Forming A Design Identity in Computing Education Through Reflection and Peer Interaction
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The document discusses the role of reflection and peer interaction in forming a design identity within computing education, focusing on students' experiences in an introductory interaction design course. It highlights findings related to identity affirmation, reinforcement of design concepts, and future-oriented identity elements, emphasizing the importance of reflection for metacognition and identity formation. Key data includes reflections from over 140 students and their comments on peers’ design processes.
Forming A Design Identity in Computing Education Through Reflection and Peer Interaction
- 1. COLIN M. GRAY & AUSTIN L. TOOMBS PURDUE UNIVERSITY THROUGH REFLECTION & PEER INTERACTION FORMING A DESIGN IDENTITY IN COMPUTING EDUCATION
- 2. GROUNDING THIS WORK • Reflection as a tool to externalize how a student is thinking about design (Gray, 2014; Gray & Siegel, 2013; Siegel & Stolterman, 2008) • Reflection as a means of stimulating metacognition and engaging learners’ agency (Allie et al., 2009; Turns et al., 2015) • Making identity formation explicit as a goal of reflection (Tracey & Hutchinson, 2013; Tracey, Hutchinson, & Grzebyk, 2014) • Taking on multiple views of identity (Gee, 2000; Tonso, 2006a; Pierrakos et al., 2009) • Designerly talk as constitutive of identity (Gray & Howard, 2014)
- 3. What topics do students discuss when commenting on their peers’ reflections in an introductory graduate interaction design course? How do these comments relate to the students’ assessment of their own design ability at the conclusion of the semester? 1 2
- 4. CONTEXT
- 5. DATA
- 6. Introductory course in interaction design
- 7. 1 HCI design course 144 students 1,619 posts 2,019 posts 3YEARS
- 8. END OF SEMESTER REFLECTION FALL ’14: perception of design errors students experienced or embodied FALL ’15: reflection about students’ metamorphosis as a designer n=55 n=31
- 9. FINDINGS
- 10. FINDINGS AFFIRMATION REINFORCEMENT OF DESIGN CONCEPTS COMMISERATION IDENTITY PROJECTION REFLECTION VALUE
- 11. FINDINGS AFFIRMATION “You were a great facilitator and probably one of the hardest workers during project 2.” Identity elements that were already well-developed and explicitly acknowledged
- 12. FINDINGS “the design and the core are inextricably, fundamentally connected, if not the same thing.” Identity elements that were formative to the students’ practice and view of design REINFORCEMENT OF DESIGN CONCEPTS
- 13. FINDINGS COMMISERATION “I am all for the fire under your ass.” Positive identity elements that were produced through challenging, yet shared experiences
- 14. FINDINGS “I’m thinking if should I become a visual designer that excels in user experience? Or should it be the other way around?” Identity elements that are future-oriented and linked with the practice of design IDENTITY PROJECTION
- 15. FINDINGS REFLECTION VALUE “I asked a question to some of the professors and mentors on orientation day and it was, “if there’s something a budding designer should do more of, on a regular basis (other than sketching or reading literature), what is it?” and one of them said “to reflect”. I didn’t get it then, but I do now.” Identity formation realized through reflection & metacognition
- 17. UI UX ID EDU AFFINITIES ACADEMIA PRACTICE DISCOURSE BRANDT ET AL., 2013; GRAY, 2014
- 18. THANK YOU COLIN M. GRAY colingray.me | uxp2.com gray42@purdue.edu