Rediscovering Design Education as a Social Constructivist Foundation for Innovative Design Thinking

2011 ◽  
pp. 195-218
Author(s):  
Johann van der Merwe
Keyword(s):  
Design Process ◽  
Design Education ◽  
Design Thinking ◽  
Social Groups ◽  
Design Practice ◽  
Bruno Latour ◽  
Computing Technology ◽  
Innovative Design ◽  
The Public ◽  
Ubiquitous Presence

Design has been described by Bruno Latour as the missing masses, and tellingly as “nowhere to be said and everywhere to be felt” (2005: 73). Traditionally, not only objects, but design’s presence in general has gone largely unnoticed by the public, but that is changing, due, in considerable part, to the ubiquitous presence of computing technology. Design, as representative of unnoticed and neutral objects, is no longer feasible, but design, as a participative presence in the lives of its users, is fast gaining ground in our complex society. Designers are no longer fully in control of the design process, meaning design practice, and as a result design education must change to adapt to the increasing pace at which different social groups are evolving new ways of communicating and living.

The impact of virtual visualisation: perception and design of spaces in ethnographic projects

2019 ◽  
Author(s):  
Juan Carlos Márquez Cañizares ◽  
Juan-Carlos Rojas
Keyword(s):  
Design Process ◽  
Design Education ◽  
Field Investigation ◽  
Ethnographic Research ◽  
Evaluation Instrument ◽  
Information Analysis ◽  
Public Park ◽  
The Public ◽  
Design Students ◽  
The Impact

"The use of VR technology within education is an area that has generated great interest in recent years, so this work follows that trend and contains nuances related to user-centred design education. The objective of this work is to identify students’ perceptions of the use of VR technology for ethnographic research. A group of 20 industrial design students from Tecnologico de Monterrey conducted a field investigation, which included interviews and surveys, using HMD with videos and stereoscopic images of a public park in Monterrey, Mexico. Based on the research and information analysis, areas of opportunity were identified and urban furniture proposals for the public park that place were generated. Once the design process was completed, an evaluation instrument was applied to measure, through statistical analysis, the students' perceptions of their experience using technology in the design process; gender, qualification obtained and the relevance of the technology used was also considered."

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. 

How to best involve different stakeholders in the design process of products and services to communicate multi-hazard information?

2021 ◽  
Author(s):  
Irina Dallo ◽  
Michèle Marti
Keyword(s):  
Design Process ◽  
Scientific Community ◽  
Quantitative Methods ◽  
Design Thinking ◽  
Interactive Methods ◽  
Practice Research ◽  
Personal Contact ◽  
The European Union ◽  
Horizon 2020 ◽  
The Public

<p>In order to have an impact in practice, research approaches should reflect real conditions as much as possible and generate user-oriented findings. To this end, we need an interdisciplinary exchange among experts and authorities considering institutional structures. Moreover, a combination of innovative methods is required to assess the diverse public’s needs and to generate useful findings for the design of products and services to communicate multi-hazard information. Furthermore, the findings should be communicated to the scientific community as well as to the authorities and the public. Our contribution demonstrates a successful approach for involving different stakeholders in the design process of products and services in a multi-hazard context.</p><p>For our research, we are using a participatory and user-centred systemic approach with a major emphasis on user requirements driving future developments. It can be understood as a multi-perspective bottom-up approach, involving not only scientists from different disciplines but also authorities (e.g. decision makers) and the public. A combination of qualitative and quantitative methods thereby allows to understand the wider social and structural context and thus to implement sustainable and suitable services and products.</p><p>A combination of various methods is used in this approach to assess the needs of the scientists, the public and the authorities. With surveys, we assess general patterns and needs and identify challenges and potentials. To compensate for the artificial setting questionnaires establish, we include experiments (e.g. conjoint choice experiments) into the surveys to test different options. With interviews or focus group discussions, we further deepen aspects that we quantitatively assessed in order to better understand people’s beliefs behind their choices. Moreover, we apply interactive methods from the design thinking toolbox, such as user-driven prototyping. This methods allow an understanding of users’ thinking and reveals needs and features that developers may not have thought of. Furthermore, we used the actor constellation – a role-play for jointly sorting out the relevance of various involved actors – to map the connections between the actors and to identify potential conflicts. To gain further insights and to contentiously enhance our products and services, we maintain a constant dialogue with different stakeholders.</p><p>An important aspect of this dialogue is the transparent and active communication of the findings to the scientific community as well as to the authorities and the public. For this purpose, we use the following mechanisms: co-creation of knowledge with key stakeholders, open-access papers for scientific journals, personal contact with actors involved, presentation at conferences, non-scientific reports for authorities (in the national languages), blog posts, social media posts, and exchange of knowledge and experience via project platforms. In order to be successful, the information communicated should meet the target audiences’ expectations.</p><p> </p><p><em>This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 821115.</em></p>

scholarly journals Czy Bruno Latour testuje Rema Koolhaasa i co z tego dla nowej humanistyki wynika?

2019 ◽  
Vol 23 (1) ◽  
pp. 105-114
Author(s):  
Magdalena Matysek-Imielińska
Keyword(s):  
Euclidean Space ◽  
Design Process ◽  
Critical Reflection ◽  
Experimental Methods ◽  
The Other ◽  
Bruno Latour ◽  
Architectural Practice ◽  
The Public ◽  
Collective Process ◽  
Public Character

Is Bruno Latour testing Rem Koolhaas and what are the results for the new humanities?One of today’s most famous architects, Rem Koolhaas, tackles the problem of architectural objects as networked and transformable processes — not only structural, but also social and politi­cal ones. Bruno Latour, in turn, who is a sociologist, is constructing this time a theory — a weapon/ a new tool which will help architects move objects which so far have been static “Give me a gun and I will make all the buildings move” and design them in a non-Euclidean space. Theoretically, Latour — by “tapping lightly on Koolhaas’s architecture with a blind person’s cane” — proves once again that we have never been modern and, on the other hand, proposes to look at the design process in such a manner as to see the public character of things, discover the agency of non-human actors.What is the result of Latour’s collaboration with Koolhaas? Will the considerations of a prac­titioner and a theoretician, an architect and a sociologist prove to be an important contribution to the revision of cultural expressions? In my article, in the spirit of critical reflection on the myth of a lonely genius, I shall follow the demands of treating design as a collective process, networking the work of helpers and collaborators, data collectors and seekers of contexts. Are they really imple­mented in architectural practice? Is it really possible to talk about experimental methods of produc­tion and presentation of knowledge in this case?

scholarly journals Creating innovative design labs for the public sector: A case for institutional capacity building in the regions of Ukraine

2021 ◽  
Vol 19 (2) ◽  
pp. 320-332
Author(s):  
Dmytro Dzvinchuk ◽  
Mariana Orliv ◽  
Brigita Janiunaite ◽  
Victor Petrenko
Keyword(s):  
Public Sector ◽  
Performance Management ◽  
Intellectual Development ◽  
Design Thinking ◽  
Swot Analysis ◽  
Public Institutions ◽  
Participative Leadership ◽  
Innovative Design ◽  
The Public ◽  
Study Results

Innovative design labs were created by public authorities of the USA, Australia, Singapore, Finland, Canada, the UK, Switzerland, Denmark, China, and other countries to accelerate changes and develop modern public service. This paper provides further insight to establishing external innovation accelerators for strengthening capacity of public institutions. The study aims to define the development opportunities for innovative design labs for the public sector in Ukraine’s regions by the case of the Laboratory of Intellectual Development for Empowering Regions (LIDER). The study was conducted at two stages: (1) exploring the features of innovation implementation in the public sector and outlining the main problems of innovation capacity of public institutions; (2) defining the development opportunities for the LIDER via SWOT-analysis. To substantiate the study results, the correlation analysis between autocratic, bureaucratic, competitive, self-protective, and participative leadership behaviors of CEOs and innovation index based on data from 18 countries was performed, as well as a survey of 195 public servants of the Ministry of Justice of Ukraine and an interview of 9 experts were conducted. The following key development opportunities for the LIDER were detected: promoting the introduction of incremental innovations in public institutions by using design thinking methodology; assisting the development of pro-innovative culture and participative leadership via individual-centric and system-oriented approaches; developing effective tools for performance management and supporting public institutions in project activity; organizing the competitions for regional innovative projects; assisting in creation of radically human systems in public institutions. AcknowledgmentThe paper was prepared within the framework of the joint Ukrainian-Lithuanian R&D project “Competence Development of Lithuanian and Ukrainian Public Sector Employees Using Design-Thinking Methodology”.The project has received funding from the Research Council of Lithuania (LMTLT, agreement № S-LU-20-5) and the Ministry of Education and Science of Ukraine (agreement № М/31-2020).

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

CAUSE AND EFFECT: ANALYSING THE ROLE AND EFFECTIVENESS OF A DESIGN STUDENT'S PROCESS BOOK

2011 ◽  
Author(s):  
J. Park ◽  
H. Kang
Keyword(s):  
Design Process ◽  
Graphic Design ◽  
Visual Communication ◽  
Design Education ◽  
Creative Thinking ◽  
Design Thinking ◽  
Individual Work ◽  
Research Questions ◽  
Design Students ◽  
Graphic Work

The research's main goal and motive is to help find way to improve graphic design education. Most design student use "process book", which includes written notes, research, drawings, as method of capturing and facilitating design thinking. This study poses the following research questions: What role does the process book practice to design student and tutors? How the process book be used as an effective tool for student's cognition of graphic work and helpful tutorial tool for visual communication? Survey was proceeded on BA Graphic design students at design universities in Korea, how design process materials have been using and efficiency of design process book for an individual work, tutorial, or creative thinking and producing design outcome eventually.

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.

scholarly journals Students crossing cultural boundaries within a transnational design course in China: An activity theory analysis

2021 ◽  
Author(s):  
◽  
Brenda Saris-Brandon
Keyword(s):  
Activity Theory ◽  
Design Process ◽  
Design Education ◽  
Design Thinking ◽  
Chinese Government ◽  
Second Phase ◽  
Creative Design ◽  
International Partnership ◽  
Process Learning ◽  
Creative Design Process

<p>The focus of this thesis is on visual communication design (VCD) students’ engagement with creative design process learning within a transnational context. The context is an international partnership between a higher education institution in New Zealand and Hunan City University (HNCU) in China. The Chinese government is currently positioned in a third wave of an internationalisation strategy which encourages cooperative agreements with foreign or overseas institutional partners situated within Chinese universities. For design institutions in particular, the Made in China government initiative has led universities to actively engage with design education approaches imported from the west. The aim for Chinese institutions is to encourage student creativity in order to build on government aspirations to move China from a manufacturing, to an innovation and design led economy.   Cultural historic activity theory (CHAT) was used to analyse data from a VCD studio classroom at HNCU in China. A three-level hierarchy of artefacts model was developed for the analysis, which by extention offers a CHAT approach for creative design scenarios. The study had two phases. The first comprised two project-based case studies exploring how creative design process learning occurred when the students were exposed to design thinking. Students were organised into dyads to foster collaborative work for the projects, a branding project, and a cultural project involving illustration design. Data gathered through video stimulated recall interviews with eight dyad participants (sixteen VCD students) and 200 written reflections were analysed. The second phase of the research focused on understanding the cultural and historic pedagogical context. Eight semi-structured interviews were conducted with local teachers at HNCU, and observations were undertaken in Chinese language medium classrooms.  Underpinning the findings, are the ways in which Chinese design education practices at HNCU are shaped by an interweaving of Confucian thought within contemporary social and political tenets (e.g., striving for perfection). The analysis revealed that familiar and unfamiliar learning practices, including previous models encountered by students in the classroom, together with an adjustment to new practices, directly impacted student actions. Imported educational practices resulted in tensions and contradictions between step-by-step and iterative design thinking processes, and collaboration within the division of labour. Non-creative and creative activity outcome conclusions were drawn, and it is argued that a fresh perspective emerged.   A creative craft practice situated within its historic and cultural context exists at HNCU. Key to the idea of creative craft practice is that historic and current sociocultural contexts participate in the creative process and contextual elements such as materiality, and teaching practices which use imitation, repetition and precedents, are assembled. The practice contained deeply intertwined student object-oriented motives of product over process, and productions of excellence or perfection. Over time, the efficacy of these motives, alongside drawing from examples for conceptual development, led to enhanced student agency and engagement. This overall finding challenges the creativity deficit belief about students from China, and the originality syndrome imposed on VCD students. The contribution is timely owing to a dearth of studies about graphic or VCD education in general and the potential influence of transnational teaching on creative design process learning in China.</p>

scholarly journals Flow. An exploration of the mindsets and behaviours of designers in their creative ecosystem

2020 ◽  
pp. 64-65
Author(s):  
Raul Sarrot
Keyword(s):  
Design Process ◽  
Design Education ◽  
Design Thinking ◽  
Field Work ◽  
Global Scale ◽  
Mental Wellbeing ◽  
Environmental Agents ◽  
Points Of View ◽  
The Individual ◽  
The Impact

How might Designers transcend the barriers to creativity to achieve an ideal state of flow during their Design process? What type of ecosystems and other environmental agents affect their creative mindsets and behaviours during their process? How resilience and mental wellbeing play a role in their work during challenging times? How different cultural environmental backgrounds could play a role in troubleshooting roadblocks for creativity? What are the personal, societal and cultural impacts of recent Covid lockdowns in the Design process and do digital environments affect the ability to sustain a healthy design practice? How having the recent mindset of designing for a globalised world reacts to the reality of being in –and designing from– Aoteroa New Zealand’s safe ‘bubble’? How this new fluid reality could affect the mindset and behaviours of current and future Designers? Tracing parallels between Design education and industry-based practice, Flow is a research project that explores the mindsets and behavious of Designers during their creative process. Particularly, it delves into the Designers’ ecosystems taking into consideration the impact and influence of the different components and the conditions of digital and physical environments both chosen or imposed both in academic world and in industry. Flow goes beyond researching mindsets and behaviours. It also explores what could constitute potential bridges and barriers to creativity and what could ignite or enable positive and productive creative attitudes in Designers. Based on foundational art essays, such as Wassily Kandinsky’s classic ‘Concerning the Spiritual in Art’ and Hundertwasser’s ‘Five Skins’; and blending in points of view of traditional graphic or brand designers (such as Milton Glaser and Michael Bierut) and combining this with Positive Psychology concepts (such as Csikszentmihalyi’s optimal experience) and primary research done specifically by the author, this presentation challenges paradigms and contrasts core design principles and philosophies. It balances the tensions between the individual spark of creativity, the playful serendipity and the ‘inventor’s ligthbulb mindset’ and contrasts it with different creative processes, from the specialist’s apprentice/master craftsmanship model to more contemporary methodologies or techniques such as Design Thinking or Agile and their co-creation, prototyping and iteration modules. This provides the backdrop where mindsets and behaviours and the creativeecosystems are explored. As a piece of research, Flow doesn’t offer final crystalised answers or solutions yet instead poses critical questions and offers an open dialogue with diverse points of view based not only on specific primary and secondary research conducted over the last 5 years by the author yet also feeds from the author’s insights, a designer and academic with 30 years experience of combined practice in academia and industry field-work at a global scale.

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