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).

scholarly journals Rethinking Inside the Box:

IDEA JOURNAL ◽  
2007 ◽  
pp. 16-37
Author(s):  
Andy Milligan ◽  
Ed Hollis ◽  
Alex Milton ◽  
Drew Plunkett ◽  
Frazer Hay ◽  
...  
Keyword(s):  
Interior Design ◽  
Design Education ◽  
Design Research ◽  
Design Thinking ◽  
Discussion Paper ◽  
Future Directions ◽  
International Audience ◽  
New Challenges ◽  
The Uk ◽  
The City

This discussion paper describes key findings from the international IFS (Interiors Forum Scotland) conference, ‘Thinking Inside the Box’, held at The Lighthouse, Scotland’s Centre for Architecture, Design and the City in March 2007. In conjunction with an historical overview of interior design education in the UK, the authors describe the intention behind the conference, outlining its origins, aims and ambitions. The Interior Forum Scotland’s lead role within the UK sector is discussed, as is its collaboration with the UK wide Interior Educators Council. Similarly, the IFS, in its first conference, is positioned against more established international interior design research communities, such as IDEA, (Interior Design / Interior Architecture Educators Association), amongst others. The authors speculate on the issues and themes highlighted by an international audience of interior design educators, researchers, authors and practitioners, and consider the future directions, challenges and issues driving interior design thinking internationally and design generally, and in particular, how these may influence the independent Scottish interior design sector. The paper and conference underpins interior design as an exceptionally broad and increasingly self confident spatial field, albeit one which operates within distinct interior frequencies from decoration to architecture. It also examines the ways in which interior design educators, organisations and practitioners are reclaiming, refining and redefining this field. Interior design’s initial co- architectural / pro-decorative role is placed into context against new environmental territories and new challenges.

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.  

The Mundane and Strategic Work in Collaborative Design

Design Issues ◽  
2018 ◽  
Vol 34 (3) ◽  
pp. 42-58 ◽  
Author(s):  
Virve Hyysalo ◽  
Sampsa Hyysalo
Keyword(s):  
Collaborative Design ◽  
Participatory Design ◽  
Design Research ◽  
User Involvement ◽  
Design Issue ◽  
External Context ◽  
The Future ◽  
Design Activities ◽  
Prevailing View ◽  
Do So

We address the design issue of mundane and strategic work in collaborative design. We do so through an examination of a series of participatory design activities in building a flagship library of the future. Both strategic and mundane work are found to permeate the processes, results, and further uptake of collaborative design outcomes as internal issues of user involvement, and not just as external context or excludable routine execution, which has been the prevailing view to them in design research to date.

scholarly journals Revisiting Problem-Solution Co-Evolution in the Context of Team Conceptual Design Activity

2020 ◽  
Vol 10 (18) ◽  
pp. 6303 ◽  
Author(s):  
Tomislav Martinec ◽  
Stanko Škec ◽  
Marija Majda Perišić ◽  
Mario Štorga
Keyword(s):  
Conceptual Design ◽  
Design Education ◽  
Design Research ◽  
Solution Space ◽  
Design Activity ◽  
Problem Solution ◽  
Conceptual Design Phase ◽  
Design Activities ◽  
Conventional Models ◽  
Concept Review

The conventional prescriptive and descriptive models of design typically decompose the overall design process into elementary processes, such as analysis, synthesis, and evaluation. This study revisits some of the assumptions established by these models and investigates whether they can also be applied for modelling of problem-solution co-evolution patterns that appear during team conceptual design activities. The first set of assumptions concerns the relationship between performing analysis, synthesis, and evaluation and exploring the problem and solution space. The second set concerns the dominant sequences of analysis, synthesis, and evaluation, whereas the third set concerns the nature of transitions between the problem and solution space. The assumptions were empirically tested as part of a protocol analysis study of team ideation and concept review activities. Besides revealing inconsistencies in how analysis, synthesis, and evaluation are defined and interpreted across the literature, the study demonstrates co-evolution patterns, which cannot be described by the conventional models. It highlights the important role of analysis-synthesis cycles during both divergent and convergent activities, which is co-evolution and refinement, respectively. The findings are summarised in the form of a model of the increase in the number of new problem and solution entities as the conceptual design phase progresses, with implications for both design research and design education.

scholarly journals REDESAIN STAN PEDAGANG SUVENIR DILINGKUNGAN MUSEUM SANGIRAN SRAGEN DENGAN PENDEKATAN ERGOKULTURAL

2019 ◽  
Vol 11 (1) ◽  
pp. 35-41
Author(s):  
Eko Sri Haryanto ◽  
Tri Prasetyo Utomo
Keyword(s):  
Public Space ◽  
Interior Design ◽  
Design Research ◽  
Numerical Data ◽  
Research Strategy ◽  
Distinctive Character ◽  
Study Program ◽  
Design Activities ◽  
Art Design ◽  
Applied Design

The souvenir product booth is an important tool that is used to support the smooth running of business activities in public space for traders. The souvenir product booth is used by sellers to display their merchandise to attract visitors to come and do buying and selling activities. This applied research aims to determine the condition of the souvenir merchant product booth at the Sangiran Museum, then analyze and synthesize, then do a new booth redesign that is in accordance to the demands of function, ergonomics, culture and image of Sangiran Museum tourism object. The design of the new booth was made so that it could function properly to support the display of the typical Sangiran products sold. In the end, it was hoped that there would be additional transactions so as to increase the sales turnover of souvenir merchants in Sangiran Museum area. The design is made based on the rules of function, safe and comfortable ergonomically, and has a distinctive character according to the tourist destinations in Sangiran Museum.The object of applied design research is the product stand for souvenir merchants in SangiranMuseu. The method used is descriptive with a qualitative approach supported by quantitative dataor can be called a multiple research strategy. Quantitative data here means using numerical data which is the result of measurement in the field, then compared to the references, resource persons and analyzed based on the researcher interpretation. The design activities begin with product discovery stage to obtain innovative creations in the product design process.The results of applied art / design research are in the form of designs and booths that are in accordance to the rules; functions, ergonomics, beauty and image of Sangiran Museum. The results of the creation of art / design are also expected to provide material for the Interior Design and Furniture Design Courses in Interior Design Study Program, ISI Surakarta.  Keywords  : booth redesign, ergonomics, culture, Sangiran Museum

Investigating the Affective Force on Creating Shared Understanding

2007 ◽  
Author(s):  
Maaike Kleinsmann ◽  
Andy Dong
Keyword(s):  
Cognitive Processing ◽  
Collaborative Design ◽  
Research Method ◽  
Design Thinking ◽  
Psychological Research ◽  
Affective Processing ◽  
Shared Understanding ◽  
Affective Content ◽  
Analysis Technique ◽  
Design Activities

There is growing psychological research linking affect to the content and process of thinking. This paper deals with one aspect of affect and social cognition, the interaction of affect and shared understanding. It is theorized that affect may have cognitive processing consequences for shared understanding in design. In order to investigate this question, this paper develops a research method that brings together theories and instruments from cognitive science, linguistics, and design studies to study the link between affect and shared understanding in design. First, the paper reviews a framework for analyzing the process of creating shared understanding. Second, the paper presents a linguistic framework and analysis technique for extracting affective content from language based on the explicit, conscious expression of affect through favorable and unfavorable attitudes towards specific subjects. Third, the paper proposes a model of shared understanding that is interdependent, in part, with affective processing. The linguistic analysis and shared understanding analysis framework are applied to a transcript of collaborative design to illustrate how the affective content of designers’ communication shifts design activities. We find that our research method allows affect to be observed concurrently with cognitive processing and that, owing to the motivational consequences of affect, produces an axis of evaluation that could shed light on how affect organizes and drives the outcomes of design thinking.

scholarly journals Expert User Education: Redefining Role of Design And Designers of IR 4.0 in Rehabilitation Setting

2019 ◽  
Vol 15 (3) ◽  
pp. 266
Author(s):  
Nurhikma Mat Yusof ◽  
YM Raja Azmeer YM Raja Effendi ◽  
Siaful Hasley Ramli
Keyword(s):  
Design Education ◽  
Social Impact ◽  
Design Thinking ◽  
Design Method ◽  
Interdisciplinary Collaboration ◽  
Field Research ◽  
Design Practice ◽  
Expert User ◽  
Design Activities ◽  
Design Intervention

Interdisciplinary is a huge innovation in education. It sets a wide perspective of knowledge boundaries with different background of expertise in order to achieve better outcomes and social impact. Innovation in the other way closely related to the creative mind as being portrayed as design thinking. A cross-field research has been conducted between occupational therapist (expert-user) and designer due to innovation activities occurs in the rehabilitation setting. Increasing creation of assistive technology (AT) for patients grows in numbers but unfortunately issues of the low rate of usage being highlighted. What went wrong to those creation? The purpose of this paper is to investigate the effective design practice that suits to the need of interdisciplinary for design intervention in rehabilitation setting. In design education, several approaches were applied by the designers to help the non-designer to innovate products in their field such as co-creation. Hence, a total of selected studies from design and innovation journal between year 2010 until 2018 being reviewed using Mendeley to analyse the difference design activities involved. Upon findings, attributes for interdisciplinary for design education for expert-user are including types of user, experience and technology factors. Recommendation for further research in design method for interdisciplinary collaboration for expert-user is perceived to bring better creation by future Design Innovation Catalyst (DIC) where they can adopt design intervention in their field for effective problem solving; either in design or non-design activities. The importance of these findings for design interdisciplinary is discussed. KEYWORDS: Co-design practice, Expert-user, Innovation, Interdisciplinary

The connective role of improvisation in dealing with uncertainty during invention and design processes

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Satu MIETTINEN ◽  
Melanie SARANTOU
Keyword(s):  
Performing Arts ◽  
Participatory Design ◽  
Design Research ◽  
Design Thinking ◽  
Study Data ◽  
Design Problems ◽  
Design Processes ◽  
Art And Design ◽  
Design Activities

This paper explores the role of improvisation in design thinking for product design processes and design research methods. Improvisation is often at the core of practice-based and participatory design, permitting flexibility. The role of improvisation in the performing arts has received considerable academic attention, however its role in design processes has been neglected, because improvisation is often viewed as the second-best solution to design problems. This paper presents a framework for improvisation by surveying existing scholarship. Additionally, field study data collected between 2011 and 2016, primarily in Namibia and Australia, will be used to illustrate how improvisation is applied by practitioners during their art and design activities. The connective function of improvisation allows designers to negotiate, take risks, unmake and remake formations. This function enables the fluidity of design, to move from one moment in a process to the next, allowing designers to negotiate ways of work during uncertainty.

Revealing Insights From Professional Design Documentation

2014 ◽  
Author(s):  
Sophoria N. Westmoreland ◽  
Linda C. Schmidt
Keyword(s):  
Design Process ◽  
Design Education ◽  
Design Thinking ◽  
Design Data ◽  
Data Set ◽  
Coding Scheme ◽  
Design Documentation ◽  
Design Activities ◽  
Comparative Results

In this work, the researchers explore how a professional engineering designer documents thoughts during the design process. This research will increase understanding of design thinking, improve the effectiveness of the design profession, and create tools for design education. Analyzing professional design behavior is traditionally done using timed design activities that are audio and video recorded to collect design data. The methodology used here is to analyze a set of handwritten design journals used for one long-term project. A comprehensive cognitive coding scheme is applied that has been verified by applying it to the data set and refined through iteration. The coding scheme has also been validated by producing comparative results to similar design studies found in the literature such as Atman, Suwa, and Jain. The results found that the professional was very detailed, spent a considerable amount of time on project management and that students are recording in the design journal for different reasons and at different times during the design process than the professional.

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