scholarly journals Systemic design agendas in education and design research

2018 ◽  
Vol 11 (4) ◽  
Author(s):  
Susu Nousala ◽  
David Ing ◽  
Peter Hayward Jones
Keyword(s):  
Design Education ◽  
Design Research ◽  
Sociotechnical Systems ◽  
Design Practice ◽  
High Quality ◽  
Design Problems ◽  
Experimental Workshop ◽  
Societal Problems ◽  
Tongji University ◽  
Systemic Design

Since 2014, an international collaborative of design leaders has been exploring ways in which methods can be augmented, transitioning from the heritage legacy focus on products and services towards a broad range of complex sociotechnical systems and contemporary societal problems issues. At the RSD4 Symposium (2015), DesignX co-founder Don Norman presented a keynote talk on the frontiers of design practice and necessity for advanced design education for highly complex sociotechnical problems. He identified the qualities of these systems as relevant to DesignX problems, and called for systemics, transdisciplinarity and the need for high-quality observations (or evidence) in these design problems.  Initial directions found were proposed in the first DesignX workshop in October 2015, which were published in the design journal Shè Jì.  In October 2016, another DesignX workshop was held at Tongji University in Shanghai, overlapping with the timing of the RSD5 Symposium where this workshop was convened. The timing of these events presented an opportunity to explore design education and research concepts, ideas and directions of thought that emerged from the multiple discussions and reflections through this experimental workshop. The aim of this paper is to report on the workshop as a continuing project in the DesignX discourse, to share reflections and recommendations from this working group.

scholarly journals BRINGING SYSTEMIC DESIGN IN THE EDUCATIONAL PRACTICE: THE CASE OF GENDER EQUALITY IN AN ACADEMIC CONTEXT

2021 ◽  
Vol 1 ◽  
pp. 581-590
Author(s):  
Alexis JP Jacoby ◽  
Kristel Van Ael
Keyword(s):  
Gender Inequality ◽  
Design Education ◽  
Educational Practice ◽  
Design Approach ◽  
Academic Context ◽  
Traditional Design ◽  
Systemic Problems ◽  
Societal Problems ◽  
Systemic Design

AbstractThe field of design practice and design education is reaching out to address problems that cannot be solved by introducing a single product or service. Complex societal problems such as gender inequality cannot be solved using a traditional problem-solving oriented design approach. The specific characteristics of these problems require new ways of dealing with the dynamics, scale and complexity of the problem.Systemic design is a design approach integrating systems thinking in combination with more traditional design methodologies, addressing complex and systemic problems. This paper reports a systemic design approach in an educational context for the case of academic gender inequality. We show the way the problem was addressed and how design students were invited to take a systemic perspective, provide integrated interventions and take first steps in providing instruments for implementation. We conclude with the learnings from this case study, both on the process and the results.

scholarly journals Integral and Inclusive Research by Design Pedagogy

2020 ◽  
Vol 13 (5) ◽  
Author(s):  
Marie Davidova
Keyword(s):  
Design Education ◽  
Life Experience ◽  
Real Life ◽  
Learning By Doing ◽  
Design Studio ◽  
Design Practice ◽  
Design Pedagogy ◽  
For Profit ◽  
Not For Profit ◽  
Systemic Design

This article reflects on my integral design studio teaching and inclusiveness in its design processes. This is exemplified in two different systemic design case studies focusing on social and environmental justice via the lens of empathy. The design studio and/or design practice tend to be fused in this article because my design studios have always focused on practice-based, real-life built projects, while my commercial and not-for-profit practices have always implemented design education in real-life built projects through internships and/or other student participation. Therefore, my approach fully follows the pathway of ‘learning by doing’(Dewey, 1997), focusing on systemic feedback looping of integral real-life experience and reflection through research and practice, targeting brighter post-Anthropocene futures.

Concurrent design happens at the interfaces

1995 ◽  
Vol 9 (2) ◽  
pp. 89-99 ◽  
Author(s):  
Susan Finger ◽  
Suresh Konda ◽  
Eswaran Subrahmanian
Keyword(s):  
Concurrent Engineering ◽  
Design Education ◽  
Design Research ◽  
Point Of View ◽  
Information Organization ◽  
Concurrent Design ◽  
Research Practice ◽  
Design Practice ◽  
Computer Based ◽  
Mobile Computers

AbstractConcurrent engineering is often viewed either from a technical point of view—that is, as a problem that can be solved by creating and integrating computer-based tools—or from an organizational point of view—that is, as a problem that can be solved by creating and reorganizing teams of designers. In this paper we argue that concurrent engineering requires both technical and organizational solutions, and we call the result concurrent design. We believe that the essence of concurrent design is the myriad of interactions that occur at the interfaces among all of the members of a design team and all their tools. Solving either the technical or organizational problems by assuming away the interactions will not solve the problems of concurrent design.In this paper we present two case studies of concurrent design in practice that have changed our assumptions about design and which have changed our research agenda. We also present the evolution of concurrent design research at the Carnegie Mellon Engineering Design Research Center. In our research, we have designed, manufactured, and used our own tools as well as observed their use by others—where the tools include mobile computers, design analysis programs, and information organization tools. Through this process, we have learned about design education and design practice, and we have uncovered new issues for design research. We see the interactions among design research, practice, and education as essential to understanding concurrent design.

Ignorance, Environmental Education Research and Design Education

2005 ◽  
Vol 21 ◽  
pp. 39-46 ◽  
Author(s):  
Deirdre Barron ◽  
Simon Jackson ◽  
Lyndon Anderson
Keyword(s):  
Environmental Education ◽  
Design Education ◽  
Design Research ◽  
Design Practice ◽  
Sustainable Society ◽  
Education Development ◽  
Relative Lack ◽  
The World ◽  
Ecologically Sustainable ◽  
Research And Design

AbstractIn the relatively new discipline of design education we have the opportunity to frame the way that design education is formulated. The relative lack of theorists in the field of design education studies leaves unquestioned the relevance of conventional practices of design education that are premised on only tangentially relevant Art, Science and Information Technology models. There is a gap in design education development regarding how to mediate ecological concerns with techno-scientific imperatives. Environmental education researchers can influence this new field by challenging existing approaches to design education with particular attention to the ways design either contributes to or hinders the development of a sustainable society. In order to enter this discussion with environmental education researchers we identify three ecological issues faced by designers and design educators, here we pay particular attention to Industrial Design. The question for this paper is, can environmental education researchers offer advice to the design education area that may help us develop ecologically sustainable design-based programs. The newness of ecological concerns in the design research and design education areas means that we have a great deal to learn. If environmental education researchers are able to assist us with our reflections on designing curricula that in turn encourages a more ecologically aware design profession then this would be a worthwhile contribution to design practice in Australia, and indeed the world.

Enhancing Design Research in the Context of Design Education

2007 ◽  
Vol 129 (7) ◽  
pp. 717-729 ◽  
Author(s):  
Vassilis Agouridas
Keyword(s):  
Doctoral Students ◽  
Design Education ◽  
Design Theory ◽  
Design Research ◽  
Case Study Research ◽  
Design Practice ◽  
Research Methodologies ◽  
Research Education ◽  
Course Of Action ◽  
Design Theory And Methodology

Research into design theory and methodology is central to postgraduate design education. It has been widely acknowledged in the literature that a key activity in ensuring the quality of research in the area of design theory and methodology is to put particular emphasis on addressing both technical and social aspects that underpin the socio-technical nature of design research. In addition, this is requisite in linking design theory to design practice. However, explicit research methodologies that take into consideration both of these aspects, as well as explicitly address the issue of linking design theory to design practice, are scarce. The overall aim of this paper is to increase the awareness of stakeholders involved in design research education (e.g., master and doctoral students, faculty, and education planners), of the need to safeguard and assure the credibility and validity of design research outputs. The paper reviews issues and challenges associated with the use of research methodologies in the context of design theory and methodology research. It reports findings from the development, application, and evaluation of a research methodology based on hypothesis testing, action research, and case study research methodologies. Application and evaluation of the methodology showed that the introduced concepts of basis-of-action and course-of-action proved key elements in establishing intellectual frameworks for design research. Conclusions are drawn on the effectiveness of the methodology to address issues and challenges associated with the nature of design research, and on pedagogical benefits that can be gained from its application in postgraduate design research education.

scholarly journals THE INFLUENCE OF DESIGN BRIEF INFORMATION ON CREATIVE OUTCOMES BY NOVICE AND ADVANCED STUDENTS

2021 ◽  
Vol 1 ◽  
pp. 3041-3050
Author(s):  
Georgios Koronis ◽  
Hernan Casakin ◽  
Arlindo Silva ◽  
Jacob Kai Siang Kang
Keyword(s):  
Design Education ◽  
Design Problems ◽  
Frame Design ◽  
Design Creativity ◽  
Abstract Representations ◽  
Advanced Students ◽  
Different Types ◽  
Fishbone Diagram ◽  
Design Expertise ◽  
Novel Design

AbstractThis study centers on using different types of brief information to support creative outcomes in architectural and engineering design and its relation to design expertise. We explore the influence of design briefs characterized by abstract representations and/or instructions to frame design problems on the creativity of concept sketches produced by novice and advanced students. Abstract representations of problem requirements served as stimuli to encourage associative thinking and knowledge transfer. The Ishikawa/Fishbone Diagram was used to foster design restructuring and to modify viewpoints about the main design drives and goals. The design outcomes generated by novice and advanced engineering/architecture students were assessed for their creativity using a pairwise experimental design. Results indicated that advanced students generated more novel design solutions while also contributing the most useful solutions overall. Implications for creativity in design education and professional practice are presented. Educational programs aimed at promoting creativity in the design studio may find it helpful to consider that the way design briefs are constructed can either promote or inhibit different aspects of design creativity.

scholarly journals A Methodology for Architecture Theory and Practices Research: Design Practices Evaluation Studio

2019 ◽  
Vol 8 (4) ◽  
pp. 195
Author(s):  
Fathi Bashier
Keyword(s):  
Knowledge Base ◽  
Design Process ◽  
Design Theory ◽  
Design Research ◽  
Future Research ◽  
Design Problems ◽  
Need To Evaluate ◽  
Research Goal ◽  
Architecture Theory ◽  
The Way

This article presents the initial findings of the design research carried out during the last semester by the master of architecture students at Wollega University, Ethiopia. The research goal is the creation of new knowledge to improve the design process. The dissatisfaction with the outcomes of the conventional design approach has led to rising concern and growing awareness of the need to evaluate design outcomes and to learn from the failure. That inadequate understanding of design problems leads frequently to design failure suggests that the evaluation of design outcomes can be made by assessing the way architects develop understanding of design problems, and how they use that understanding for developing knowledge base of the design process. The assumption is that architects’ understanding of design problems can be assessed by examining the way data is used for developing the knowledge base of the design process. The students surveyed the architects’ views in order to produce knowledge, which can be used to develop methods for discovering how inadequate data contributes to miss-informed design decisions; and methods for assessing the architects’ understanding of design problems. In this article the survey findings are analyzed and documented; and, the way the insight drawn from the inquiry can be used in future research for developing design theory, is discussed.Keywords: design outcomes, failure, evaluation, questionnaire, analyze

scholarly journals PENGALAMAN INTERAKSI TUNANETRA PENGGUNA APLIKASI ANDROID GO-JEK DAN GRAB

2021 ◽  
Vol 20 (1) ◽  
pp. 114-123
Author(s):  
Desideria Ristiani ◽  
Banung Grahita ◽  
Achmad Syarief
Keyword(s):  
Quantitative Data ◽  
Design Research ◽  
Sequential Design ◽  
Visual Design ◽  
Design Problems ◽  
Visual Elements ◽  
Explanatory Sequential Design ◽  
Mixed Approach ◽  
Visual Element ◽  
Navigation Method

 This study on the interactional experience of people who have visual impairments or disabilities in using Go-jek and GrabAndroid applications employs usability testing using mixed approach. It is an explanatory sequential design research;quantitative data were measured in time, number of errors, Single Ease Question (SEQ) questionnaire score and SystemUsability Scale (SUS) score. They were used to evaluate the usability level of the application, and finger mapping dataand participant comments were used to find more specific problems in the design or look for user patterns. Usabilityevaluation was carried out on 6 sub-applications from Go-jek and Grab companies. Good grouping of visual elementsand the completion of a small task makes usability perceptions increase. Yet, the design problems that make usabilityperception decrease are touch targets that are too small in size, bad visual element grouping, too many items in one page, and unfamiliar operational gestures. This research has also found that high usability score is not always determinedby visual elements. Navigation behavior has an important role in making good usability perception in users with visualimpairment. A problematic visual design could be considered a problem in one navigation method, but not in another.

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