Digital Commons Network^™

Describing Creativity In Design Across Disciplines, Llew Mann, Yasemin Tekmen Araci

Design Thinking Research Symposium

Creativity is an essential aspect of design thinking. Being able to describe creativity and creative processes is important for developing future designers. While much research has been undertaken describing creativity in design, there is very little investigating how creativity and creative thinking varies across disciplines. A coding scheme involving six separate codes was developed initially from the literature, refined and then used to describe how creativity and creative thinking was apparent in the DTRS 10 datasets of Junior Industrial Design, Graduate Industrial Design, Mechanical Engineering, Choreography and Entrepreneurship. Based on this analysis, conclusions on how creativity and creative thinking varied …

Polysemy In Design Review Conversations, Georgi V. Georgiev, Toshiharu Taura

Design Thinking Research Symposium

This paper examines the role of polysemy, defined as the quality of having multiple meanings, in design review conversations. It examines the polysemy, particularly of nouns, involved in a dataset of design review conversations with reference to design ideas. The purpose is to determine whether polysemy is related to successful development of design ideas and more creative design outcomes. The results show that the polysemy of nouns involved in the conversations of the finally developed, successful, design ideas exceeds in the most cases the average polysemy involved in the conversations pertaining to the unsuccessful design ideas. Furthermore, the polysemy of …

The Role Of Design Skills In Design Review Conversations: An Analysis Using The Multiple Intelligence Framework, Newton D'Souza, Kinkini Chandrasekhara

Design Thinking Research Symposium

Design skills are diverse abilities intentionally used by designers to achieve desired goals in specific design scenarios. However, very little is known about how design skills are manifested, expressed or encouraged in a design review conversation. This study uses the multiple intelligence framework to map and analyze design skills of four different review conversations by the interaction between instructor, student and the clients. The findings reveal that consistency and endurance in skill application is more critical than the frequency and duration of skill application for successful design outcomes. Moreover, skill diversity and alignment of student skill-set with instructor and client …

A Cross-Case Analysis Of Disciplinary Identities Communicated Through Design Reviews, Senay Purzer, Nicholas D. Fila, Emily C. Dick

Design Thinking Research Symposium

In post-secondary educational settings, discourse is a mechanism by which students develop occupational identities as they engage in a particular community that communicates attributes of their prospective profession. This study focuses on revealing disciplinary identities and how they are conveyed and negotiated during interactions between design students and project reviewers. We draw upon Gee’s identity framework and focus on the enactments of disciplinary identity in three different disciplinary settings: choreography, industrial design, and mechanical engineering. A cross-case analysis indicated differences that were epistemological (e.g., subjectivity of reviews) and similarities in ways instructors modeled institutional identities. The results have implications for …

Higher Order Thinking In Design Reviews, Craig D. Howard, Colin M. Gray

Design Thinking Research Symposium

In this study we have grappled with how higher order thinking emerges in early stage design reviews, using an undergraduate dyadic review and a graduate review in a small group setting. Narratives, gambits and justifications emerged through a content analysis as forms of higher order thinking common in the reviews. We then mapped these reviews onto common frames of reference employed by teachers and students. Results depicted stark differences in the linguistic routines of the two teachers and two different sets of students. Each focused their higher order thinking from a primarily different frame of reference. Conclusions relate to opportunistic …

Comparing The Design Cognition Of Concept Design Reviews Of Industrial And Mechanical Engineering Designers, John Gero, Jiang Hao

Design Thinking Research Symposium

This paper presents the preliminary results of comparing the design cognition of concept design review conversations of two product design disciplines: industrial design and mechanical engineering design. The comparison is based on a protocol analysis of two concept design review cases using the FBS ontologically-based coding scheme. Inter-disciplinary differences of concept design review were first examined in terms of each review session’s focus of cognitive effort expended on reasoning about design problem or design solution. Both review sessions were largely solution-focused, but the industrial design session is relatively more focused on reasoning about the design problem than the mechanical engineering …

The Knowledge Handling Notation: Building An Interface To Enable Design Conversation Diagnosis, Andrea Scheer, Axel Menning, Elisabeth Helldorff, Holger Rhinow, Claudia Nicolai Dr.

Design Thinking Research Symposium

Abstract: With the development of the Knowledge Handling Notation (KHN) we were able to provide a model for a notation that captures modes of knowledge handling and visualizes its dynamics in design conversations. The KHN functions as an interface between transcript and pattern analysis for researchers or coaches who aim at diagnosing knowledge handling in conversational interactions in general, and design reviews in particular. We applied the notation to different design review sessions and iterated on the coding, which is presented in a coding manual. A visualization of the coding shows the dynamics of the conversational interaction. We developed the …

Analyzing The Display Of Professional Knowledge Through Interpersonal Interactions In Design Reviews, Neeraj Sonalkar, Ade Mabogunje, Larry Leifer

Design Thinking Research Symposium

Design review in an educational setting is an activity that helps educators in assessing students’ progress, and provides opportunities for students to learn how professionals in the field perceive and judge design-in-process, aka professional vision. In this study we analyzed design reviews to understand how interpersonal interactions between participants provides a context for the expression of professional knowledge. We identified episodes of professional vision interaction, and examined the interpersonal responses that constitute a design review meeting. The results of the analysis demonstrated how the context for the display of professional vision was co-created through interactions between the reviewer and the …

'Wait, Wait, Dan, Your Turn': Assessment In The Design Review, Arlene Oak, Peter Lloyd

Design Thinking Research Symposium

This paper explores assessment in graduate-level industrial design education. In particular, it considers how the assessment of students' design work is delivered and who delivers it. Through using aspects of conversation analysis to look in close-up detail at a number of short segments of tutor-student interaction, we consider how a tutor performs assessment himself and also coaches other students to assess, in ways that may significantly contribute to students' understanding of what assessment is and how it is to occur. Creating opportunities for students and instructors to reflect upon evaluation, and how it is performed, may better equip participants in …

Paper 6: A Mathematics Teacher’S Journey Of Identity Construction And Change, Anthony B. Stinson

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference

Despite some gains, improving mathematics instruction remains an area of concern in the United States. The implementation of the Common Core Standards and the challenge of teaching the 21st Century student require mathematics teachers to examine their pedagogy to determine if they need to change or improve their practices. This paper provides a personal account of my journey when determining my identity as a mathematics teacher and how constructing my identity helped in changing and improving my practices as a mathematics teacher. The study was done using autoethnography, a burgeoning research method, and identity theory. This study has the goals …

Practical Strategies That Work With Challenging Behavior!, Karen H. Barineau Mrs., Carli Ferris Harrell

Georgia Association for Positive Behavior Support Conference

This session will focus on the concept of “learning for all”. Each child, regardless of ability or disability, deserves to be an active participant in the learning process. Positive Behavior Support (PBS) is a process of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior with all students. The focus of this presentation is on understanding why a child engages in problem behavior and establishing a behavior support plan. This session will address problem behaviors that range from aggression, tantrums, property destruction, and social skills deficits within the school setting.

Educators must be creative …

The Response Of Georgia Municipalities To Fiscal Distress Caused By The Great Recession, Josh Pearson

Georgia Municipal Association Practicum

No abstract provided.

Using Interspersal Procedures To Improve Academic And Behavioral Skills, Elias Clinton, Tom Clees

Georgia Association for Positive Behavior Support Conference

This presentation targets an instructional technique referred to as interspersal procedures which involves systematically embedding easy/mastered/preferred tasks within difficult/unlearned/non-preferred tasks. The technique of interspersing mastered tasks within unlearned tasks has been utilized with various populations of learners (e.g., typically-developing students, students with high-incidence disabilities, students with low-incidence disabilities) across age levels (e.g., birth-5, elementary, secondary, post-secondary) and has targeted a variety of skill areas (e.g., compliance/on-task behavior, academics, social communication). Both easy to plan and implement, this empirically-validated technique has repeatedly been shown to yield positive behavioral and academic outcomes for learners with disabilities.

Gera Conference Program [2014], Georgia Educational Research Association

Georgia Educational Research Association Conference

N/A