Wednesday, December 9, 2009
This is our final meet time - come with a one page (one object?) overview of your paper as a way to tell us what you did and what you got out of it. Remember, it doesn't need to say everything - it just needs to set up the conversation.
Everyone will have about 8 minutes to give us an overview and time to ask questions. This will be relatively informal. I will put some examples on blackboard - but don't feel constrained to these. The goal is to communicate what you've been doing and to "intrigue" us to ask questions to find out more.
Oh - and I'll buy the coffees / cocoas / teas and stuff to nibble :)
Don't forget to do course evaluations - and you can use the Blog to share it with the group. If you'd rather not be "open" about it - then at least do it for yourself as a placeholder of what you took away from the experience. I fully anticipate there is room for improvement and have very much enjoyed doing this class with you all.
Saturday, December 5, 2009
Saturday, November 21, 2009
Wednesday, November 4, 2009
- Drawings of design professionals' representations of design (typically 1 page - 18 cases)
- Debriefs in response to a model of design (24 freshmen, 26 seniors, 18 professionals) (typically 2-5 pages)
- Think alouds of individuals designing a playground (24 freshmen, 26 seniors, 18 professionals) (typically 15-25 pages, typically 1-3 hours of activity)
- Videotapes (with transcripts) of 2 engineering design team meetings (7 professionals) (1.5 hour meetings, transcripts around 20 pages)
- Videotapes (with transcripts) of 2 architect design team meetings (architect and 2 clients) (1.5 hour meetings, transcripts around 20 pages)
- Design reports - defrief on "lessons learned" of engineering freshmen on a design team (18 teams, typically 1-2 pages)
- "Cases" of design processes in industry from the Design Council
Thursday, October 29, 2009
- An overview of situated cognition theory and how it relates to learning (Greeno) - a little tough as a read - keep in mind that he is talking across behaviorist, cognition, situated cognition views and trying to pull them together
- An overview of design as situated cognition (Visser) - good stuff, not always the easiest person to read :)
- Read ONE of the papers by Dony or Crilly et al as an example of what it looks like to use these theories to student design (use the blog to let others know which one you are reading)
Down the road - next week I'll put up a post on the "analyzing design" Nov 18 project - to get a sense of what kinds of data people want to look at.
To keep it fun: Explore this link - what does this say about design thinking?
Sunday, October 25, 2009
Wednesday, October 21, 2009
- Huang - generating idea sketches through neural network systems
- Ball and Christensen - analogical reasoning
- Kim et al - creativity and limited commitment mode control strategy (e.g., Goel and Pirolli)
- Jin and Cusilp - mental iteration
- Kokovitch - mind mapping thinking tools
- Purcell and Gero - fixation
- In general, what can cognitive theories tell us about how people learn?
- What can they help us understand about how and why people design in the ways they do?
- What are some implications for understanding and/or facilitating design learning?
Friday, October 16, 2009
- Goel and Pirolli take a cognitive view - and test out their idea using verbal protocol analysis (this is the paper that can be a bit tough to read - focus on the the table/charts of 12 features)
- Jonassen talks a continuum of more cognitive to situated cognition perspectives
- Dorst brings in a summary of "wicked" problems to understand why we see differences in how people approach design
Thursday, October 8, 2009
Next week we are doing a jigsaw activity - this is a collaborative learning technique in which you first (1) work in one small group to learn about X, (2) then in a second group, teach others about what you learned about X, and then (3) in this second group discuss the intersection or relationships among the various ideas. For us, the X's are: sustainable design, participatory design, and human-centered design. Each of these represent a particular philosophy of design - and therefore each illustrates how a set of ideas can guide a set of design practices. Next week we'll go to Samara to see Frank Lloyd Wright's "philosophy in action".
We assigned these on Wednesday (Andrew we put you in the human-centered group - I think). You only read the 2 papers for your group (not all 6-yikes) and the 1 short paper by Sanders.
In your first group - discuss - and be prepared to teach others:
- What is X (sustainable, participatory, human-centered design)?
- How does this idea influence design activity (the designer, the design, the process)?
- How does this idea fit within the concept maps we did last week? Or more broadly how does it fit in your world?
Also - the sustainable design group is "missing" a paper - I'll send it out on email to all.
Monday, October 5, 2009
Sunday, September 27, 2009
Wednesday, September 23, 2009
Sunday, September 20, 2009
From: Charles Burnette <charlesburnette@COMCAST.NET>
Subject: Re: exceeding the brief
A similar experience. I presented a group problem solving technique at three different Universities. At the distinguished research university (The University of Pennsylvania) the student's questioned everything thoroughly and intelligently but never entered into the process. At the more vocationally focussed university (Drexel) the students required much more guidance, were more rule bound, and got to a solution much more tentatively. At the art based university (The University of the Arts) the students entered into the process readily, explored it creatively and came out with the best outcomes (in my judgment). Each group seemed to manifest the nature of their institution and education. Design education clearly biases students to
seek creative solutions (hopefully with sensitivity, intelligence, rigour, etc.) It is no surprise that they behave as they do. Similarly, communication students seek to find an expression understood and acceptable to the communicants involved. But I have never met a "well behaved traditional art student" that manifested that view! Their own goals and understandings usually guide their behavior, or so I believe. Hopefully, as design education gains a seat in the University and becomes more user oriented it will become better at contextualized communication - yet still hang on to its creative edge.