Design Embedding: Representation Learning of Design Thinking to Cluster Design Behaviors

2021 ◽  
Author(s):  
Molla Hafizur Rahman ◽  
Charles Xie ◽  
Zhenghui Sha
Keyword(s):  
Design Patterns ◽  
Clustering Algorithm ◽  
Design Research ◽  
Design Thinking ◽  
Representation Learning ◽  
Design Decision ◽  
Sequential Behavior ◽  
Order Markov Chain ◽  
Current Design ◽  
One Step

Abstract Design thinking is essential to the success of a design process as it helps achieve the design goal by guiding design decision-making. Therefore, fundamentally understanding design thinking is vital for improving design methods, tools and theories. However, interpreting design thinking is challenging because it is a cognitive process that is hidden and intangible. In this paper, we represent design thinking as an intermediate layer between human designers’ thought processes and their design behaviors. To do so, this paper first identifies five design behaviors based on the current design theories. These behaviors include design action preference, one-step sequential behavior, contextual behavior, long-term sequential behavior, and reflective thinking behavior. Next, we develop computational methods to characterize each of the design behaviors. Particularly, we use design action distribution, first-order Markov chain, Doc2Vec, bi-directional LSTM autoencoder, and time gap distribution to characterize the five design behaviors. The characterization of the design behaviors through embedding techniques is essentially a latent representation of the design thinking, and we refer to it as design embeddings. After obtaining the embedding, an X-mean clustering algorithm is adopted to each of the embeddings to cluster designers. The approach is applied to data collected from a high school solar system design challenge. The clustering results show that designers follow several design patterns according to the corresponding behavior, which corroborates the effectiveness of using design embedding for design behavior clustering. The extraction of design embedding based on the proposed approach can be useful in other design research, such as inferring design decisions, predicting design performance, and identifying design actions identification.

scholarly journals Community Detection Based on Graph Representation Learning in Evolutionary Networks

2021 ◽  
Vol 11 (10) ◽  
pp. 4497
Author(s):  
Dongming Chen ◽  
Mingshuo Nie ◽  
Jie Wang ◽  
Yun Kong ◽  
Dongqi Wang ◽  
...  
Keyword(s):  
Community Detection ◽  
Network Structure ◽  
Clustering Algorithm ◽  
Laplacian Matrix ◽  
Representation Learning ◽  
Detection Algorithm ◽  
Graph Representation ◽  
Time Slice ◽  
Current Time ◽  
Evolutionary Networks

Aiming at analyzing the temporal structures in evolutionary networks, we propose a community detection algorithm based on graph representation learning. The proposed algorithm employs a Laplacian matrix to obtain the node relationship information of the directly connected edges of the network structure at the previous time slice, the deep sparse autoencoder learns to represent the network structure under the current time slice, and the K-means clustering algorithm is used to partition the low-dimensional feature matrix of the network structure under the current time slice into communities. Experiments on three real datasets show that the proposed algorithm outperformed the baselines regarding effectiveness and feasibility.

scholarly journals Smart Experience in Fashion Design: A Speculative Analysis of Smart Material Systems Applications

Arts ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 4
Author(s):  
Marinella Ferrara
Keyword(s):  
Smart Materials ◽  
Design Research ◽  
Design Thinking ◽  
Human Perception ◽  
Smart Material ◽  
Fashion Design ◽  
Material Systems ◽  
Limited Edition ◽  
Smart Material Systems ◽  
Design Scenario

During the last decade, smart materials and systems have increasingly impacted several niches, including ‘one-off/limited edition experimental fashion’. As the traditional boundaries between what is art and what was not supposed to be art are now turning into osmotic membranes, we will speculatively focus on how ‘smart material systems’ are highly contributing to outline a new creative landscape full of interesting and compelling issues. Introducing three different sub-niches of experimental fashion—multi-sensory dresses, empathic dresses, and bio-smart dresses—this article outlines the emergence of a new smart design scenario. Then, we critically discuss some of the implications of the developing research in terms of design thinking and design aesthetics. This paper aims to contribute to the topic of next design scenario, demonstrating how design research is increasingly affecting the extension of human perception, emotions, and the concept of ‘almost-living’ entities, projecting towards the redefinition of relationships with materials and objects.

scholarly journals Axiomatic Design: 30 Years After

2015 ◽  
Author(s):  
Mats Nordlund ◽  
Taesik Lee ◽  
Sang-Gook Kim
Keyword(s):  
Design Process ◽  
Design Theory ◽  
Organizational Design ◽  
Design Research ◽  
Design Thinking ◽  
Axiomatic Design ◽  
Environment Design ◽  
Good Design ◽  
Axiomatic Design Theory ◽  
Practical Experiences

In 1977, Nam P Suh proposed a different approach to design research. Suh’s approach was different in that it introduced the notions of domains and layers in a 2-D design thinking and stipulated a set of axioms that describes what is a good design. Following Suh’s 2-D reasoning structure in a zigzagging manner and applying these axioms through the design process should enable the designer to arrive at a good design. In this paper, we present our own experiences in applying Suh’s theories to software design, product design, organizational design, process design, and more in both academic and industrial settings. We also share our experience from teaching the Axiomatic Design theory to students at universities and engineers in industry, and draw conclusions on how best to teach and use this approach, and what results one can expect. The merits of the design axioms are discussed based on the practical experiences that the authors have had in their application. The process developed around the axioms to derive maximum value (solution neutral environment, design domains, what-how relationship, zig-zag process, decomposition, and design matrices) is also discussed and some updates are proposed.

scholarly journals DESIGN THINKING MODELS IN DESIGN RESEARCH AND EDUCATION

2016 ◽  
Vol 4 ◽  
pp. 488 ◽  
Author(s):  
Andra Irbīte ◽  
Aina Strode
Keyword(s):  
Design Education ◽  
Design Research ◽  
Design Thinking ◽  
Social Economic ◽  
Interdisciplinary Cooperation ◽  
Public Higher Education ◽  
Traditional Design ◽  
Systems Requirements ◽  
Research And Education ◽  
Is Design

Design thinking has become a paradigm that is considered to be useful in solving many problems in different areas:  both in development of design projects and outside of traditional design practice.  It raises the question - is design thinking understood as a universal methodology in all cases? How it is interpreted in design education? The analysis of theoretical and design related literature indicates different basic and contextual challenges facing design today: increasing scale of social, economic and industrial borders; complexity of environment and systems; requirements in all levels. As specialists and researchers in the field of design have concluded, here are multiple disconnects betweenwhat the graduate design schools are teaching at the level of methods and what skills is already needed. The problems have been found also in interdisciplinary cooperation and research. In the context of design thinking models and problem solving methods, the analysis shows that design education implementers in public higher education institutions in Latvia are ready for local and global challenges.  

Design-Led Strategy: How To Bring Design Thinking Into The Art of Strategic Management

2020 ◽  
Vol 62 (2) ◽  
pp. 30-52 ◽  
Author(s):  
Eric Knight ◽  
Jarryd Daymond ◽  
Sotirios Paroutis
Keyword(s):  
Strategic Planning ◽  
Strategic Management ◽  
Design Thinking ◽  
Organizational Practice ◽  
Customer Data ◽  
Corporate Managers ◽  
Practice Perspective ◽  
Current Design ◽  
Strategy As Practice ◽  
Insight Into

Design thinking has emerged as an important way for designers to draw on rich customer insights to enhance their products and services. However, design thinking is now also beginning to influence how corporate managers bring customer data into their day-to-day strategic planning. We call this integration of design thinking into the practice of strategic management “Design-Led Strategy” and show how it complements but extends current design-thinking perspectives. Adopting a strategy-as-practice perspective, this article identifies four archetypal practices that managers can use to strategize with design-thinking content. Its findings provide insight into the practices associated with situating design thinking within organizational practice.

scholarly journals Cultivating High School Leaders through Engineering and Science

2015 ◽  
Author(s):  
Joel Mieske ◽  
Martin Scherer ◽  
Mary Wells
Keyword(s):  
High School ◽  
Problem Solving ◽  
Design Research ◽  
Design Thinking ◽  
Engineering Problem ◽  
Problem Analysis ◽  
Leadership Program ◽  
Team Members ◽  
Undergraduate Studies ◽  
Effective Group

Engineering and leadership go hand in hand for many within the engineering profession and throughout undergraduate studies. Students are challenged to work in teams, self-assign tasks, manage team members, set deadlines and see projects to completion. The Waterloo engineering Catalyst High School Summer Leadership Program (Catalyst) aligns specifically with the engineering knowledge base, problem analysis, investigation, design, lifelong learning and communication outcomes outlined by the Canadian Engineering Accreditation Board (CEAB). Catalyst was developed to link engineering problem solving and design with leadership skills.Catalyst students are engaged to develop both soft and hard skills in an effort to display the multitude of connections, benefits and opportunities available to students entering their undergraduate studies. More and more entrepreneurship, design and effective group leadership are all becoming essential traits and skills for students entering the workforce as well for those taking the leap to dream, market, build and succeed with their own ideas or products.Over the past three years, the summer leadership program has grown through trial, feedback and collaborative brainstorming to offer a four-week program that focuses on leadership skills, design, research exposure and entrepreneurship. Through hands-on design thinking and problem solving projects, entrepreneurial group study and by offering leadership experience in a controlled setting a new type of high school student emerges. One who is prepared, excited and inspired to get involved, try, fail and challenge themselves and their peers to create change and solve problems facing their generation.

scholarly journals The Usability Study of a Proposed Environmental Experience Design Framework for Active Ageing

Buildings ◽  
2018 ◽  
Vol 8 (12) ◽  
pp. 167 ◽  
Author(s):  
Masa Noguchi ◽  
Nan Ma ◽  
Catherine Woo ◽  
Hing-wah Chau ◽  
Jin Zhou
Keyword(s):  
Architectural Design ◽  
Design Thinking ◽  
Care Facility ◽  
Building Design ◽  
Active Ageing ◽  
Ageing Population ◽  
Design Decision ◽  
Experience Design ◽  
Research Framework ◽  
Environmental Experience

Growing ageing population today may be necessitating building design decision makers to reconsider the indoor environmental quality (IEQ) standards in a way that accommodates senior occupants’ diverse and individual needs and demands. An experience design approach to rationalising and individualising end-user experience on how to utilise tangible products may serve to reflect user perceptions. Generally, architectural design practices tend to incorporate neither IEQ monitoring and analysis data, nor environmental experience design today. In response to the need for filling this gap, the authors of this paper conducted a feasibility study previously that led to structuring and defining an ‘Environmental Experience Design’ (EXD) research framework. Based on the previous case study on the collective spatial analysis and IEQ monitoring results, this paper further explored the usability and applicability of this proposed EXD framework particularly to the previously documented aged care facility in Victoria, Australia, which has been stressing active ageing agendas. This EXD framework usability experiment helped to build the capacity for engaging the subjectivity and objectivity of end users’ expectations, desires, and requirements in the architectural design thinking process. Nonetheless, due to the limitation of this initial and fundamental usability study’s resources and the objective, the necessity of adjusting the scale and scope of EXD analyses emerged. Moreover, the universality of this EXD research framework usage under various architectural typologies and user conditions yet require further attempts and investigations.

DESIGN-ED: a pedagogical toolkit to support K-12 teachers’ emergency transition to remote online education

2020 ◽  
Vol 121 (5/6) ◽  
pp. 331-339
Author(s):  
Paul Flynn
Keyword(s):  
Online Education ◽  
Design Research ◽  
Design Thinking ◽  
Lessons Learned ◽  
Iterative Refinement ◽  
Design Development ◽  
Content Type ◽  
Online Engagement ◽  
Educational Engagement ◽  
K 12

Purpose K-12 educators face persistent and nascent challenges as they grapple with making an emergency transition to remote online modes of engaging with their students. Crossing the digital divide that exists between multi-site educational engagement is challenging. This paper aims to address the particular challenge of maintaining or, perhaps re-conceptualising, the constructs that support social interaction in the face-to-face setting. A second pressing challenge is considering issues of equity when making the emergency transition to remote online engagement that are, in the physical classroom, somewhat mitigated by practitioners and the systems that support them. Design/methodology/approach DESIGN-ED is the output of a design-based research study. Findings However, in the rush to support this transition, it is possible that such challenges could be exacerbated if practitioners are not supported by a sustainable pedagogical process to frame their engagement with K-12 students in remote online formats. This paper explores these nascent challenges, presents a conceptual framework and explicates a subsequent design research model the form of a practitioner focussed “toolkit” that has the consideration of equity at its core. The “DESIGN-ED Toolkit” adopts and adapts a contemporary, effective and rapidly iterative design process from industry known as design thinking. Research limitations/implications The core components of this this process (empathy, definition, ideation, prototype and test) are pedagogically translated for use in complex and dynamic educational settings such as remote online engagement. Practical implications Lessons learned from the design, development and iterative refinement of this toolkit over three years are presented, and affordances of engaging with such a process are explored. Originality/value Lessons learned from the design, development and iterative refinement of this toolkit over three years are presented, and affordances of engaging with such a process are explored.

From design thinking to design knowing: An educational perspective

2019 ◽  
Vol 18 (2) ◽  
pp. 187-200
Author(s):  
Harah Chon ◽  
Joselyn Sim
Keyword(s):  
Interior Design ◽  
Collaborative Design ◽  
Design Education ◽  
Design Research ◽  
Design Thinking ◽  
Procedural Knowledge ◽  
Knowledge Generation ◽  
The Arts ◽  
Innovative Methodology ◽  
Design Activities

The process of design explicates the procedural knowledge of design activities, shifting theoretical conceptions across practical dimensions. Design thinking, as a creative and innovative methodology, has been established as a designerly process for non-designers to address complex problems. This article reviews the implications of introducing the design thinking methodology as a pedagogical approach in design education at LASALLE College of the Arts in Singapore, generating new knowledge to inform the research spaces of design practice and theory. Using the design thinking methodology as a sound framework to facilitate risk-taking decisions in design research and practice, students from the design specialisms of Design Communication, Product Design and Interior Design were inducted into an interdisciplinary project. The perspectives and insights arising from the collaborative, design thinking methodology are extracted, analysed and adapted to form a framework to illustrate the non-linear, circular structures of knowledge generation from theory (designerly knowing) to practice (design thinking) and research (design knowing).

In Search of Effective Design Problems for Design Research

2015 ◽  
Author(s):  
Fabien Durand ◽  
Michael E. Helms ◽  
Joanna Tsenn ◽  
Daniel A. McAdams ◽  
Julie S. Linsey
Keyword(s):  
Design Problem ◽  
Design Theory ◽  
Design Research ◽  
Design Thinking ◽  
Design Method ◽  
Evaluation Metrics ◽  
Or Education ◽  
Design Problems ◽  
Early Results ◽  
Thinking Tools

Much design theory research seeks to create, evaluate, improve or optimize design methods. Whether that research focuses on design thinking, tools, methods, or education, short design problems are often provided to participants in order to evaluate the effects of the variables being tested. When designing and creating such problems, certain characteristics may influence design outcomes: experience and exposure to the design problems vary between participants, and each problem may be more or less favorable to the controlled variable. In this paper we conjecture a small set of design problem characteristics that may influence experimental outcomes, and we discuss two experiments targeted at uncovering this influence. In our first experiment we examine differences in evaluation metrics between two design problems. In a follow up experiment we correlate the hypothesized characteristics to the variances in experiment outcome. These early results assist to further compare and contrast the empirical differences in common evaluation metrics, as well as show how familiarity and extent of the subjects’ knowledge of a design problem influence these metrics. We also expose the potential for interaction between the design method and the design problem.

Sign in / Sign up

Export Citation Format

Share Document