Metacognitive Strategies to Foster Interculturally-Aware Design Competency. Obi, I., Naik, S., Gray, C. M, Parsons, P. C, Toombs, A. L, Jo, M., & Mondan, P. In EduCHI 2024: 6th Annual Symposium on HCI Education (EduCHI '24), volume 1, of EduCHI, June, 2024. Association for Computing Machinery. Paper doi abstract bibtex 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.
@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"
}
Downloads: 0
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