Browsing by Author "Freeman, Georgina"

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    One Week in the Future: Previs Design Futuring for HCI Research
    (ACM, 2022-03-10) Ivanov, Alexander; Au Yeung, Tim; Blair, Kathryn; Danyluk, Kurtis; Freeman, Georgina; Friedel, Marcus; Hull, Carmen; Hung, Michael; Pratte, Sydney; Willett, Wesley
    We explore the use of cinematic “pre-visualization” (previs) techniques as a rapid ideation and design futuring method for human computer interaction (HCI) research. Previs approaches, which are widely used in animation and film production, use digital design tools to create medium-fidelity videos that capture richer interaction, motion, and context than sketches or static illustrations. When used as a design futuring method, previs can facilitate rapid, iterative discussions that reveal tensions, challenges, and opportunities for new research. We performed eight one-week design futuring sprints, in which individual HCI researchers collaborated with a lead designer to produce concept sketches, storyboards, and videos that examined future applications of their research. From these experiences, we identify recurring themes and challenges and present a One Week Futuring Workbook that other researchers can use to guide their own futuring sprints. We also highlight how variations of our approach could support other speculative design practices.
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    The Role of Peer Mentors in Promoting Knowledge and Skills Development in Graduate Education
    (2020-11-08) Lorenzetti, Diane L.; Nowell, Lorelli; Jacobsen, Michele; Lorenzetti, Liza; Clancy, Tracey; Freeman, Georgina; Oddone Paolucci, Elizabeth
    The objective of this study was to explore the role of peer mentorship in facilitating graduate student resiliency, knowledge acquisition, and development of academic competencies. We conducted a qualitative case study, using in-person interview data from sixty-two students recruited from four professional faculties (Education, Medicine, Nursing, and Social Work) at a large Canadian University. We identified four broad themes derived from a thematic and constant comparative analysis of interview data: (1) knowledge sharing, (2) skills development, (3) academic milestones, and (4) program supports. Graduate students reported that peer mentorship promoted the development of learning environments that emphasized community, collaboration, and shared purpose. Students believed that peer mentors facilitated their access to essential procedural and disciplinary knowledge and helped them to develop academic and research skills and achieve key academic milestones. While the majority of the students interviewed had not participated in any formal peer-mentoring program, they recommended that any future program incorporate mentorship training and include access to collaborative spaces and targeted opportunities for students to develop these relationships.