Wendy Roldan: Hi everyone, my name is Wendy Roldan and I am a PhD candidate at the University of Washington in the department of human centered design and engineering.
Wendy Roldan: And I am very excited to share with you all today are just 2021 paper pedagogical strategies for reflection in project based each education with end users.
Wendy Roldan: And this is work that was done with an awesome team of co authors listed here and we are all at the University of Washington so let's get started.
Wendy Roldan: The motivation for this work is that, as the field of HCI and interaction design matures, there have been increased efforts to actively reflect on but also investigate and propose new pedagogical approaches for HCI.
Wendy Roldan: Prior work in the past couple of years, recommends HCI curriculum that responds to the dynamics of socio behavioral context.
Wendy Roldan: Curriculum that supports a multi disciplinary science and curriculum that bridges design philosophies and practice. Similarly we've seen the increase of communities, such as the HCI education community of practice and the group of people thinking through the future of design education.
Wendy Roldan: And prior work has been incredibly valuable for informing best practices for HCII education but we found that in our review of the existing literature few scholarship exist where they study
Wendy Roldan: The practice of implementing research recommendations into the classroom and this might be because because HCI education, research, is still in its infancy, the ACM.
Wendy Roldan: curricula for HCI interaction was published in 1992 and there's been a lot of work, since then, and here we want to acknowledge that there are a number of
Wendy Roldan: professors and HCI educators, taking the translation from HCI research recommendations to their classroom but we didn't find scholarship about the process of implementing.
Wendy Roldan: And we argue that the translation of research to HCI classroom practice presents an opportunity to not only understand student experience but to really understand deeply how students respond to research recommendations that we implement in our classroom practices.
Wendy Roldan: It also presents an opportunity to support, educators and making informed pedagogical choices.
Wendy Roldan: and it presents an opportunity to explore how best practices for HCI education can be adapted, based on context, who is in the HCI classroom who is teaching the HCI curriculum and and what context is this HCI classroom existing and.
Wendy Roldan: So over the past three years, our work has undergone an active process of reframing, how do we support design students in engagements with end users during participatory design sessions. In our first year of this work, we wrote about in CHI2020
Wendy Roldan: where we presented how we incorporated users into the classroom and how students responded to having users as part of their HCI curriculum.
Wendy Roldan: In the second year we have this paper. I'll present the findings of this paper today where we show how we supported students in
Wendy Roldan: their engagements and how we incorporated in scaffolding specific activities for reflection. We just wrapped up the third year of doing this work where we continued partnering with masters students and children to design new technologies, all on zoom.
Wendy Roldan: So in this particular paper to them going to present a research design investigation of a studio based HCI course.
Wendy Roldan: which was revised based on hdi education recommendations in the literature and we specifically draw on Sengers at al. 2005, Roldan et al. 2020 and Cook et al. 2020 who all propose how and the importance of incorporating reflection into hca.
Wendy Roldan: We argue that this is a research to design process because it's a process in which we as design, educators and design researchers.
Wendy Roldan: are trying to generate new knowledge that transforms the world from the current state to the preferred state of HCI education.
Wendy Roldan: In our work, we saw the opportunity for more evidence based practices and he is specifically those around reflection, so we implemented five key course revisions in our course in our HCI course.
Wendy Roldan: So, to give you more context on the course it is a 10 week course it had 42 graduate level HCI students and the students were grouped into teams to design a socially relevant multiplayer video game.
Wendy Roldan: for children with a custom tangible input controller made from arduino. To inform and test their prototypes, students engaged in to participatory design sessions with children.
Wendy Roldan: And user studies are difficult to teach without experiential learning, so we helped students developed the skills necessary to plan,
Wendy Roldan: execute, and learn from those sessions. We scaffolding their study preparation, we provided and discussed curated video examples and we added reflection activities and prompts throughout the course.
Wendy Roldan: And in our paper we detail explicitly that specific changes we made based on our learnings from year one and based on the existing literature, on reflection, for HCI.
Wendy Roldan: And we also detail our rationale for incorporating those course components. I invite you to read our paper for more detail.
Wendy Roldan: And I'll show you here what it looks like. It looked like children and master students being in a room together,
Wendy Roldan: playing with different activities, playing with different games giving input responding, and there were a lot of things happening in that session, and this is a screenshot from a video recording.
Wendy Roldan: So through this work, we asked three research questions, the first question was around the educational experience of the students in response to our course revisions.
Wendy Roldan: The second research question was what strategies supported or hindered students reflective practice. The third research question dove deep into the insights that potentially students gained by engaging in these reflective practices as part of their HCI education.
Wendy Roldan: To answer these research questions we drew on four sources of rich data, where we brought together the responses from the reflection surveys that students filled out.
Wendy Roldan: We had video recordings of all eight student led PT sessions with children.
We analyzed four artifacts from final project documentation and after the course ended we conducted semi structured interviews with 20 out of the 42 enrolled students.
Wendy Roldan: And to analyze our data we followed qualitative research approaches aligned with interpretive as lines of inquiry, where we saw knowledge is iteratively co- constructed between researchers and participants.
Wendy Roldan: Because of all of our rich sources of data we use Miro to start to notice to themes and patterns after open coding all of the data.
Wendy Roldan: Throughout the process we kept analytical memos of what we were noticing we developed a total of 122 sub codes and 10 high level codes
and after developing these high level codes, we came together to present the three findings we show in our paper.
Wendy Roldan: So in our paper I show a lot more detail, we show a lot more detail of our findings, but to give you an overview.
Wendy Roldan: In the paper we show how students responded to the course revisions. We show which characteristics supported or hindered students' reflective practice in our classroom.
Wendy Roldan: And we show the insights that students gained from being engaged in their reflective practice.
Wendy Roldan: I don't have time to go in depth into every one of the student responses to our course revisions, but i'll highlight here that the mid- quarter video clip.
Wendy Roldan: showed students, how to be flexible, with the plan and respond quickly to different conditions. We saw that students
Wendy Roldan: noticing and watching themselves on those video clips help them see and navigate for the second session, how they were going to respond to this unpredictable user group.
Wendy Roldan: In our second finding sections, we present that three things that supported students reflective practice.
Wendy Roldan: Were the multi-faceted nature of our props we had within team reflections and we had cross team reflections we had individual functions and we had written reflections. We had oral debriefs. So that was an important piece that we saw a lot of students resonated with.
Wendy Roldan: I'll call out here that the pedagogical characteristic, one pedagogical characteristic that we saw that hindered students reflective practice
Wendy Roldan: was the uncomfortableness of watching themselves. The students said, even though it was cringe-y being watched then we realized some things we were trying to pay attention the second session because of this midpoint check in where they were reviewing video from their previous session.
Wendy Roldan: The third finding in our paper shows how students gained insights about nuanced moments in their engagements with users.
Wendy Roldan: In terms of implications for pedagogy and design, we ask what's at risk of we don't train reflective human beings throughout our classroom practices.
Wendy Roldan: We propose that noticing can prompt critical reflection about design situations that may seem in ephemeral in the moment but are really important to attend to with respect to ethical considerations, equity, diversity, and inclusion.
Wendy Roldan: We propose that educators can take the time to encourage noticing in the classroom through scaffolding activities such as the ones that we present in our paper.
Wendy Roldan: We propose that the concept of noticing is not just about.
Wendy Roldan: noticing flaws or challenges but opportunities, where we can improve our interactions through design processes and our paper we propose - a myriad
Wendy Roldan: many ways for educators to scaffold noticing in their classroom for students to lead their own noticing. And we present an opportunity for innovative tools and techniques to scale video based reflection.
Wendy Roldan: Our contributions are threefold. We present evidence based pedagogy research in HCI education. We propose the notion of noticing.
Wendy Roldan: And we argue that we can support designers to these specific ways in our HCI practice to observe their details from user sessions, such as input and dynamically adapting during their sessions.
Wendy Roldan: I want to thank all of our collaborators and our funding sources in our work.
Wendy Roldan: And I'll leave you with this slide thanks.