Analyzing Design Process - Reflection on 25 Years of Professional Practice

2018 ◽  
pp. 1126-1132
Author(s):  
Gonçalo Falcão
Keyword(s):  
Design Process ◽  
Professional Practice ◽  
Process Reflection

A guided approach to conceptual design in the information design process

2014 ◽  
Vol 21 (2) ◽  
pp. 115-128 ◽  
Author(s):  
Sheila Pontis
Keyword(s):  
Conceptual Design ◽  
Design Process ◽  
Professional Practice ◽  
Information Sources ◽  
Information Design ◽  
Design Tool ◽  
Design Decision ◽  
Design Practice ◽  
Intended Audience ◽  
Subject Areas

Conceptual design is often overlooked and underestimated by information designers who tend to be more focused on implementation and concerned with aesthetic qualities. Consequently, there is a lack of thorough thinking and understanding during the conceptual part of the design process that results in a recurrent development of unintelligible diagrams in information design practice. Bringing awareness to conceptual design can help designers realize its function and importance for the development of effective diagrams. To address this situation, this paper proposes the adoption in professional practice of a conceptual design tool with a guided approach, e.g., MapCI Cards. Working with this approach may aid information designers in the preparation of diagrams by guiding conceptual design tasks: understanding the diagram purpose and intended-audience, analyzing and simplifying information sources, identifying subject areas and information types, and defining their organization into a hierarchical structure. We describe this type of approach and discuss its usefulness for information designers, explaining how it could support their conceptual design decision-making. Then, we present scenarios in which working with the approach could be beneficial, followed by recommendations to use this approach in professional practice.

Designing Simulations for Professional Skill Development in Distance Education

2014 ◽  
pp. 757-776
Author(s):  
Deborah Murdoch ◽  
Chris Bushell ◽  
Stephanie Johnson
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Iterative Method ◽  
Design Process ◽  
Professional Practice ◽  
Skill Development ◽  
Evaluation Process ◽  
Flexible Learning ◽  
Iterative Model ◽  
Practice Development

Designing simulations for higher education requires planning. This chapter explores the use of a design process of an iterative model with frequent evaluation of the process to ensure strong design in blended and flexible learning. Two case studies are used to demonstrate how the ADDIE process is used in an iterative method to develop simulations to teach and refine professional practice in distance learning situations, from both a course and subject perspective. The authors argue that if a strong development and evaluation process is followed, sustainable simulations can be developed. Results show that students have a positive response to simulation use in learning and appreciate a well structured simulation to aid in professional practice development.

Game Development Live on Twitch : Observations of Practice and Educational Synergies

2021 ◽  
Author(s):  
Mia Consalvo ◽  
Andrew Phelps
Keyword(s):  
Design Process ◽  
Professional Practice ◽  
Educational Experiences ◽  
Educational Practices ◽  
Creative Work ◽  
Educational Models ◽  
Game Development ◽  
Educational Environments ◽  
Game Developers ◽  
Potential Use

This chapter explores how professional game developers live stream their creative work on Twitch.tv. It asks how these developers engage in co-creative acts with their viewers and how they engage in game talk during their design process. These practices lend themselves to daily professional practice and advancement, which is structurally incentivized by the platform itself. This chapter is therefore framed in a broader examination that questions the potential use of streaming platforms as educational environments, and how these practices intersect both formal and informal educational models. There are synergies between the practices emerging on Twitch and the educational practices surrounding game development as a field as universities find themselves engaged in exploring how to deliver educational experiences at a distance.

scholarly journals SUCCESSFUL METHODS FOR DEVELOPING INTRODUCTORY DESIGN LABS AS PREPARATION FOR UPPER YEAR DISCIPLINE SELECTION AND MULTI-DISCIPLINARY DESIGN

2011 ◽  
Author(s):  
T. C. Muench
Keyword(s):  
Engineering Education ◽  
Design Process ◽  
Professional Practice ◽  
Informed Choice ◽  
Student Feedback ◽  
Learning Objectives ◽  
Technical Knowledge ◽  
Design Environment ◽  
Process Gain ◽  
Additional Constraints

Introductory design labs accomplish important learning objectives in engineering education. The model used incorporates representative design labs from each discipline within the college. This allows students to learn the design process, gain exposure to each discipline, gain terminology and concepts to begin functioning in a multi-disciplinary design environment, and make a more informed choice of their career discipline. This paper investigates, with examples and student feedback, several successful methods for developing freshman design labs, including: Industry partnerships to bring professional practice into the classroom through real designs rolled back and then constrained; Adapting / simplifying upper year design labs by applying additional constraints; Simplified versions of upper year content that convey concepts and procedures without in-depth technical knowledge.

Nurses’ work practices in design: managing the complexity of pain

2020 ◽  
Vol 32 (2) ◽  
pp. 135-146
Author(s):  
Katerina Cerna ◽  
Alexandra Weilenmann ◽  
Jonas Ivarsson ◽  
Hans Rysedt ◽  
Anna Sigridur Islind ◽  
...  
Keyword(s):  
Design Process ◽  
Professional Practice ◽  
Design Methodology ◽  
Work Practices ◽  
Self Monitoring ◽  
Content Type ◽  
Ethnographic Approach ◽  
Traditional Work ◽  
Monitoring Application ◽  
Application Design

Purpose The purpose of this study is to understand the activities in nurses’ work practices in relation to the design process of a self-monitoring application. Design/methodology/approach A design ethnographic approach was applied in this study. Findings To solve the problem of translating highly qualitative phenomena, such as pain, into the particular abstract features of a self-monitoring application, design participants had to balance these two aspects by managing complexity. In turn, the nurses’ work practices have changed because it now involves a new activity based on a different logic than the nurses’ traditional work practices. Originality/value This study describes a new activity included in nurses’ work practices when the nurses became part of a design process. This study introduces a novel way on how to gain a deeper understanding of existing professional practice through a detailed study of activities taking place in a design process. This study explores the possible implications for nurses’ professional practices when they participate in a self-monitoring application design process.

scholarly journals The role of inner values to teamwork during design for social innovation

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Robert YOUNG ◽  
Pratik VYAS
Keyword(s):  
Design Process ◽  
Professional Practice ◽  
Qualitative Data ◽  
Social Innovation ◽  
Survey Method ◽  
Evidence Based ◽  
Value System ◽  
Trade Off ◽  
Innovation Projects

Professionals can increase their performance by improved actions but true change occurs when the underlying ‘inner values’ change. Applying a design process while working in teams during social innovation projects also requires certain ‘inner values’. Schön (1983) suggested reflection as a way to improve professional practice by challenging and changing the underlying value system. Various literature identifies different inner values, which are considered important for teamwork during design for social innovation (DfSI), however this is not systematic, evidence-based research. This paper presents such a study conducted in this context. Firstly, this study presents a review of key literature, which leads to a list of inner values considered important by authors for DfSI. Secondly, a survey method collected quantitative and qualitative data from 29 expert design practitioners who reflected on their teamwork experience during DfSI. The survey showed that most experts apply the list of inner values from literature, yet their understanding demonstrates a variety of interpretation and application, leading to more questions than answers and revealing the complexity of DfSI. The survey also found that whilst many inner values play an important role, the trade-off between them is essential, requiring wisdom and balance by the designer.

Designing Simulations for Professional Skill Development in Distance Education

2012 ◽  
pp. 121-140
Author(s):  
Deborah Murdoch ◽  
Chris Bushell ◽  
Stephanie Johnson
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Iterative Method ◽  
Design Process ◽  
Professional Practice ◽  
Skill Development ◽  
Evaluation Process ◽  
Flexible Learning ◽  
Iterative Model ◽  
Practice Development

Designing simulations for higher education requires planning. This chapter explores the use of a design process of an iterative model with frequent evaluation of the process to ensure strong design in blended and flexible learning. Two case studies are used to demonstrate how the ADDIE process is used in an iterative method to develop simulations to teach and refine professional practice in distance learning situations, from both a course and subject perspective. The authors argue that if a strong development and evaluation process is followed, sustainable simulations can be developed. Results show that students have a positive response to simulation use in learning and appreciate a well structured simulation to aid in professional practice development.

School-Based Speech-Language Pathologists' Adherence to Practice Guidelines for Assessment of English Learners

2020 ◽  
pp. 1-12
Author(s):  
Virginia L. Dubasik ◽  
Dubravka Svetina Valdivia
Keyword(s):  
Professional Practice ◽  
Practice Guidelines ◽  
Case History ◽  
English Learners ◽  
Online Survey ◽  
Dynamic Assessment ◽  
Federal Legislation ◽  
Assessment Practices ◽  
Speech Language Pathologists ◽  
School Based

Purpose The purpose of this study was to ascertain the extent to which school-based speech-language pathologists' (SLPs) assessment practices with individual English learners (ELs) align with federal legislation and professional practice guidelines. Specifically, we were interested in examining SLPs' use of multiple tools during individual EL assessments, as well as relationships between practices and number of types of training experiences. Method School-based SLPs in a Midwestern state were recruited in person or via e-mail to complete an online survey pertaining to assessment. Of the 562 respondents who completed the survey, 222 (39.5%) indicated past or present experience with ELs, and thus, their data were included in the analyses. The questionnaire solicited information about respondent's demographics, caseload composition, perceived knowledge and skills and training experiences pertaining to working with ELs (e.g., graduate school, self-teaching, professional conferences), and assessment practices used in schools. Results The majority of respondents reported using multiple tools rather than a single tool with each EL they assess. Case history and observation were tools used often or always by the largest number of participants. SLPs who used multiple tools reported using both direct (e.g., standardized tests, dynamic assessment) and indirect tools (e.g., case history, interviews). Analyses revealed low to moderate positive associations between tools, as well as the use of speech-language samples and number of types of training experiences. Conclusions School-based SLPs in the current study reported using EL assessment practices that comply with federal legislation and professional practice guidelines for EL assessment. These results enhance our understanding of school-based SLPs' assessment practices with ELs and may be indicative of a positive shift toward evidence-based practice.

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