Interrelations Between Design Education, Design Practice, Design Research, Design Knowledge

1994 ◽  
pp. 226-249
Author(s):  
Nigan Bayazit
Keyword(s):  
Research Design ◽  
Design Education ◽  
Design Research ◽  
Design Knowledge ◽  
Design Practice ◽  
Education Design

scholarly journals ON THE HIERARCHICAL LEVELS OF DESIGN KNOWLEDGE

2020 ◽  
Vol 1 ◽  
pp. 51-60
Author(s):  
S. Kolarić ◽  
J. Beck ◽  
E. Stolterman
Keyword(s):  
Hierarchical Models ◽  
Design Research ◽  
Design Knowledge ◽  
Design Practice ◽  
Design Development ◽  
Specific Knowledge ◽  
Hierarchical Levels ◽  
High Level ◽  
Research And Design

AbstractHierarchies of knowledge represent a popular formalism for conceptualizing beliefs, justifications, and truth statements. To capitalize on the opportunity for formulating effective maps of design knowledge, this article introduces the hierarchical context–design development–high-level (CDH) model that stratifies different bodies of design-specific knowledge into ranked levels. We compare it with existing hierarchical models of knowledge, and describe its unique uses and benefits for both design research and design practice.

scholarly journals Systemic design agendas in education and design research

2018 ◽  
Vol 11 (4) ◽  
Author(s):  
Susu Nousala ◽  
David Ing ◽  
Peter Hayward Jones
Keyword(s):  
Design Education ◽  
Design Research ◽  
Sociotechnical Systems ◽  
Design Practice ◽  
High Quality ◽  
Design Problems ◽  
Experimental Workshop ◽  
Societal Problems ◽  
Tongji University ◽  
Systemic Design

Since 2014, an international collaborative of design leaders has been exploring ways in which methods can be augmented, transitioning from the heritage legacy focus on products and services towards a broad range of complex sociotechnical systems and contemporary societal problems issues. At the RSD4 Symposium (2015), DesignX co-founder Don Norman presented a keynote talk on the frontiers of design practice and necessity for advanced design education for highly complex sociotechnical problems. He identified the qualities of these systems as relevant to DesignX problems, and called for systemics, transdisciplinarity and the need for high-quality observations (or evidence) in these design problems.  Initial directions found were proposed in the first DesignX workshop in October 2015, which were published in the design journal Shè Jì.  In October 2016, another DesignX workshop was held at Tongji University in Shanghai, overlapping with the timing of the RSD5 Symposium where this workshop was convened. The timing of these events presented an opportunity to explore design education and research concepts, ideas and directions of thought that emerged from the multiple discussions and reflections through this experimental workshop. The aim of this paper is to report on the workshop as a continuing project in the DesignX discourse, to share reflections and recommendations from this working group.

Concurrent design happens at the interfaces

1995 ◽  
Vol 9 (2) ◽  
pp. 89-99 ◽  
Author(s):  
Susan Finger ◽  
Suresh Konda ◽  
Eswaran Subrahmanian
Keyword(s):  
Concurrent Engineering ◽  
Design Education ◽  
Design Research ◽  
Point Of View ◽  
Information Organization ◽  
Concurrent Design ◽  
Research Practice ◽  
Design Practice ◽  
Computer Based ◽  
Mobile Computers

AbstractConcurrent engineering is often viewed either from a technical point of view—that is, as a problem that can be solved by creating and integrating computer-based tools—or from an organizational point of view—that is, as a problem that can be solved by creating and reorganizing teams of designers. In this paper we argue that concurrent engineering requires both technical and organizational solutions, and we call the result concurrent design. We believe that the essence of concurrent design is the myriad of interactions that occur at the interfaces among all of the members of a design team and all their tools. Solving either the technical or organizational problems by assuming away the interactions will not solve the problems of concurrent design.In this paper we present two case studies of concurrent design in practice that have changed our assumptions about design and which have changed our research agenda. We also present the evolution of concurrent design research at the Carnegie Mellon Engineering Design Research Center. In our research, we have designed, manufactured, and used our own tools as well as observed their use by others—where the tools include mobile computers, design analysis programs, and information organization tools. Through this process, we have learned about design education and design practice, and we have uncovered new issues for design research. We see the interactions among design research, practice, and education as essential to understanding concurrent design.

Ignorance, Environmental Education Research and Design Education

2005 ◽  
Vol 21 ◽  
pp. 39-46 ◽  
Author(s):  
Deirdre Barron ◽  
Simon Jackson ◽  
Lyndon Anderson
Keyword(s):  
Environmental Education ◽  
Design Education ◽  
Design Research ◽  
Design Practice ◽  
Sustainable Society ◽  
Education Development ◽  
Relative Lack ◽  
The World ◽  
Ecologically Sustainable ◽  
Research And Design

AbstractIn the relatively new discipline of design education we have the opportunity to frame the way that design education is formulated. The relative lack of theorists in the field of design education studies leaves unquestioned the relevance of conventional practices of design education that are premised on only tangentially relevant Art, Science and Information Technology models. There is a gap in design education development regarding how to mediate ecological concerns with techno-scientific imperatives. Environmental education researchers can influence this new field by challenging existing approaches to design education with particular attention to the ways design either contributes to or hinders the development of a sustainable society. In order to enter this discussion with environmental education researchers we identify three ecological issues faced by designers and design educators, here we pay particular attention to Industrial Design. The question for this paper is, can environmental education researchers offer advice to the design education area that may help us develop ecologically sustainable design-based programs. The newness of ecological concerns in the design research and design education areas means that we have a great deal to learn. If environmental education researchers are able to assist us with our reflections on designing curricula that in turn encourages a more ecologically aware design profession then this would be a worthwhile contribution to design practice in Australia, and indeed the world.

Enhancing Design Research in the Context of Design Education

2007 ◽  
Vol 129 (7) ◽  
pp. 717-729 ◽  
Author(s):  
Vassilis Agouridas
Keyword(s):  
Doctoral Students ◽  
Design Education ◽  
Design Theory ◽  
Design Research ◽  
Case Study Research ◽  
Design Practice ◽  
Research Methodologies ◽  
Research Education ◽  
Course Of Action ◽  
Design Theory And Methodology

Research into design theory and methodology is central to postgraduate design education. It has been widely acknowledged in the literature that a key activity in ensuring the quality of research in the area of design theory and methodology is to put particular emphasis on addressing both technical and social aspects that underpin the socio-technical nature of design research. In addition, this is requisite in linking design theory to design practice. However, explicit research methodologies that take into consideration both of these aspects, as well as explicitly address the issue of linking design theory to design practice, are scarce. The overall aim of this paper is to increase the awareness of stakeholders involved in design research education (e.g., master and doctoral students, faculty, and education planners), of the need to safeguard and assure the credibility and validity of design research outputs. The paper reviews issues and challenges associated with the use of research methodologies in the context of design theory and methodology research. It reports findings from the development, application, and evaluation of a research methodology based on hypothesis testing, action research, and case study research methodologies. Application and evaluation of the methodology showed that the introduced concepts of basis-of-action and course-of-action proved key elements in establishing intellectual frameworks for design research. Conclusions are drawn on the effectiveness of the methodology to address issues and challenges associated with the nature of design research, and on pedagogical benefits that can be gained from its application in postgraduate design research education.

Towards a Better Understanding of the Methodological Characteristics of Engineering Design Research

2005 ◽  
Author(s):  
Imre Horva´th ◽  
Jozˇe Duhovnik
Keyword(s):  
Applied Sciences ◽  
Engineering Design ◽  
Research Design ◽  
Design Research ◽  
Design Science ◽  
Design Knowledge ◽  
Participatory Approaches

The goal of this paper is to interpret the methodological characteristics of design research. Design science is in a specific epistemic relationship with natural, formal, human, social, and applied sciences. Although design science explores and generates knowledge on its own, these sciences are the major sources of design knowledge. Therefore, design research shares many characteristics with the source sciences, but it also has its own features. First, the platform of reasoning of the study is clarified. Afterwards, the various underpinning philosophical assumptions, and the nature of research conducted in the source sciences and in design science are analyzed. It has been found that the distinguishing characteristics of design research are that it is view-dependent, largely purpose-driven, usually done with a compound focus, normatively instrumental, and strongly influenced by participatory approaches.

A study of practice based design research models from knowledge integration perspective

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Honghai LI ◽  
Jun CAI
Keyword(s):  
Knowledge Production ◽  
Theoretical Basis ◽  
Knowledge Integration ◽  
Design Research ◽  
Research Process ◽  
Two Dimensions ◽  
Design Knowledge ◽  
Research Projects ◽  
Proposed Model ◽  
Design Innovation

The transformation of China's design innovation industry has highlighted the importance of design research. The design research process in practice can be regarded as the process of knowledge production. The design 3.0 mode based on knowledge production MODE2 has been shown in the Chinese design innovation industry. On this cognition, this paper establishes a map with two dimensions of how knowledge integration occurs in practice based design research, which are the design knowledge transfer and contextual transformation of design knowledge. We use this map to carry out the analysis of design research cases. Through the analysis, we define four typical practice based design research models from the viewpoint of knowledge integration. This method and the proposed model can provide a theoretical basis and a path for better management design research projects.

scholarly journals Effectiveness Of Rosella Tea On Decreasing Blood Pressure In Hypertension Patients In Tulungagung District

2020 ◽  
Vol 9 (1) ◽  
pp. 162-169
Author(s):  
Farida Farida ◽  
Yusuf Abdillah ◽  
Poppy Farasari
Keyword(s):  
Blood Pressure ◽  
Research Design ◽  
Design Research ◽  
Sampling Technique ◽  
Test Statistics ◽  
Average Blood Pressure ◽  
Quota Sampling ◽  
Stage 1 ◽  
Normally Distributed

The research design used pre experimental. The sampling technique uses quota sampling with a sample of 30 respondents. Design research was one group pretest-posttest. The study used a dose of 2 x 3 grams of dried rosella each day for seven (7) days. Test Statistics using Paired T test.The results of the study were obtained before the treatment as many as 26 respondents (86.7%) with the classification of stage 1 hypertension and after treatment to 18 respondents (60%), this was due to filling vacancies in the incidence of prehypertension and normal tension.normality test Kolmogorov-smirnof data is normally distributed. The results of thestatistical Paired T-testtest showed that the value of p systole = 0,000 and dyastole = 0.001 with α = 0.05 where p <α so that Ho was rejected, which means there was a decrease in the average blood pressure after giving rosella tea

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