, but the role of learner interpretation has not been adequately explored. While previous research has demonstrated the diversity of interpretation derived from images by learners, this research has not consistently taken place in the context of authentic learning tasks. In this study, we examine the interpretations made by in a university environment in an authentic learning context— specifically foreign language learners. Participants included English speakers learning Arabic and Arabic speakers learning English, and their use of a set of designed illustrations. Meaning- making and decision-making strategies were identified, demonstrating the non-deterministic role of images in the learning activity.

• Judgment and Instructional Design: How ID Practitioners Work In Practice

  Performance Improvement Quarterly

  In this study, we address the relative lack of rigorous research on instructional design (ID) practice via an exploratory study in which pairs of researchers observed design judgments made by eight practicing instructional designers in two consulting environments as they went about their normal work activities. In our analysis, we sought to characterize their practice on its own terms, rather than through superimposition of existing ID models or frameworks. A nonprescriptive, philosophical framework of design judgment by Nelson and Stolterman (2012) was operationalized and used to frame two phases of analysis: identifying and coding design judgments and creating holistic summaries of the observed practice. We found that design judgments occur quite frequently throughout design, often in clustered or layered ways, rather than in “pure” forms. These judgments appeared to be shaped by factors unique to the firm, the role or position of the designer, and project, ­client, or other external factors.

• Models and Design Judgment: Conflicting Perspectives on Redesigning a Doctoral Readings Course

  International Journal of Designs for Learning

  The purpose of this project was to document the redesign of an existing doctoral reading course for an online environment. Potential methods for actualizing the proposed course structure in an online environment, including technology tools and interactions are discussed. The design process began within the framework of the Four-Component Instructional Design (4C/ID) model (van Merriënboer, 1997; van Merriënboer & Kirchner, 2007), which advocates a shift from topic-centeredness to a task-centered course organization, but quickly evolved into a flexible, iterative design process that was informed by prototyping, the judgment of the design team, and various theories of knowledge and knowing. The 4C/ID model represented our philosophical starting point, but our focus quickly shifted to a more flexible, eclectic process as we attempted to reconcile conflicting constraints on the final design. Along with the redevelopment of course objectives to meet strategic goals within the doctoral program came a focus on facilitating research thinking of the students rather than teaching isolated research tasks. The design process resulted in changes to the current residential course, which then provided an opportunity for further investigation.