Embedding Social Media

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An overview of multimedia learning concerns when using embedded social media tools, focusing on the iconographic and technical implications of video embedding.

Bildung News & Politik Business

AREAS OF APPLICATION

• Video • Links with rich media preview

• Audio • iframed rich media (i.e., pdf,
slideshare, etc.)
• Animation
• Social Media widgets
• Simulation

• RSS Feed

VISUAL ICONOGRAPHY

SKIP
= FAST FORWARD
ADVANCE

dozens of interfaces for
video embedding

dozens of interfaces for
video embedding

ambiguous icons used in
universal settings

PATHS TO CONSISTENCY

using the same embed type for all media integration

PATHS TO CONSISTENCY

using the same embed type for all media integration

limiting media types based on their embed footprint

PATHS TO CONSISTENCY

using the same embed type for all media integration

limiting media types based on their embed footprint

disallowing media types to maintain legacy environment

using the same embed type for all media integration

limiting media types based on their embed footprint

disallowing media types to maintain legacy environment

status quo
format

embed
code
user
experience
consistency
using the same embed type for all media integration

limiting media types based on their embed footprint

disallowing media types to maintain legacy environment

METHODOLOGY AT WORK

Split-attention

Navigational

PATHS TO CONSISTENCY

using the same embed type for all media integration

dull consistency

consistent user experience

PATHS TO CONSISTENCY

limiting media types based on their embed footprint

PATHS TO CONSISTENCY

limiting media types based on their embed footprint

limited content choices

less security risk and overhead

less training on proper integration

PATHS TO CONSISTENCY

disallowing media types to maintain legacy environment

PATHS TO CONSISTENCY

disallowing media types to maintain legacy environment

stale technology

limited media integration

ease of deployment

uniﬁed training for end user

INTEGRATING MEDIA

• Be consistent

‣ Standardize content delivery

INTEGRATING MEDIA

• Be consistent

‣ Standardize content delivery

‣ Limit media channels

INTEGRATING MEDIA

• Be consistent

‣ Standardize content delivery

‣ Limit media channels

• Be progressive

INTEGRATING MEDIA

• Be consistent

‣ Standardize content delivery

‣ Limit media channels

• Be progressive

‣ Try new media types for effectiveness

INTEGRATING MEDIA

• Be consistent

‣ Standardize content delivery

‣ Limit media channels

• Be progressive

‣ Try new media types for effectiveness

‣ If it works, ﬁnd an integration path

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Interest in critical scholarship that engages with the complexity of user experience (UX) practice is rapidly expanding, yet the vocabulary for describing and assessing criticality in practice is currently lacking. In this paper, we outline and explore the limits of a specific ethical phenomenon known as "dark patterns," where user value is supplanted in favor of shareholder value. We assembled a corpus of examples of practitioner-identified dark patterns and performed a content analysis to determine the ethical concerns contained in these examples. This analysis revealed a wide range of ethical issues raised by practitioners that were frequently conflated under the umbrella term of dark patterns, while also underscoring a shared concern that UX designers could easily become complicit in manipulative or unreasonably persuasive practices. We conclude with implications for the education and practice of UX designers, and a proposal for broadening research on the ethics of user experience.

The Dark (Patterns) Side of UX Design

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Presented at AERA'18. Abstract: There is growing interest in reflection and the value of reflection activities in enhancing students’ metacognitive abilities. Reflection effectively connects thinking and doing, building students’ understanding both of what they know, and how to activate that knowledge in their future work. In this study, we explore the formation of students’ design identity as scaffolded by a reflection blog in a graduate human-computer interaction program. Data include 1619 posts and 2019 comments posted by 144 students across three consecutive semesters of an introductory graduate interaction design course. Our analysis demonstrates how designerly talk among students may influence understanding and performance in their future practitioner roles. Implications for professional identity formation, and the role of reflection in this process, are considered.

Forming A Design Identity in Computing Education Through Reflection and Peer ...

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Presented at AERA'18. Abstract: Instructional design as a practice and set of knowledge has long claimed to exist at a level “beyond discipline”—where the principles that designers derive from instructional theory and learning theory are in certain ways “content-agnostic.” This has led to an understanding of instructional design practice that privileges theoretical abstractions of instructional design activities over what are often thought of as “selection of a model” or “modifications to the model.” In this proposal, we rely upon a case study to illustrate these tensions and facilitate a conversation about the limitations of current ID models and practices. In the case, we describe the interactions among instructors and program designers in an experimental undergraduate transdisciplinary degree program across multiple years of course and program development, productively complicating traditional notions of ID practice as model-directed and model-driven. Through this case, we identify multiple tensions in designing across disciplines or in discipline-agnostic ways, including multiple instances where traditional ID guidance or knowledge is currently entirely lacking or insufficient. We conclude with opportunities for inculcating a more expansive notion of design in instructional design and technology to meet the growing need of designing inter/trans-disciplinary educational experiences.

Breaking the Model, Breaking the “Rules:” Instructional Design in a Transdisc...

colin gray

In conjunction with the drive towards human-centered design in engineering education, questions arise regarding how students build and engage a socially-aware engineering identity. In this paper, we describe how students in a transdisciplinary undergraduate program struggle to engage with ontological and epistemological perspectives that draw on that social turn, particularly in relation to human-centered engineering approaches and sociotechnical complexity. We use a critical qualitative meaning reconstruction approach to deeply analyze the meaning-making assumptions of these students to reveal characteristic barriers in engaging with other subjectivities, and related epistemological and ontological claims implicit in these subjectivities. We conclude with implications for encouraging socially-aware identity formation in engineering education.

Developing a Socially-Aware Engineering Identity Through Transdisciplinary Le...

colin gray

Interest in the codification and application of design methods is rapidly growing as businesses increasingly utilize “design thinking” approaches. However, in this uptake of design methods that encourage designerly action, the ontological status of design methods is often diffuse, with contradictory messages from practitioners and academics about the purpose and desired use of methods within a designer’s process. In this paper, I explore the paradoxical nature of design methods, arguing for a nuanced view that includes the (often) conflicting qualities of prescription and performance. A prescriptive view of methods is drawn from the specification of methods and their “proper” use in the academic literature, while a performative view focuses on in situ use in practice, describing how practitioners use methods to support their everyday work. The ontological characteristics and practical outcomes of each view of design methods are considered, concluding with productive tensions that juxtapose academia and practice.

What is the Nature and Intended Use of Design Methods?

colin gray

There has been increasing interest in the work practices of user experience (UX) designers, particularly in relation to approaches that support adoption of human-centered principles in corporate environments. This paper addresses the ways in which UX designers conceive of methods that support their practice, and the methods they consider necessary as a baseline competency for beginning user experience designers. Interviews were conducted with practitioners in a range of companies, with differing levels of expertise and educational backgrounds represented. Interviewees were asked about their use of design methods in practice, and the methods they considered to be core of their practice; in addition, they were asked what set of methods would be vital for beginning designers joining their company. Based on these interviews, I evaluate practitioner conceptions of design methods, proposing an appropriation-oriented mindset that drives the use of tool knowledge, supporting designers’ practice in a variety of corporate contexts. Opportunities are considered for future research in the study of UX practice and training of students in human-computer interaction programs.

“It’s More of a Mindset Than a Method”: UX Practitioners’ Conception of Desig...

colin gray

A critical tradition has taken hold in HCI, yet research methods needed to meaningfully engage with critical questions in the qualitative tradition are nascent. In this paper, we explore one critical qualitative research approach that allows researchers to probe deeply into the relationships between communicative acts and social structures. Meaning reconstruction methods are described and illustrated using examples from HCI research, demonstrating how social norms can be traced as they are claimed and reproduced. We conclude with implications for strengthening rigorous critical inquiry in HCI research, including the use of extant critical research methods to document transparency and thick description.

Meaning Reconstruction as an Approach to Analyze Critical Dimensions of HCI R...

colin gray

Critique is the primary method of assessment used in design education, yet is not well understood apart from traditional structures of institutional power and faculty initiation. In this study, we analyze the classroom presentations and critiques of eleven teams in a design-focused human-computer interaction graduate program, focusing on an emergent instructional design for technologically-mediated critique created by experienced students serving as peer mentors. Initial analysis suggests complex interaction between multiple modes of critique beyond the “traditional” critique: 1) public oral critique led by faculty, 2) a critique document authored in Google Docs by experienced students, and 3) backchannel chat in Google Docs by experienced students. These interactions indicate instructional affordances for including many simultaneous users within an existing critique infrastructure. Implications of this instructional design for expanding the capacity of physical critique events and the role of participation in student learning are considered.

Inverting Critique: Emergent Technologically-Mediated Critique Practices of D...

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Expert designers determine what problem needs to be solved—framing the design space, and not just designing an appropriate solution. In this study, undergraduate and graduate industrial design students at a large Midwestern university were engaged in a one-day workshop, focusing on designing products for natives of Sub-Saharan Africa to sell in their home nations. Participants worked in teams to generate a range of constraints and problem statements. Teams struggled to identify specific use contexts and users, even though these elements were present in provided research materials. They appeared to build distance between their own experiences and that of the users they were designing for, potentially bifurcating their sense of ethics and normative commitments that were actively being reified in problem statements and solutions.

Developing an Ethically-Aware Design Character through Problem Framing

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Embedding Social Media

1. EMBEDDING SOCIAL MEDIA

2. WHY THE CONFUSION?

3. WHY THE CONFUSION?

5. AREAS OF APPLICATION

6. AREAS OF APPLICATION • Video • Links with rich media preview • Audio • iframed rich media (i.e., pdf, slideshare, etc.) • Animation • Social Media widgets • Simulation • RSS Feed

7. AREAS OF APPLICATION • Video • Links with rich media preview • Audio • iframed rich media (i.e., pdf, slideshare, etc.) • Animation • Social Media widgets • Simulation • RSS Feed

10.

11. VISUAL ICONOGRAPHY

12. VISUAL ICONOGRAPHY = PLAY

13. VISUAL ICONOGRAPHY

14. VISUAL ICONOGRAPHY =

15. VISUAL ICONOGRAPHY SKIP =

16. VISUAL ICONOGRAPHY SKIP = FAST FORWARD

17. VISUAL ICONOGRAPHY SKIP = FAST FORWARD ADVANCE

18. VISUAL ICONOGRAPHY SKIP = FAST FORWARD ADVANCE

19. VISUAL ICONOGRAPHY SKIP = FAST FORWARD ADVANCE

20. SO, WHY THE CONFUSION?

21. dozens of interfaces for video embedding

22. dozens of interfaces for video embedding ambiguous icons used in universal settings

23. PATHS TO CONSISTENCY

24. PATHS TO CONSISTENCY using the same embed type for all media integration

25. PATHS TO CONSISTENCY using the same embed type for all media integration limiting media types based on their embed footprint

26. PATHS TO CONSISTENCY using the same embed type for all media integration limiting media types based on their embed footprint disallowing media types to maintain legacy environment

27. using the same embed type for all media integration limiting media types based on their embed footprint disallowing media types to maintain legacy environment

28. status quo format embed code user experience consistency using the same embed type for all media integration limiting media types based on their embed footprint disallowing media types to maintain legacy environment

29. METHODOLOGY AT WORK

30. METHODOLOGY AT WORK Split-attention

31. METHODOLOGY AT WORK Split-attention Navigational

38. NAVIGATIONAL

39. NAVIGATIONAL

40. NAVIGATIONAL

41. NAVIGATIONAL

42. NAVIGATIONAL

43. NAVIGATIONAL

44. NAVIGATIONAL

45. NAVIGATIONAL

46. PATHS TO CONSISTENCY using the same embed type for all media integration limiting media types based on their embed footprint disallowing media types to maintain legacy environment

47. PATHS TO CONSISTENCY using the same embed type for all media integration

48. PATHS TO CONSISTENCY using the same embed type for all media integration dull consistency consistent user experience

49. PATHS TO CONSISTENCY limiting media types based on their embed footprint

50. PATHS TO CONSISTENCY limiting media types based on their embed footprint limited content choices less security risk and overhead less training on proper integration

51. PATHS TO CONSISTENCY disallowing media types to maintain legacy environment

52. PATHS TO CONSISTENCY disallowing media types to maintain legacy environment stale technology limited media integration ease of deployment uniﬁed training for end user

53. INTEGRATING MEDIA

54. INTEGRATING MEDIA • Be consistent

55. INTEGRATING MEDIA • Be consistent ‣ Standardize content delivery

56. INTEGRATING MEDIA • Be consistent ‣ Standardize content delivery ‣ Limit media channels

57. INTEGRATING MEDIA • Be consistent ‣ Standardize content delivery ‣ Limit media channels • Be progressive

58. INTEGRATING MEDIA • Be consistent ‣ Standardize content delivery ‣ Limit media channels • Be progressive ‣ Try new media types for effectiveness

59. INTEGRATING MEDIA • Be consistent ‣ Standardize content delivery ‣ Limit media channels • Be progressive ‣ Try new media types for effectiveness ‣ If it works, ﬁnd an integration path

Embedding Social Media

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