How Transdisciplinary is Design? An Analysis Using Citation Networks

Design Issues ◽  
2020 ◽  
Vol 36 (1) ◽  
pp. 30-44
Author(s):  
Jonathan Lewis
Keyword(s):  
Network Science ◽  
Design Thinking ◽  
Citation Networks ◽  
Journal Articles ◽  
Knowledge Analysis ◽  
Paper Citation ◽  
Is Design ◽  
Two Bodies

This article reveals how citation networks can be used to understand and demonstrate the ways design serves to integrate other bodies of knowledge. Analysis focused on two corpuses of peer-reviewed journal articles, representing two bodies of knowledge. The first corpus consisted of 277 articles with the words “Design Thinking” in title. The second corpus contained 296 articles with the words “Network Science” in the title. Paper citation and document co-citation networks of individual and combined corpuses were analyzed. The overlap of paper citation networks was used to synthesize similarities, differences, and opportunities for further integration.

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 Thinking in Technical and Professional Communication: Four Perspectives

2019 ◽  
Vol 33 (4) ◽  
pp. 437-455 ◽  
Author(s):  
Rebecca Pope-Ruark
Keyword(s):  
Technical Communication ◽  
Design Thinking ◽  
Professional Communication ◽  
Special Issue ◽  
Complex Problems ◽  
User Design ◽  
Technical And Professional Communication ◽  
Is Design

In this special issue, we explore design thinking as a broad conceptual process as well as a tool that might align with the work of technical and professional communication (TPC) programs. But what is design thinking? What are the benefits and drawbacks of the process? Can design thinking be used to help students address rhetorical challenges and complex problems? How is design thinking showing up in the field, and does it belong in TPC programs? Four scholars explore these questions in their niche areas: process, usability and user design, technical communication, and industry and programmatic perspectives.

scholarly journals Making Lived-Experience Research Accessible: A Design Thinking Approach to Co-Creating Knowledge Translation Resources Based on Evidence

2021 ◽  
Vol 18 (17) ◽  
pp. 9250
Author(s):  
Katherine M. Boydell ◽  
Anne Honey ◽  
Helen Glover ◽  
Katherine Gill ◽  
Barbara Tooth ◽  
...  
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Lived Experience ◽  
Mental Health Professionals ◽  
Participatory Design ◽  
Design Thinking ◽  
Evidence Based ◽  
Journal Articles ◽  
Translation Strategy ◽  
User Friendly

Mental health lived-experience research illuminates the perspectives and experiences of people who live with mental illness. However, little is known about how useful people with lived experience of mental illness/distress might find lived-experience research, nor what the best formats are to bring it to their attention. This paper describes the STELLER study (Supporting the Translation into Everyday Life of Lived-Experience Research), which explores the translation of lived-experience research in the lives of people living with mental illness. Our aim was to use a design thinking approach to develop a range of user-friendly formats to disseminate lived-experience research. A staged design thinking approach was used to develop a translation strategy for lived-experience research. We explored empathy via consumer consultation to understand their perspectives on lived-experience research, refined the design aim, research questions and generated ideas with consumers and mental health professionals, identified the evidence based on lived experience-authored journal articles, worked with design students and peer workers to create a suite of resources and developed prototypes tailored to individual settings and clients. Participatory design thinking strategies are essential to identify the best ways to translate evidence-based lived-experience research via accessible, lay-friendly resources targeted to individuals impacted by mental illness. This study is the first to investigate the feasibility and usefulness of bringing the findings of lived-experience research to individuals impacted by mental illness/distress. It provides evidence about a potentially important source of information that can be used to facilitate their recovery.

scholarly journals Designing to Partner/Partnering to Design: Exploring Synergies between Cultural Transformation and Design toward a Partnership Society

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Virajita Singh
Keyword(s):  
Material Culture ◽  
Global Education ◽  
Design Thinking ◽  
Systems Approach ◽  
Cultural Transformation ◽  
Transformation Theory ◽  
Product And Process ◽  
Pacific Grove ◽  
Partnership Approach ◽  
Is Design

What is Cultural Transformation Theory? What is design, and design thinking? How do these topics connect with concepts of culture and material culture? How are domination and partnership as paradigms of cultural transformation expressed in design? How can design and partnership work together to achieve a partnership society, and what actions does this suggest for the future? This article addresses these questions, identifies key elements of Cultural Transformation Theory, and introduces the concepts of design and design thinking and the aspects of design as product and process. Definitions of culture and material culture that reveal a disconnect with design are discussed. This article makes the case that design and culture are reciprocally connected, and uses specific cross-cultural examples of domination and partnership as manifested in design disciplines of architecture. Current ways in which the emerging field of design thinking incorporates a partnership approach are also discussed. Finally, the article suggests ways in which cultural transformation and design can work synergistically, evolving cultures toward a partnership future while creating design expressions of such a culture. Erratum Issued March 15, 2016. On page 20, the first Eisler reference should read: Eisler, R. (2013). Human Possibilities: An Integrated Systems Approach. World Futures, The Journal of Global Education, 69:4-6 (pp. 269-289) Pacific Grove, CA: Center for Partnership Studies. Retrieved from: http://www.partnershipway.org/learn-more/articles-by-riane-eisler

scholarly journals Integrating design thinking into instructional design: The #OpenTeach case study

2021 ◽  
pp. 33-52
Author(s):  
Caitríona Ní Shé ◽  
Orna Farrell ◽  
James Brunton ◽  
Eamon Costello
Keyword(s):  
Instructional Design ◽  
Online Education ◽  
Design Thinking ◽  
Potential Method ◽  
Online Course ◽  
Instructional Designers ◽  
Course Materials ◽  
Thinking Process ◽  
Is Design

Online education is becoming the norm in higher education. Effective instructional design methods are required to ensure that “ever-connected” students’ needs are being met. One potential method is design thinking: an agile methodology that stresses the importance of empathy with the student. The #OpenTeach fully online course was designed using design thinking principles and delivered in Spring 2020. This article reports on a case study which focused on the use of design thinking to design and develop the #OpenTeach course. The five iterative stages of design thinking (empathy, define, ideate, prototype and test) were integrated into the design and development of the course materials. The findings of this study indicate that the use of the design thinking process may be used by instructional designers to achieve empathy with their learners, which will ensure learners successfully engage and achieve the learning objectives of the course. Implications for practice or policy: A rich case study of the successful integration of design thinking within the instructional design methodology of an online teacher education project is valuable to educationalists who wish to follow a user-cntred empathetic approach. Instructional designers should focus on empathising with their student cohort to successfully engage students in the content that has been designed, and developed, as part of an online course.

What is design thinking?

2018 ◽  
pp. 24-54
Author(s):  
Brian Cuthbert ◽  
Trevor Vaugh ◽  
Fiona C. Chambers
Keyword(s):  
Design Thinking ◽  
Is Design

Snakes and Ladders Board Game Table Design to Develop Cognitive, Social and Tactual Perception Skills in Blind Children

2021 ◽  
Vol 3 (2) ◽  
pp. 58-66
Author(s):  
Choirul Anam ◽  
Muria Ilham Priharto
Keyword(s):  
Design Thinking ◽  
Secondary Data ◽  
Primary Data ◽  
Board Game ◽  
Research Subjects ◽  
Special Design ◽  
Blind Children ◽  
Ultimate Result ◽  
The Subject ◽  
Is Design

This study aims to overcome what is experienced by blind children and to invite blind children to take part in playing and not forgetting to put forward special design aesthetics for blind children. The results found result from primary data collection from observations of the daily activities of the subject and interviews with the subject, teacher, and subject's parents and secondary data got from literacy results from related research sources. The research subjects were taken from students of SDLB-A YPAB SURABAYA. The research method used is design thinking by approaching the subject. In the ultimate result, an innovative traditional snake and ladder game was found which was changed in such a way as to be accessible so that it was more friendly for blind children to use.

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