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INTRO
PhD Candidate in Instructional Systems Technology at Indiana University
Practicing graphic and interactive designer
My research focuses on design education and how pedagogy and practice can be more strongly linked
THE CONTRIBUTION
Step towards an understanding of UX competence
How junior UX designers relate to their workplace
Linkages between pedagogy and practice
–Weinert, 2001
“a roughly specialized system of abilities, proficiencies, or skills
that are necessary or sufficient to reach a specific goal [that] can be applied to individual dispositions
or to the distribution of such dispositions within a social group
or an institution.”
GROUNDING VIEWS OF COMPETENCE
System of abilities applied in context (Rychen & Salganik, 2003)
Design ability and reflection (Arvola & Artman, 2008; Schön, 1983)
Expertise (Cross, 2004; Dreyfus, 1981; Lawson, 2004)
Learnable and teachable (Trier, 2001)
SO WHAT? …FRAMING THIS STUDY
No set of UX competencies exists
Pedagogy must adapt to changes in the market
This study focuses on the liminal space where a student becomes a practitioner
METHOD | PARTICIPANTS
11 PARTICIPANTS
5 STUDENTS 5 EARLY PROFESSIONALS} }
completing an internship
taking their first UX job
METHOD | DATA COLLECTION
1 2 3 4 5 6 7 8 9 10 11 12
SURVEY + CRITICAL INTERVIEW
}
weekly survey
monthlycritical interview
METHOD | ANALYSIS
111 SURVEY RESPONSES 23 INTERVIEWS+
QUALITATIVE QUANTITATIVE}thematic analysis
}
scatterplot
FINDINGS | EMERGENT THEMES
Tool/representational knowledge
Dealing with complexity
Vocabulary/language/communication
Design leadership
Internal/external upskilling
Reconciling corporate reality/culture
Designerly identity
FINDINGS | EMERGENT THEMES
Tool/representational knowledge
Dealing with complexity
Vocabulary/language/communication
Design leadership
Internal/external upskilling
Reconciling corporate reality/culture
Designerly identity
–Intern, Week 7
“I've learned to stop worrying about what software I'm using
and leverage what I know.”
TOOL/REPRESENTATIONAL KNOWLEDGE
–Early Professional, Week 8
“They sort of test the limit of what our ‘nice’ designs do once they get thrown into a more complex and outlier situation. It's a lot about
making a judgment call and keeping up with consistency.”
DEALING WITH COMPLEXITY
–Intern, Week 3
“We had a phone call with a client today. We were briefed before to only speak if ‘teed’ up to speak.
That is such an abrasive thought for a HUMAN computer interaction designer.”
DESIGNERLY IDENTITY
DISCUSSION
Competence in UX as:
Fluid
Personally and organizationally situated
Bound to context of use
Based on the identity and life experience of the individual designer
DISCUSSION |FLUIDITY OF COMPETENCE
Corporate culture was the center of the beginning UX designer’s experience
Designers experienced a decreasing reliance on tool knowledge, focusing more on soft skills
Movement to self-directed learning
Co-constructing a professional identity
DISCUSSION | IDENTITY
Students actively evaluated their own identity in relation to their work environment
They had to reconcile inconsistencies between pedagogy and authentic practice, including:
what it means to be a competent UX designer
how their identity is shaped by their work environment
IMPLICATIONS & FUTURE WORK
HCI pedagogy linked to professional practice
UX competencies and individual design identity
Larger scale work