Tag Archives: knowledge tools

New Journal Article

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Terrific (not-so-new) news! She Ji: The Journal of Design, Economics, and Innovation published an article I wrote with Erik Stolterman about whether knowledge claims could be a useful way to distinguish research communities from one another. Here is the abstract:

While much has been written about designerly knowledge and designerly ways of knowing in the professions, less has been written about the production and presentation of knowledge in the design discipline. In the present paper, we examine the possibility that knowledge claims might be an effective way to distinguish the design discipline from other disciplines. We compare the kinds of knowledge claims made in journal publications from the natural sciences, social sciences, and design. And we find that natural and social science publications tend to make singular knowledge claims of similar kinds whereas design publications often contain multiple knowledge claims of different kinds. We raise possible explanations for this pattern and its implications for design research.

… and a link to the article, which is freely available for download. I’d welcome any comments or feedback. This is part of a broader project investigating the transfer and interplay of knowledge in research communities.

About The Theory-Practice Gap

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I’ve been spending some time looking through the CHI best paper award winners from the past five years — all the while continuing to think about the theory-practice gap. And now I have a question. How is it that we distinguish between theorists and practitioners? Who is creating the knowledge that seems to lack practical utility or accessibility?

Just looking at the best papers, one might be struck by the volume of publications using theory, models, frameworks, etc. to do design work. And judging from the author credentials, there is quite a lot of industry collaboration, which makes me think that practitioners (if an academic/industry credential could be casually used to make this distinction) are not only using theory but they are in some cases actively contributing to it.

The theory-practice gap is simple, useful metaphor in the sense that it has guided researchers to ask interesting questions and pursue intriguing and insightful projects — think about things like intermediate-level knowledge objects — but the metaphor has been used for quite a long time (in HCI and in other disciplines) and I’m curious to know whether it has outlived its relevance in spite of its apparent utility.

The Problem of Problem-setting

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One of the more interesting and recent questions I’ve been thinking about has to do with the theory-practice gap in HCI research. Now, I have very little interest at the moment in bridging the gap. And really there are plenty of folks in the field working on this problem. I’m more interested in the theory-practice gap itself.

I’m especially interested in the fact that when the gap appears in the literature it does so without much criticism or reflection. I haven’t come across any examples yet (in HCI literature) where the gap is discussed as an interpretation of data. Whereas other folks in different disciplines (nursing, for example) have discussed it in this way.

Some HCI practitioners report lacking time and other resources to spend on theory. Others disengage (or do not engage in the first place) with conferences like CHI or DIS because they are too theoretical. These sorts of ‘facts’ have been reported in journal and conference publications, and they have fueled characterizations of theory and practice as separated by a gap, as uneasy bedfellows, and even as seller and buyer.

Each of these ways of framing reality has implications for the kinds of questions researchers ask and the kinds of knowledge they generate in response to the problem. This is important. The problem is set. It’s made. It’s not given. So why don’t we as a discipline spend more time thinking about that?

 

HCI and the Future of Education

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In Being Human: Human-computer Interaction in the Year 2020, Harper, Rodden, Rogers, and Sellen remind us that, “With the uptake of calculators, educationalists became concerned that students’ ability to perform mental arithmetic were disappearing.”

Then, they ask, “In 2020, what other kinds of basic skills might go?” Could reading be next? Critical thinking? Concentration in general?

Let’s take it one step further: What’s at stake if those other basic skills go?

In The End of Education, Neil Postman, arguing against “provid[ing students] with more practical, vocational skills” describes one goal of a public education as “the making of adaptable, curious, open, questioning people…”

Postman’s description of part of public education’s purpose is spot on, and I think it illustrates what’s at stake when those other basic skills go.

How can a person (let alone a society) cultivate adaptability, curiosity, openness and open-mindedness, and critical inquiry skills if we outsource so much of the bedrock for these abilities to technology?