scholarly journals NOVICE DESIGNERS' USE OF PROTOTYPES AS COMMUNICATION TOOLS

2021 ◽  
Vol 1 ◽  
pp. 2277-2286
Author(s):  
Sandeep Krishnakumar ◽  
Carlye Lauff ◽  
Christopher McComb ◽  
Catherine Berdanier ◽  
Jessica Menold

AbstractPrototypes are critical design artifacts, and recent studies have established the ability of prototypes to facilitate communication. However, prior work suggests that novice designers often fail to perceive prototypes as effective communication tools, and struggle to rationalize design decisions made during prototyping tasks. To understand the interactions between communication and prototypes, design pitches from 40 undergraduate engineering design teams were collected and qualitatively analysed. Our findings suggest that students used prototypes to explain and persuade, aligning with prior studies of design practitioners. The results also suggest that students tend to use prototypes to justify design decisions and adverse outcomes. Future work will seek to understand novice designers’ use of prototypes as communication tools in further depth. Ultimately, this work will inform the creation of pedagogical strategies to provide students with the skills needed to effectively communicate design solutions and intent.

2018 ◽  
Author(s):  
Christopher McComb ◽  
Jessica Menold ◽  
Catherine Berdanier ◽  
Emma Hocker ◽  
Lisa Gardner

Effectively communicating designs to stakeholders or end users is a critical step in the design process yet can be a difficult challenge for engineers. Prototypes are unique tools that can enhance communication between these two groups, as prototypes are physical manifestations of the designer’s mental model. Previous work has demonstrated that novice designers often struggle to use prototypes as communication tools. We argue that it is critical that engineering students learn to fully leverage prototypes, and thus the current work sought to understand the relationship between argumentation, prototyping, and design decisions. In order to understand the communication patterns of novice designers during a prototyping task, a controlled study was conducted with a total of 46 undergraduate engineering students. The analysis of quantitative and qualitative data point to the intricate linkages between how students make material decisions and how they justify those decisions.


Author(s):  
Jessica Menold ◽  
Catherine Berdanier ◽  
Christopher McComb ◽  
Emma Hocker ◽  
Lisa Gardner

Effectively communicating designs to stakeholders or end users is a critical step in the design process yet can be a difficult challenge for engineers. Prototypes are unique tools that can enhance communication between these two groups, as prototypes are physical manifestations of the designer’s mental model. Previous work has demonstrated that novice designers often struggle to use prototypes as communication tools. We argue that it is critical that engineering students learn to fully leverage prototypes, and thus the current work sought to understand the relationship between argumentation, prototyping, and design decisions. In order to understand the communication patterns of novice designers during a prototyping task, a controlled study was conducted with a total of 46 undergraduate engineering students. The analysis of quantitative and qualitative data point to the intricate linkages between how students make material decisions and how they justify those decisions.


2021 ◽  
Vol 1 ◽  
pp. 3431-3440
Author(s):  
Camilla Arndt Hansen ◽  
Nuno Miguel Martins Pacheco ◽  
Ali Gürcan Özkil ◽  
Markus Zimmermann

AbstractPrototyping is essential for fuzzy front-end product development. The prototyping process answers questions about critical assumptions and supports design decisions, but it is often unstructured and context-dependent. Previously, we showed how to guide novice designers in early development stages with prototyping milestones. Here, we studied the prototyping success perceived by novice design teams. This was done in two steps: (1) teams were asked to assign each prototype to a milestone, a specific purpose, a fidelity level, and a human-centered design lens, and then evaluate the success using a predefined set of criteria. (2) Teams were interviewed about the success of the prototyping process, this time using self-chosen criteria. Results related to (1) show that teams perceived prototyping activities with respect to desirability and problem validation significantly less successful than prototyping activities towards feasibility and solution validation. Results related to (2) show that teams mostly chose success criteria related to how well prototypes supported communication, decision making, learning, and tangibility. This insight may be used to give priorities to further improvement of methods and guidance in these areas.


2003 ◽  
Vol 57 (2) ◽  
pp. 431-444 ◽  
Author(s):  
Barbara Koremenos ◽  
Duncan Snidal

We reply to John Duffield's critique of the Rational Design project, a special issue of International Organization that explains the features of international institutions from a game-theoretic perspective. The project was deliberately limited to the analysis of explicit and observable institutional arrangements, and focused on the specific institutional properties of centralization, membership, scope, control, and flexibility. Its empirical contribution relies on case studies, but it is significantly amplified by the tight connections provided by a common theoretical perspective that is oriented toward testing a set of specific conjectures about institutional design. The results raise further issues of measurement and cross-case comparisons that provide valuable lessons for future work on institutional design. Although all of these research design choices are worth revisiting and questioning, as Duffield does, the initial results of the Rational Design project show that it provides a good basis from which to explore alternative research design decisions.


Author(s):  
Felix Aramburu

University studies for the architecture degree in Spain give very little weight to considerations related to the design of a healthy interior environment. The low number of subjects related to interior comfort criteria may cause the student to underestimate the importance of environmental design of closed spaces in favor of aesthetic or merely functional aspects. However, there is a direct relationship between formal design decisions and environmental conditions in buildings, and future architects must understand those connections in order to make designs that combine efficiency and high aesthetic value. In this chapter, several pedagogical strategies are presented to get architecture students to learn and internalize the link between design and interior conditions, aiming at the acquisition of an adequate environmental awareness.


Author(s):  
Wim Zeiler ◽  
Perica Savanovic ◽  
Emile Quanjel

Integral Building Design is done by multi disciplinary design teams and aims at integrating all aspects from the different disciplines involved in a design for a building such as; archtitecture, construction, building physics and building services. It involves information exchange between participants within the design process in amounts not yet known before. To support this highly complex process an Integral Building Design methods is developed based on the combination of a prescriptive approach, Methodical Design, and a descriptive approach, Reflective practice. Starting from the Methodical Design approach by van den Kroonenberg, a more reflective approach is developed. The use of Integral Design within the design process results in a transparency on the taken design steps and the design decisions. Within the design process, the extended prescriptive methodology is used as a framework for reflection on design process itself. To ensure a good information exchange between different disciplines during the conceptual phase of design a functional structuring technique can be used; Morphological Overviews (MO). Morphology provides a structure to give an overview of the consider functions and their solution alternatives. By using this method it is presumed that it helps to structure the communication between the design team members and a such forms a basis for reflection on the design results by the design team members. This method is used in the education program at the Technische Universiteit Eindhoven and was tested in workshops for students and for professionals from the Royal Institute of Dutch Architects (BNA) and the Dutch Association of Consulting Engineers (ONRI). Over 250 professionals participated in these workshops.


2019 ◽  
Vol 13 (1) ◽  
pp. 194-203 ◽  
Author(s):  
Mathilde Landgren ◽  
Signe Skovmand Jakobsen ◽  
Birthe Wohlenberg ◽  
Lotte Bjerregaard Jensen

Purpose In recent decades there has been a focus on reducing the overall emissions from the built environment, which increases the complexity of the building design process. More specialized knowledge, a greater common understanding and more cooperation between the stakeholders are required. Interdisciplinary design teams need simple and intuitive means of communication. Architects and engineers are starting to increase their focus on improving interdisciplinary communication, but it is often unclear how to do so. The purpose of this paper is to define the impact of visually communicating engineering knowledge to architects in an interdisciplinary design team and to define how quantifying architectural design decisions have an impact during the early phases of sustainable building design. Design/methodology/approach This work is based on a study of extensive project materials consisting of presentations, reports, simulation results and case studies. The material is made available by one of the largest European Engineering Consultancies and by a large architectural office in the field of sustainable architecture in Denmark. The project material is used for mapping communication concepts from practice. Findings It is demonstrated that visual communication by engineers increases the level of technical knowledge in the design decisions made by architects. This is essential in order to reach the goal of designing buildings with low environmental impact. Conversely, quantification of architectural quality improved the engineer’s acceptance of the architects’ proposals. Originality/value This paper produces new knowledge through the case study processes performed. The main points are presented as clearly as possible; however, it should be stressed that it is only the top of the iceberg. In all, 17 extensive case studies design processes were performed with various design teams by the 3 authors of the paper Mathilde, Birthe and Signe. The companies that provided the framework for the cases are leading in Europe within sustainability in the built environment, and in the case of Sweco also in regards to size (number of employees). Data are thus first hand and developed by the researchers and authors of this paper, with explicit consent from the industry partners involved as well as assoc. Professor Lotte B. Jensen Technical University of Denmark (DTU). This material is in the DTU servers and is in the PhD dissertation by Mathilde Landgren (successful defence was in January 2019). The observations and reflection is presented in selected significant case examples. The methods are descriped in detail, and if further information on method is required a more in depth description is found in Mathilde Landgrens PhD Dissertation. There is a lack in existing literature of the effect of visualisation in interdisciplinary design teams and though the literature (e.g. guidelines) of integrated design is extensive, there is not much published on this essential part of an integrated design process.


2019 ◽  
Vol 10 (1) ◽  
pp. 25-34
Author(s):  
Funda Ergulec ◽  
Janet Mannheimer Zydney

This paper describes a half semester long curricular and instructional design project focusing on the design and implementation of a collaborative strategy into a fully online graduate class in adult education. The purposeful group as-signment and team building strategy, collectively called the collaborative strategy, represents an instructional approach designed to increase the effectiveness of online collaborative learning. In this context, students are strategically assigned to teams based on their study habits, and they participate in several team-building activities designed to maintain the collaborative learning. This paper presents critical design decisions made during the course development, the reasons for those decisions, failures in which the design did not work as planned, and a reflection on the design.


Author(s):  
James Righter ◽  
Chase Wentzky ◽  
Joshua D. Summers

Abstract This protocol study was conducted to increase understanding of the emergence and distribution of functional leadership behaviors in undergraduate engineering design teams. This study applies the protocol presented at the 2018 IDETC to observe design teams consisting of novice engineers constructing a function model during a video recorded session. The videos were then coded for leadership functions and analyzed to determine the distribution of informal leadership functions between the team members and the temporal emergence of the informal leadership structures within the teams. Leadership behaviors were observed to be predominantly transition and action functions with relational behaviors occurring less frequently. The behaviors were quantified by number of occurrences per quintile. The leaders observed to perform the most leadership behaviors early in the sessions often remained consistent. However, leadership functions were shared between team members as demonstrated by the leadership network graphs.


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