Exam arrangements have eaten a lot of my time this year: guiding a record number of students through deadline extensions processes; adapting exam modalities to make sure student with technical or broadband issues are able to present their work; encouraging students to seek assessment and exam arrangements to compensate for the toll the pandemic is having on their mental health or the abuse they face at home; and generally feeling that exam arrangements and deadline extensions processes are not up to the task of ensuring assessment fairness.
(I’m pretty sure I should state here that these views do not represent University of Sussex, the teaching team I am part of or my department and school, and that my examples are drawn from personal, colleagues’ and friends’ experiences and that each represent several incidents and not individual students)
De la direction de thèse à l’environnement de travail, un aperçu des bonnes conditions pour faire un doctorat.
On commence trop souvent une thèse sans avoir une idée réaliste du travail à fournir ou du système universitaire. C’est particulièrement le cas pour les domaines dans lesquels les personnes voulant faire un doctorat n’ont pas fait leur master à l’université – par exemple les diplômé-e-s d’école de design.
Les situations varient, et la liste ci-dessous ne reflète que mon expérience directe et indirecte en France depuis 2014. Ce sont toutes les questions auxquelles il me semble important d’avoir une réponse claire et les conditions qui doivent être réunies avant de s’engager, pour minimiser les risques de burnout, harcèlement, thèse prenant bien plus longtemps qu’annoncée, fortes désillusions sur les débouchés professionnels, etc. Faire une thèse est difficile dans les meilleures circonstances. Cela n’est ni sensé être une torture ni un chemin de martyr. Et si le doctorat est un diplôme, faire une thèse est un travail, qui ne peut s’effectuer convenablement que dans des conditions dignes.
What makes a museum accessible? To me accessibility refers to the architecture and content accessibility of exhibitions for disabled people. But halfway through a systematic literature review on museum, accessibility and disability, I’m finding accessibility has become a polysemous term in this context, referring both to (1) the accessibility of the whole collection to a larger public and worldwide experts, (2) accessibility to racial minorities and economically underprivileged groups and (3) accessibility to disabled visitors. This is worth exploring as it can both support the convergence between the concerns of different communities; or lead to a confusion between availability and accessibility.
Soundscape refers to how we perceive our acoustic environment, with and without instruments other than our ears. City soundscapes are of interest to Science and Technology or Sound Studies scholars, historians, geographers and sociologists; a matter of public health and road safety; regulated by laws; shaped by urban planners and architects.
What can we hear? When should we listen? How do we sound? A selection of open tabs.
years of evaluating innovative accessible or assistive technology in
Human-Computer Interaction research and how we could do better
Quantitative, if possible experimental, studies and evaluations are central in Human-Computer Interaction (HCI) and to motivate policy initiatives. Yet, few technologies for children with visual impairments have been evaluated this way in education research; it is also an issue in research on technology for locomotion and mobility. Even if they were evaluated: the current replication crisis calls for revisiting our practices, and standards for quantitative evaluations have changed through time. We set to investigate how quantitative empirical evaluations of technology for visually impaired people are conducted in papers published by top HCI venues in this area (CHI, Tochi, Assets, Taccess), and to identify areas of improvements. We suggest that single subject experiment designs might be more adequate with this group. We also outline practical steps for authors and reviewers to improve their evaluation practices.
Braun and Clarke’s thematic analysis have become a staple of qualitative HCI research. Here’s why themes don’t emerge and how to get started with reflexive Thematic Analysis
Braun and Clarke’s thematic analysis has become a staple of qualitative HCI research. Here’s how to get started with their reflexive Thematic Analysis method and why themes don’t emerge.
In 2015 at the very beginning of my PhD, my advisor gave me a simple yet essential advice for academic writing: look at papers similar to what you want to achieve. New to qualitative methods, I analyzed a sample of qualitative papers published at CHI that year. Qualitative analysis either referenced Grounded Theory by Charmaz, thematic analysis by Braun and Clarke (B&C), or simply stated using open coding. During CHI reviewing this year, Samantha and I noticed many references to thematic analysis used language and concepts Braun and Clarke have often disavowed. They have in face expressed frustrations regarding how their paper is interpreted and used. We thought it would be helpful to summarize their recent writings on the methods, in hope it would be helpful to researchers new to thematic analysis as we were.
These past few years, their 2006 paper took off, reaching 71 739 citations according to Google Scholar at the time we write this article. Some time last year, they even gave their approach a new name: reflexive thematic analysis. They’ve also vigorously opposed that ‘themes emerge from the data’. As junior researchers, we found applying thematic analysis both easy (a way to annotate data) and difficult (there are theoretical and methodological ramifications we don’t have a clear grasp on). We’ve also kept up with discussions on thematic analysis in psychology and social sciences. Here’s a summary of Braun and Clarke’s concerns regarding uses of their approach to TA and how it applies to HCI research.
Before we continue, let’s just note this article will not get into the matter of Grounded Theory and how to do it. We’ve included more resources at the end of this article.
Many discussions about making our classrooms more inclusive in higher education revolve around our attitude as teachers. This post summarises them, then presents my classroom policy to encourage inclusive behavior between students, even outside of the learning contexts.
This article follows two posts on how to make disability a focus in the design curriculum: the first discussed my own experiments (and partial failures); the second outlined Cynthia Bennett’s advice for teaching disability design. She is a blind scholar specialist of participatory design with disabled people. Benjamin Gorman asked me if I had thoughts about the coursework and design of a computer sciences unit on Accessibility and Assistive Technologies. This is the curriculum I developed for such a unit for post-graduate students in UX design – but this could arguably be used or adapted to other courses on disability and design, or students of other levels. This is a course that was workshop intensive, and about 30 hours long. In terms of philosophy, I know well that I won’t be able to turn them into accessibility or disability experts. I thus aim at making them aware of the resources available, their moral duty to implement accessibility standards in any work they do and to equip them with the basic design and research skills needed.
Exploring how kitchen design shapes women’s and the family life (and how men strategically avoided to be expected to spend time there).
There are a number of topics I don’t research systematically but that come up regularly during my readings. I am trying a new post category, for now called Bites of Reading. These posts collects quotes or excerpts from different sources about a particular topic.
This post is a summary of a book by Zina Weygand, The Blind in French Society from the Middle Ages to the Century of Louis Braille, with notes from Mark Peterson’s book Seeing with the hands.
Why focus on this history? There are many laws for the inclusion of disabled (or more specifically, blind and Deaf people), but they have not achieved their aims. Pierre Henri and Pierre Villey, both XXth century scholars, explain it by prejudice against blindness. This book explores how individual and collective perceptions of blindness shaped state actions and the social organisations supporting and teaching blind people, to understand contemporary treatment of blind subjects (p.6). So the book covers shifts in these representations over a lengthy period of time, the XIIIth century to XIXth century, citing Le Goff as the inspiration for covering an extended period of time.
A few weeks ago, I published a few reflections on teaching disability design through design projects, as a teacher in both UX and product design degrees.
Folks from the disability design community took the time to discuss, comment and add to this discussion, for which I am very grateful. Cynthia Bennett (@clb5590) made further recommendations on Twitter. I thus invited her to write them up on this blog, so as to ease archiving and to dive a bit deeper in the issue.
There is a very simple answer to this question: in the night train before my first week of observations, I read a book recommended by Dr François Huguet, who was then about to finish his PhD: The tricks of the Trade, by Howard Becker. Though I probably have read about methods more than any other research topic during my PhD (to compensate for having no formal training in this area), this is the book that stuck. It also felt similar to design in the ways it described tagging along to understand what’s going on or being able to see a different pattern by talking to all actors separately. But the full answer is not as easy.
There are countless articles and mailing lists debates about what is design and what is design research out there. This will not summarize these debates, nor is it an attempt to reconcile these views. It is a couple of observations on how I turned to ethnography, preparing a design research course at University of Sussex, my experiences as a designer turned academic and as committee member of a support and networking group for French design PhD students. I have read and taken part to many epistemological, etymological, historical and methodological debates about design research, but I am simply hoping this can provide some insights on design research as people and practices, a world, in reference to Howard Becker, as I have experienced it.
There has been quite some interest in micro-ethics in (participatory) design in the recent years. By micro-ethics, I refer to research on ethics focusing on situated moral judgements and decisions – by contrast to, for instance, rights or moral principles, and procedural ethics approaches. In computer sciences and engineering, previous research on micro-ethics has focused « individuals and the internal relations of the engineering profession, » and the risks they embed in products. We are, in this article, outlining ethical challenges in participatory design with children and calling for this type of case studies to be used in the training of new researchers and outline research themes in this area that could be developed.