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Design Culture And Contemporary Education, Therese Uri
Design Culture And Contemporary Education, Therese Uri
DRS Biennial Conference Series
This qualitative situational analysis study charted the implications and potentialities of embracing a design culture within contemporary education. Fifteen design philosophers, instructors, and practitioners provided data using situational analysis grounded theory methodology (Clarke, 2005) to examine three levels of inquiry. Data was interpreted using traditional grounded theory coding (Corbin & Strauss, 2008) and charted on three maps: situational, social world arena, and positional. As the study progressed, the “in vivo code” of integrating differences became the most developed concept of the study. The “in vivo code” also addressed the central quest of the study as well as what remains to …
Design Thinking: A Rod For Design’S Own Back?, Aysar Ghassan
Design Thinking: A Rod For Design’S Own Back?, Aysar Ghassan
DRS Biennial Conference Series
Design Thinking is frequently argued to be unlike scientific thinking. Existing literature questions the validity of this differentiation with regards to: the characterisation of scientific thinking in design research; the notion that designers are more effective than scientists at generating empathy with users; the idea that scientific problems are not wicked. Such research posits commonalities between the way designers and scientists think. In further investigating the relationship between design and scientific thinking, this paper explores the issue of inductive reasoning. Frequently, research suggests that designers do not rely on inductive reasoning. This paper revisits Rowe’s (1987) study which observes designers …
Closing The Circle, Douglas Tomkin
Closing The Circle, Douglas Tomkin
DRS Biennial Conference Series
his paper describes a personal journey beginning at the Department of Design Research (DDR), Royal College of Art in 1967 under the leadership of Bruce Archer and culminating in the newly formed Design Innovation Research Centre (DIRC) at the University of Technology Sydney under the guidance of Kees Dorst in 2015. The paper compares the processes and outcomes of the two centres in shaping design research with a particular focus on design in the public sector. The paper concludes with some reflections on the influence the different approaches have had on the way designers design.
Mixing Up Everyday Life - Uncovering Sufficiency Practices Through Designerly Tools, Miriam Lahusen, Susanne Ritzmann, Florian Samentinger, Gesche Joost, Lars-Arvid Brischke
Mixing Up Everyday Life - Uncovering Sufficiency Practices Through Designerly Tools, Miriam Lahusen, Susanne Ritzmann, Florian Samentinger, Gesche Joost, Lars-Arvid Brischke
DRS Biennial Conference Series
Sustainability and its subsequent transformations are a global challenge. In this paper, the focus lies on demonstrating a way to break down these global issues into its micro-elements which can be dealt with in the individual’s private sphere. Everyday life has always been where practices and its inherent conflicts between ‹rational and irrational› can be rooted. Design can provide the tools to make the familiar visible and the intuitive communicable through questioning the ‹normal› and offering alternative scenarios. We add to this, that a mixture of participatory and qualitative methods can guide an investigation, producing an array of multi-faceted information. …
Using Design Thinking To Create A New Education Paradigm For Elementary Level Children For Higher Student Engagement And Success, Lesley-Ann Noel, Tsai Lu Liu
Using Design Thinking To Create A New Education Paradigm For Elementary Level Children For Higher Student Engagement And Success, Lesley-Ann Noel, Tsai Lu Liu
DRS Biennial Conference Series
Can design education have a positive impact on primary school education beyond merely preparing designers? As designers, we know almost intuitively that design education is ‘good education’, and most designers would affirm that it would be beneficial to expose children to design education, because of the benefits of the signature pedagogies of design, such as problem-based learning, human centred creativity and iterations of prototyping and testing. This paper seeks to review and synthesize existing literature and make preliminary analyses, which will support the development of design thinking education interventions at primary school level, which could lead to a paradigm shift …