scholarly journals APPROACHES IN DESIGN EDUCATION: THE ROLE OF PATTERNS AND SCENARIOS IN THE DESIGN STUDIO

2016 ◽  
Vol 69 (1) ◽  
pp. 6-21
Author(s):  
Hernan Casakin ◽  
Arjan van Timmeren ◽  
Petra Badke-Schaub
Keyword(s):  
Problem Solving ◽  
Design Patterns ◽  
Design Education ◽  
Design Thinking ◽  
Design Studio ◽  
Design Activity ◽  
Educational Setting ◽  
Educational Approach ◽  
Design Problems ◽  
Functional Perspective

The studio is the educational setting where architectural students dedicate a large part of their study career working individually and in groups. Supporting students with adequate methods to deal with ill-defined problems in the design studio is a major challenge for design education. Whereas different approaches such as using design patterns and developing scenarios are reported to improve the design activity, they were never investigated in the design studio. An empirical investigation was conducted in order to explore whether and how scenarios and patterns can help students in developing a useful knowledge base and enhance their abilities to solve design problems in the design studio. Students were requested to solve a series of design problems using these educational methods, while working individually and as a team. They were asked to produce as many design ideas as possible, while in the team setting were instructed to think aloud. The data assessed is gathered from surveys, problem solving sessions, and interviews. Thus, qualitative and quantitative analyses had to be done to find out about the different impact of the two methods in design. The results showed that as an educational approach, patterns aided in defining problems and analyzing idea solutions, mainly from a technical and functional perspective. Scenarios, on the other hand, were helpful to generate new ideas, and to enhance design creativity. Independently of the pedagogical method used in the design studio, working in teams showed to be central to enrich and enhance many aspects of the design activity. The findings have important implications for intervention programs in the design studio. Key words: design thinking, design studio, design education, educational setting, problem solving session, students teamwork.

scholarly journals ІННОВАЦІЇ ПРАКТИЧНОЇ ПІДГОТОВКИ ФАХІВЦІВ З ДИЗАЙНУ ОДЯГУ НА ОСНОВІ ДОСЛІДЖЕННЯ ФОРМОУТВОРЕННЯ ІСТОРИЧНОГО КОСТЮМА

2019 ◽  
pp. 125-135
Author(s):  
Т. В. Ніколаєва ◽  
І. В. Давиденко ◽  
А. І Баранова ◽  
Т. Ф. Кротова
Keyword(s):  
Design Education ◽  
System Analysis ◽  
Practical Aspect ◽  
Practical Significance ◽  
Design Activity ◽  
Practical Training ◽  
Design Problems ◽  
Clothing Design ◽  
Creative Education ◽  
Fashion Designers

Determination of the components of practical aspect of the development of design education in order to form the professional competences in the learning process, which will contribute to the development of the creative direction in the solution of design problems, and due to an innovative approach, focused on practical skills development as one of strategic directions of development and modernization of professional creative education in the basis of historical and cultural heritage. Methodology. The literary, analytical, historiographic, analytical-associative, problem-design and system-structural analysis of the formation of the tasks of practical training for clothing designers based on the study of the shaping of historical costume of the XX century has been used; system analysis and classification of original means of constructing a form of clothing designed by famous couturiers of the 20th century; structuring of optimal design tools for the forms of a modern suit, with a view to using it in practical training of specialists. Results. The introduction of innovative means of formation of the modern costume in the practical training of clothing designers, based on the study of the principles of shaping of the historical clothing by famous couturiers of the XX century and implementation of original artistic and structural tools in the reconstruction and design of promising collections of costume, will contribute to the development of creative abilities of future specialists and a significant increase in the level of professional and creative education. Scientific novelty. The analysis of the innovative means of costume shaping based on the study of the artistic and compositional features of the design activity well-known fashion designers of the twentieth century, in order to include the tasks of reconstruction of costume forms in a program of practical training for future clothing designers. Practical significance. The results of the research are used in the development of programs for practical training of future specialists in the field of clothing design, organization and structuring of the practices task and the creation of promising collections for presentation at international and national competitions for young stylist designers. 

Articulating Design Education

2014 ◽  
pp. 22-47
Keyword(s):  
Environmental Sustainability ◽  
Cultural Awareness ◽  
Design Education ◽  
Divergent Thinking ◽  
Design Thinking ◽  
Design Activity ◽  
Communitarian Ethics ◽  
Reflection In Action ◽  
And Control ◽  
Problematic Feature

Design as an activity may be conceptualized analytically by saying that it consists, first and foremost, in the ability to create visual images of new structures and products; secondly, in the ability to produce such images in a way that will balance the economic demands of clients with the cultural demands of society; and finally, in the ability to use and control various ICTs for the production of visualizations. At the core of design activity is the phenomenon of creativity, the most mysterious and problematic feature of design, because it is thought to emanate from the imagination in a way that precludes and defies rational choice and control. J. P. Guilford’s concept of divergent thinking helps to explain creativity, as does Donald Schön’s concept of reflection-in-action, contrasted to Herbert Simon’s argument that design thinking is primarily problem solving, but ultimately, creativity and imagination appear to be elusive and uncanny concepts. Aristotle’s insistence on the formally teleological nature of making suggests that there may be a difference between art, or pure creativity, and design, or technical creativity, with its emphasis on utility. Creativity has always been required of designers, but in today’s world cultural awareness is also needed, in order to comply with communitarian ethics, with its emphasis on co-operation and consensus building, directed mainly toward environmental sustainability. Finally, expertise in the use of ICTS is now being universally advocated for all designers.

DESIGN IDEA CREATION AND IMPLEMENTATION IN LEARNING PROCESS: STUDY CASE

2019 ◽  
Vol 4 ◽  
pp. 555
Author(s):  
Lauma Veita
Keyword(s):  
Problem Solving ◽  
Design Process ◽  
Learning Process ◽  
Design Education ◽  
Design Thinking ◽  
Learning Technologies ◽  
Problem Solving Skills ◽  
Practical Action ◽  
Art And Design ◽  
Vocational Orientation

In the 21st century design thinking or problem-solving methodology has obtained a wide response in product development and service provision. It is a way of thinking which takes us to changes. Currently, in Latvia the schools which implement vocational secondary education art and design education programmes and also vocational orientation education programmes in art and design area have obtained the broadest experience in design acquisition. Taking into account the significance of problem-solving in learners’ development, design has been included in the comprehensive education content. Teachers need a new skill – to organize the design process so that their pupils would acquire problem-solving skills in a practical action. How have the teachers organized the design process? What learning methods have been applied? How is the design thinking developed? Goal analyse theoretical knowledge in design thinking and teachers’ experience of learning technologies in design acquisition which has been acquired in art education of vocational orientation. The Latvian National Culture Centre has compiled the experience of art teachers in methodological material “No Tēla līdz dizainam. Putns” (“From Image to Design. Bird”), it can look at 24 individual or pedagogical workgroup design process methodology for primary school pupils. Using designer IDEO group 3 I model – Inspiration, Ideation, Implementation, in the methodological material, development of design thinking has been described with 10 different techniques. The author’s analysis conveys the possible competences, what knowledge and skills pupils acquire in the design process, what techniques and methods the teacher applies in the learning process in design acquisition. The methodological material used in the research is one of the first for elementary school pupils’ design thinking development in Latvia, it enables us to identify problems and needs for school teachers. 

Strategies to Address “Design Thinking” in Engineering Curriculum

2018 ◽  
Author(s):  
Devdas Shetty ◽  
Jiajun Xu
Keyword(s):  
Machine Learning ◽  
Virtual Reality ◽  
Problem Solving ◽  
Curriculum Design ◽  
Design Education ◽  
Design Thinking ◽  
Basic Design ◽  
Hardware In The Loop ◽  
Engineering Curriculum ◽  
New Ideas

It is suggested by many scholars that if the goal of engineering education is to produce engineers who can critically design and create, then providing students with early opportunities to engage in creative engineering design is important. While basic design is focused on the development of new products for the individual, working towards a more sustainable world demands greater attention to designing for and with communities. Improving design education and examining design-learning outcomes requires a kind of targeted approach that could match the best practices to personalize student learning. Design is complex and design includes balancing the needs of multiple stakeholders. However, there is a gap in the preparation of design education that will be needed in a challenging environment. This paper reviews the history of design thinking in the engineering curriculum. Design thinking education starts with an understanding of its importance with socioeconomic relevance. Through observation and empathy, mapping the designer uses the listening and learning tools for mapping users unarticulated needs, working in a team environment. The designer takes time to think carefully why a certain project is considered and details which aspects of machine learning application can be applied from functional to complete success for the end users. The availability of powerful virtual reality methodologies, have made it possible to consider the realistic needs and visualize scenarios and to explore the design alternatives with new ideas before full scale resource allocation on new ideas. Mid-to-advanced level courses with experimental assignments require that students apply through experimentation the principles and concepts learned in foundation courses. The basic design tools such as axiomatic thinking, theory of inventive problem solving, design iteration and simulation using hardware-in-the loop are discussed with case studies. Consideration of product sustainability with the thoughts of design for disassembly and disposal has emerged as a major part of design thinking. Senior engineering courses center on cross and interdisciplinary design and capstone experiences so that students experience fully guided practice of device design and problem solving, simulating what they are likely to experience in the world. This paper examines the critical issues of design thinking in a curriculum from observation, empathy mapping, validation of the idea, and improvement of idea by virtual reality and machine learning, optimization of the idea by tools such as axiomatic design, hardware in the loop simulation, and finally examining product sustainability causes.

scholarly journals Immateriality in Design and Pedagogy

2019 ◽  
pp. 68-71
Author(s):  
James F. Eckler
Keyword(s):  
Design Education ◽  
Architectural Design ◽  
Design Studio ◽  
Educational Setting ◽  
Instructional Models ◽  
Micro Scale ◽  
Virtual Spaces ◽  
Conventional Design ◽  
Architectural Design Studio

Instructional models are increasingly online, remote, and accessible whenever convenient, ostensibly leaving the conventional design studio behind. What are the consequences of design education without a place of its own — the studio? What are the consequences if architecture Schools resist the pressures to move to a remote platform? The Architectural design studio is unique educational setting in which Information doesn’t flow in a single direction, from professor to student. Instead, it is exchanged in complex patterns of dialogue and production that form the foundation of a micro-scale community. the quality of the education is predicated on the interaction among members of this community. This presents a challenge to the virtual spaces of education that are increasingly becoming the norm. And, while virtual spaces and places of education have not yet fully assimilated the design studio, this does not mean the studio can’t leverage advantages of these emergent grounds of discourse.

scholarly journals Intuition in the Design Studio: A Perspective on Student’s Creativity and Design Process

2021 ◽  
pp. 37-48
Author(s):  
Zeynep Ozge Yalcin ◽  
Keyword(s):  
Design Process ◽  
Design Education ◽  
Architectural Design ◽  
Rational Approach ◽  
Design Studio ◽  
Design Problems ◽  
Final Project ◽  
Scientific Approach ◽  
Architectural Design Studio ◽  
Architectural Knowledge

In the twentieth century, as a result of the transition to a scientific approach in design, intuition lost its validity and design became a rational act. In well-defined problems, the design process could be structured with this scientific approach, however, in an ill-defined structure, rationality needs to be combined with intuition to analyzing the design problems, decisions making and generate solutions by supporting the creativity of design students. In this respect, intuition can assist to strengthen and develop the required abilities during the process. Accordingly, the aim is to understand the role of intuition, how students use it to work creatively through sketches, and conceptual ideas, and the problematic process of transformation into architectural knowledge in the design process. The study carried out a literature review to draw an understanding of the dimensions of intuition and its role in the architectural design studio. The results of the study demonstrate that intuition has a crucial role in the design process. Relatedly, the lack of intuition becomes problematic, due to the non-conveyable character that it cannot find a place for itself in the design education in terms of crits from tutors, and alteration of intuition into concrete representations leads to a gap between intuition and the final project. Furthermore, these problems could be eliminated through the coherent use of two features which are rational approach and intuition. In this respect, intuition, creativity, and rationality is needed to perform together in order to achieve success by deciphering the potentials of the project through the process.

Design Thinking in Higher Education

2016 ◽  
pp. 306-328 ◽  
Author(s):  
Julia von Thienen ◽  
Adam Royalty ◽  
Christoph Meinel
Keyword(s):  
Problem Solving ◽  
Design Thinking ◽  
Empirical Studies ◽  
Problem Based Learning ◽  
Creative Problem Solving ◽  
Educational Approach ◽  
Problem Solving Skills ◽  
Work Spaces ◽  
Creative Problem ◽  
Problem Solving Process

This chapter introduces design thinking as an educational approach to enhance creative problem-solving skills. It is a problem-based learning paradigm that builds on three pillars: A creative problem solving process, creative work-spaces and collaboration in multi-perspective teams. This chapter discusses central elements of design thinking education and contrasts the approach to conventional education as well as other problem-based learning paradigms. In particular, design thinking classes harness a unique “look and feel” and “verve” to help students acquire and experience creative mastery. Furthermore, the chapter overviews empirical studies on design thinking education. Four studies are described in more detail: Experiments on the three pillars of design thinking and one case study where a university class curriculum has been changed to a design thinking paradigm. Finally, the chapter provides resources for readers who want to learn more about design thinking education.

scholarly journals Students’ Consciousness of their Problem Solving Approaches as a Key to Creativity in Design

2020 ◽  
Vol 4 (1) ◽  
pp. 93
Author(s):  
Marwa Hassan Khalil
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Engineering Students ◽  
Design Thinking ◽  
Positive Impact ◽  
Thinking Skills ◽  
Design Problems ◽  
Problem Solving Skills ◽  
Architectural Engineering ◽  
Problem Solving Process

Architectural engineering students are constantly dealing with ill-defined and tangled design problems. Many scholars accentuated the importance of creative thinking in tackling such wicked and complex problems. Accordingly, getting engaged in an ill-defined problem solving process requires specific personality traits that are often critical to creativity and innovation in design. In that sense, architectural engineering curricula need to provide various strategies through which such individual skills can be nurtured and developed. The objective of this study is to empirically identify the different patterns of students’ approaches in solving problems and the role of group discussions in such a process. The study adopted a qualitative approach, in a live class setup, through a series of workshops to allow for in-depth exploration of the students’ problem solving skills and abilities. The intention is to help students in discovering and in being aware of their own way of solving problems and identifying its strengths and weaknesses. This is considered a core and significant step towards the improvement and development of their design thinking skills. The findings of the study have emphasized the positive impact of the cyclical behavior in the creative problem solving process and highlighted the different key issues and lessons emerging from students’ consciousness of the mental processes that occurred during this iterative process. Such awareness and consciousness of those emergent issues is expected to encourage conscious design, increase tolerance for ambiguity and improve self-confidence which are believed to dramatically help students in creatively solving ill-defined architectural design problems.

scholarly journals An Introduction to Design Studio Experience: The Process, Challenges and Opportunities

2020 ◽  
pp. 57-69
Author(s):  
Sehnaz Cenani ◽  
Yazgi Aksoy
Keyword(s):  
Human Body ◽  
Cognitive Skills ◽  
Design Education ◽  
Design Thinking ◽  
Parametric Design ◽  
Spatial Perception ◽  
Design Studio ◽  
First Year ◽  
Challenges And Opportunities ◽  
Abstract Level

This paper explores design education in studio settings and presents insights from a design studio based on parametric design thinking. The first-year design studios are essential parts of the architectural education. In these studios, design decisions are taken on a more abstract level, there are less constraints, and the exercises are designed to explore the potentials of design, within the framework of various scales, ranging from human to building, and then to urban. The Introduction to Design course is constructed with interconnected exercises based on concepts such as modularity, the parameters of the human body and spatial perception. The first exercise is designing an architectural structure through parametric thinking. The second exercise is about exploring the design potentials of cube modules with each other, with a rule-based design approach. To better understand the importance of ergonomics in design, the third exercise focuses on the concept of movement through the human body. The aim of the fourth exercise is to study a physical environment and to investigate spatial perception in the built environment. The main aim of this design studio is to teach design with parametric design thinking while focusing on improving the cognitive skills of the students. An Introduction to Design studio experience that is formulated according to these features is described in this study.

Sign in / Sign up

Export Citation Format

Share Document