Machine learning (ML) poses complex challenges for user experience (UX) designers. Typically unpredictable and opaque, it may produce unforeseen outcomes detrimental to particular groups or individuals, yet simultaneously promise amazing breakthroughs in areas as diverse as medical diagnosis and universal translation. This results in a polarized view of ML, which is often manifested through a technology-as-monster metaphor. In this paper, we acknowledge the power and potential of this metaphor by resurfacing historic complexities in human-monster relations. We (re)introduce these liminal and ambiguous creatures, and discuss their relation to ML. We offer a background to designers' use of metaphor, and show how the technology-as-monster metaphor can generatively probe and (re)frame the questions ML poses. We illustrate the effectiveness of this approach through a detailed discussion of an early-stage generative design workshop inquiring into ML approaches to supporting student mental health and well-being.

Atoms of confusion are small patterns of code that have been empirically validated to be difficult to hand-evaluate by programmers. Previous research focused on defining and quantifying this phenomenon, but not on explaining or critiquing it. In this work, we address core omissions to the body of work on atoms of confusion, focusing on the ‘how’ and ‘why’ of programmer misunderstanding.

This work-in-progress paper examines an innovative practice to develop peer-led learning and teaching in an extracurricular setting. While peer-led learning has been used to supplement and support course instruction for many years, models and best practices for an extracurricular setting are not well known. Previous peer learning and teaching methods found throughout science and engineering education are examined. Based on findings from a student-led learning community, a series of interventions to support training and persuasive skills of peer instructors is outlined. Data and initial observations indicate a growth in attendance and consistency in peer teaching. The study and interventions are set in a large university makerspace, where the student teaching assistants lead workshops.

This paper describes our exploration of a design space for an augmented reality prototype. We began by observing air traffic controllers and their interactions with paper flight strips. We then worked with a multi-disciplinary team of researchers and controllers over a period of a year to brainstorm and prototype ideas for enhancing paper flight strips, We argue that augmented reality is more promising (and simpler to implement) than the current strategies that seek to replace flight strips with keyboard/monitor interfaces. We also argue that an exploration of the design space, with active participation from the controllers, is essential not only for designing particular artifacts, but also for understanding the strengths and limitations of augmented reality in general.