@INPROCEEDINGS{Obi2024-fo,
  title     = "Metacognitive Strategies to Foster Interculturally-Aware Design
               Competency",
  author    = "Obi, Ike and Naik, Suchismita and Gray, Colin M and Parsons, Paul
               C and Toombs, Austin L and Jo, Moonnyung and Mondan, Prateek",
  booktitle = "EduCHI 2024: 6th Annual Symposium on HCI Education (EduCHI '24)",
  publisher = "Association for Computing Machinery",
  volume    =  1,
  abstract  = "Metacognition is vital for learning in general, and its value for
               HCI educational practices warrants investigation. In general,
               metacognitive awareness can help student designers consider how
               their thought processes might influence their design outputs.
               More specifically, it may also have relevance for helping HCI
               students develop intercultural competence—particularly when
               students interrogate their own cultural biases and can reflect on
               the cultural implications of their work. However, there are
               several challenges associated with developing metacognitive skill
               in instructional settings, and these may be exacerbated in
               intercultural settings. In this paper, we share an account of how
               we engaged with students participating in a study abroad
               experience, using daily reflection sessions to encourage students
               to develop their metacognitive awareness and intercultural
               competence while they worked on digital civics projects in an
               unfamiliar cultural setting. We describe the metacognitive
               strategies that we identified within our students’ reflections.
               Through our narrative, we are able to highlight the intersecting
               roles that digital civics design prompts, new cultural contexts,
               and metacognitive questioning may play in how students develop
               and express their intercultural learning.",
  series    = "EduCHI",
  month     =  jun,
  year      =  2024,
  url       = "http://dx.doi.org/10.1145/3658619.3658624",
  doi       = "10.1145/3658619.3658624"
}

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L","Jo, M.","Mondan, P."],"bibdata":{"bibtype":"inproceedings","type":"inproceedings","title":"Metacognitive Strategies to Foster Interculturally-Aware Design Competency","author":[{"propositions":[],"lastnames":["Obi"],"firstnames":["Ike"],"suffixes":[]},{"propositions":[],"lastnames":["Naik"],"firstnames":["Suchismita"],"suffixes":[]},{"propositions":[],"lastnames":["Gray"],"firstnames":["Colin","M"],"suffixes":[]},{"propositions":[],"lastnames":["Parsons"],"firstnames":["Paul","C"],"suffixes":[]},{"propositions":[],"lastnames":["Toombs"],"firstnames":["Austin","L"],"suffixes":[]},{"propositions":[],"lastnames":["Jo"],"firstnames":["Moonnyung"],"suffixes":[]},{"propositions":[],"lastnames":["Mondan"],"firstnames":["Prateek"],"suffixes":[]}],"booktitle":"EduCHI 2024: 6th Annual Symposium on HCI Education (EduCHI '24)","publisher":"Association for Computing Machinery","volume":"1","abstract":"Metacognition is vital for learning in general, and its value for HCI educational practices warrants investigation. In general, metacognitive awareness can help student designers consider how their thought processes might influence their design outputs. More specifically, it may also have relevance for helping HCI students develop intercultural competence—particularly when students interrogate their own cultural biases and can reflect on the cultural implications of their work. However, there are several challenges associated with developing metacognitive skill in instructional settings, and these may be exacerbated in intercultural settings. In this paper, we share an account of how we engaged with students participating in a study abroad experience, using daily reflection sessions to encourage students to develop their metacognitive awareness and intercultural competence while they worked on digital civics projects in an unfamiliar cultural setting. We describe the metacognitive strategies that we identified within our students’ reflections. Through our narrative, we are able to highlight the intersecting roles that digital civics design prompts, new cultural contexts, and metacognitive questioning may play in how students develop and express their intercultural learning.","series":"EduCHI","month":"June","year":"2024","url":"http://dx.doi.org/10.1145/3658619.3658624","doi":"10.1145/3658619.3658624","bibtex":"@INPROCEEDINGS{Obi2024-fo,\n title = \"Metacognitive Strategies to Foster Interculturally-Aware Design\n Competency\",\n author = \"Obi, Ike and Naik, Suchismita and Gray, Colin M and Parsons, Paul\n C and Toombs, Austin L and Jo, Moonnyung and Mondan, Prateek\",\n booktitle = \"EduCHI 2024: 6th Annual Symposium on HCI Education (EduCHI '24)\",\n publisher = \"Association for Computing Machinery\",\n volume = 1,\n abstract = \"Metacognition is vital for learning in general, and its value for\n HCI educational practices warrants investigation. In general,\n metacognitive awareness can help student designers consider how\n their thought processes might influence their design outputs.\n More specifically, it may also have relevance for helping HCI\n students develop intercultural competence—particularly when\n students interrogate their own cultural biases and can reflect on\n the cultural implications of their work. However, there are\n several challenges associated with developing metacognitive skill\n in instructional settings, and these may be exacerbated in\n intercultural settings. In this paper, we share an account of how\n we engaged with students participating in a study abroad\n experience, using daily reflection sessions to encourage students\n to develop their metacognitive awareness and intercultural\n competence while they worked on digital civics projects in an\n unfamiliar cultural setting. We describe the metacognitive\n strategies that we identified within our students’ reflections.\n Through our narrative, we are able to highlight the intersecting\n roles that digital civics design prompts, new cultural contexts,\n and metacognitive questioning may play in how students develop\n and express their intercultural learning.\",\n series = \"EduCHI\",\n month = jun,\n year = 2024,\n url = \"http://dx.doi.org/10.1145/3658619.3658624\",\n doi = \"10.1145/3658619.3658624\"\n}\n\r\n","author_short":["Obi, I.","Naik, S.","Gray, C. M","Parsons, P. C","Toombs, A. L","Jo, M.","Mondan, P."],"key":"Obi2024-fo","id":"Obi2024-fo","bibbaseid":"obi-naik-gray-parsons-toombs-jo-mondan-metacognitivestrategiestofosterinterculturallyawaredesigncompetency-2024","role":"author","urls":{"Paper":"http://dx.doi.org/10.1145/3658619.3658624"},"metadata":{"authorlinks":{}},"downloads":0,"html":""},"bibtype":"inproceedings","biburl":"https://bibbase.org/network/files/yEDN4DodMtih9KdtS","dataSources":["EHXzeoGkDeGY7skkh"],"keywords":[],"search_terms":["metacognitive","strategies","foster","interculturally","aware","design","competency","obi","naik","gray","parsons","toombs","jo","mondan"],"title":"Metacognitive Strategies to Foster Interculturally-Aware Design Competency","year":2024}