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.  

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 Using Design Interventions to Develop Communication Solutions for Integrated Pest Management

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Daren S Mueller ◽  
Austin Stewart ◽  
Ryan Clifford ◽  
Laura Iles ◽  
Adam J Sisson ◽  
...  
Keyword(s):  
Integrated Pest Management ◽  
Pest Management ◽  
Undergraduate Students ◽  
Design Education ◽  
Design Thinking ◽  
Interdisciplinary Collaboration ◽  
Interdisciplinary Cooperation ◽  
Agriculture Industry ◽  
Communication Needs ◽  
Problem Solvers

Abstract Iowa State University’s (ISU) Integrated Pest Management (IPM) program partnered with the ISU College of Design (COD) to use Design Thinking and other practical design methodologies and theories to identify and develop approaches to address IPM extension and communication issues. ISU IPM met with agriculture industry, program colleagues, and ISU COD faculty to discuss IPM-related needs in agriculture and to determine the program’s primary challenges. ISU COD faculty developed a two-semester course for undergraduate students, allocating various resources to solve these challenges. Undergraduates in the course, as the primary agents and problem solvers, developed various strategies the IPM program and its colleagues could implement. A model of interdisciplinary collaboration was developed, where design and science may function as equal partners in a design education setting. In our collaboration, the partners bought into a design-led process-based methodology that began with identifying IPM communication needs. This project resulted in unique design interventions to communicate IPM to stakeholders and the public, as well as created a model for interdisciplinary cooperation that can be exported to fields outside of agriculture and IPM.

scholarly journals Computational Design Thinking through Cellular Automata: Reflections from Design Studios

2020 ◽  
pp. 71-83
Author(s):  
Pınar Çalışır Adem ◽  
Gülen Çağdaş
Keyword(s):  
Cellular Automata ◽  
Computer Aided Design ◽  
Design Education ◽  
Design Thinking ◽  
Computational Design ◽  
Design Knowledge ◽  
Generative Process ◽  
Traditional Design ◽  
Definition Of ◽  
Aided Design

The current technologies have created a shift from Computer Aided Design to Computational Design in architecture. Computational design allows inquiries into what can be implicit knowledge in traditional design thinking, enables the definition of the mechanisms of design process and formulations of design knowledge and representation, and defines generative and evaluative knowledge. The purpose of this study is to discuss how Cellular Automata can be utilized in design studios to develop computational design thinking, through the examination of Frazer’s and Herr's studio works. After finding matching concepts and comparisons of Cellular Automata methods used in two design studios, the concept of ‘computation’ in Cellular Automaton studies and contributions of using this generative method in design studio will be discussed. In other words, this study will examine the content of Computational Design Thinking through Cellular Automata applications and their contributions to design education. As a result, since Cellular Automata methods are exploratory processes. They enhance seeing, reaching the whole from the parts, noticing the relationships and patterns between the parts and re-inventing them during and after the generative process. For these reasons, Cellular Automata have an important role in the development of computational design thinking in design studios with different concepts and setups.

scholarly journals Characteristics of Design as an Academic and Creative Discipline

2020 ◽  
Author(s):  
Al Momani Khaled Nabil
Keyword(s):  
Graphic Design ◽  
Design Education ◽  
Design Research ◽  
Design Thinking ◽  
Industrial Design ◽  
Doctoral Programs ◽  
Academic Research ◽  
Practical Research ◽  
Character Design ◽  
Research And Design

This article analyses research related to graphic design in the field of education and gives an overview of multiple definitions given in specialized literature regarding graphic design and design research. Design research provides an important blueprint for many other areas of practical research in contemporary society. The methodology of graphic design is transferable – it can be utilized not only in graphic design as such, but also in other areas, including management, business, and marketing. This process has been facilitated by the development of an academic research base, including doctoral programs. Due to the insufficient number of works on graphic design, it is necessary to venture into the other areas, such as industrial design, architecture, and engineering, which have a larger number of studies in the field of education. To prove that graphic design can affect the educational environment, it is necessary to study the nature of design as project research and design process. Keywords: design, graphic design, education, character design, industrial design, design thinking

scholarly journals Computational Design Thinking through Cellular Automata: Reflections from Design Studios

2020 ◽  
pp. 71-83
Author(s):  
Pinar Calisir Adem ◽  
Gulen Cagdas
Keyword(s):  
Cellular Automata ◽  
Computer Aided Design ◽  
Design Education ◽  
Design Thinking ◽  
Computational Design ◽  
Design Knowledge ◽  
Generative Process ◽  
Traditional Design ◽  
Definition Of ◽  
Aided Design

The current technologies have created a shift from Computer Aided Design to Computational Design in architecture. Computational design allows inquiries into what can be implicit knowledge in traditional design thinking, enables the definition of the mechanisms of design process and formulations of design knowledge and representation, and defines generative and evaluative knowledge. The purpose of this study is to discuss how Cellular Automata can be utilized in design studios to develop computational design thinking, through the examination of Frazer’s and Herr's studio works. After finding matching concepts and comparisons of Cellular Automata methods used in two design studios, the concept of ‘computation’ in Cellular Automaton studies and contributions of using this generative method in design studio will be discussed. In other words, this study will examine the content of Computational Design Thinking through Cellular Automata applications and their contributions to design education. As a result, since Cellular Automata methods are exploratory processes. They enhance seeing, reaching the whole from the parts, noticing the relationships and patterns between the parts and re-inventing them during and after the generative process. For these reasons, Cellular Automata have an important role in the development of computational design thinking in design studios with different concepts and setups.

scholarly journals USE INTERACTIVE MEDIA TO ENHANCE CREATIVITY OF DESIGNERS BY STIMULATING THE SENSES IN THE CONTEXT OF ART DESIGN EDUCATION

2021 ◽  
Vol 1 ◽  
pp. 3319-3328
Author(s):  
Xiaoxiao Liu ◽  
Yukari Nagai ◽  
Kumi Yabuuchi ◽  
Xiuxia Cui
Keyword(s):  
Design Education ◽  
Design Thinking ◽  
Interactive Media ◽  
Media Technology ◽  
Education Environment ◽  
The Senses ◽  
Art Design ◽  
To Receive ◽  
Core Issues

AbstractCreativity is very important for designers, and methods to stimulate designers' creativity are the long-term focus of art design education. The senses are an important channel for designers to receive information and define core issues. Stimulating the designer's senses can help enhance their perception and creativity, and is of great benefit for the quality and efficiency of the design outcome. Today's interactive media technology provides more possibilities and advantages for designers' perception and sensation. The purpose of this research is to explore a way to stimulate the designer's senses through the use of interactive media, thereby improving the designer's design thinking and creativity, and providing designers with innovative design support. By means of interactive ground projection and experiments, and discussion of the advantages of interactive media to stimulate designers' senses, this research proposes innovations in art design educational media, which is valuable for the training and learning of designers and the development of virtual education environment in the future.

scholarly journals Towards a signature pedagogy for design and technology education: a literature review

2021 ◽  
Author(s):  
Matt McLain
Keyword(s):  
Technology Education ◽  
Professional Education ◽  
Design Education ◽  
Design Thinking ◽  
Deep Structure ◽  
Project Based Learning ◽  
Design And Technology ◽  
Environment Design ◽  
Design And Technology Education ◽  
Signature Pedagogy

AbstractDrawing on the work of Lee Shulman, this article reviews literature exploring the concept of signature pedagogies, which are described as having have surface, deep and implicit structures. These structures are complex and changing; concerned with habits of head, hand and heart. Emerging from professional education and now being explored in STEM and Humanities education, they are characteristic forms of teaching and learning that are common across a sector. Common themes emerge from within a range of disciplines including art, built environment, design, music, religious, social work and teacher education. These include the roles of the curriculum, the teacher, the learning environment, as well as capability, uncertainty and the challenges associated with signature pedagogies. Focusing on literature from design education, the paper explores the nature of signature pedagogy in design and technology, as a tool for professional discourse. The conclusions propose a discursive framework for design and technology education in which the structures are tied together by the three fundamental activities of ideating, realising and critiquing; more commonly thought of as designing, making and evaluating. The deep structure being project-based learning, undergirded by the implicit values and attitudes associated with design thinking; including collaboration, creativity, empathy, iteration and problem solving. Design and technology education has something unique to offer the broad and balanced curriculum through its signature pedagogies and the way that knowledge is experienced by learners.

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