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Design Divergence Using the Morphological Chart
Get PDFThis paper presents the findings of a review carried out on twelve morphological charts completed in groups, containing a total of 686 sub-solution sketches made for a pool of 21 sub-functions. The charts were reviewed as a whole in terms of group performance in idea generation for a decomposed design problem. Then the ideas generated as sub-solutions were grouped according to sub-functions and were reviewed in terms of idea content and effort in design divergence. It was seen that a background preparation with product trials, 3D component analyses and experience in using the morphological chart method affected the number of cells that the participants completed, as well as the ways in which they filled in the morphological chart. The reviews revealed eleven factors affecting design divergence using the morphological chart method, grouping under the headings of: preparations, group dynamics, boundaries of sub-functions, and analysis of components. Besides, thirteen strategies were identified that participants followed for design divergence using the morphological chart, grouping under the headings of: beginning idea generation, effective idea generation, exploring ideas, diversifying ideas and representing ideas
Design thinking, the value of collaboration, the importance of context … serendipity in research threads
Get PDFVisualizing the critique: Integrating quantitative reasoning with the design process
Get PDFIn the age of “Big Data,” information is often quantitative in nature. The ability to analyze information through the sifting of data has been identified as a core competency for success in navigating daily life and participation in the contemporary workforce. This skill, known as Quantitative Reasoning (QR), is characterized by the ability to integrate arithmetic, statistics, visualizations and models for the analysis and interpretation of information. For students of graphic design, QR competencies are essential for the design of effective visual displays of information.
This case study provides design educators with an assignment that introduces data analytics and visualization strategies to the design critique. The study describes how, in two sections of an undergraduate Information Design course, the traditional delivery of feedback through verbal dialogue was replaced with an anonymous survey. Responses were collated, stripped of identifiers, and distributed to the class with directions to create data visualizations of the critique. Students employed various mapping strategies in their visualizations and successful projects demonstrate acquisition of skills related to the analysis and interpretation of data.
Additionally, the assignment clarifies the criteria of success of design assignments and delivers focused feedback on student work
Visual Thinking Styles and Idea Generation Strategies Employed in Visual Brainstorming Sessions
No full textThis paper presents the findings of visual analyses conducted on 369 sketch ideas generated in three 6-3-5 visual brainstorming sessions by a total of 25 participants, following the same design brief. The motivation for the study was an interest in the thematic content of the ideas generated as groups, and the individual representation styles used for the sketches. The analyses revealed the determinants of individual visual thinking styles as: idea types, sketching patterns, sketching styles, annotation styles, and performances in producing design solutions. The idea generation strategies of the participants were: using analogies, diversifying the design solutions, determining the usage context, and working with themes. The effects of group dynamics on the performances of the participants were: management of the idea generation effort, reflections of the idea contents explored within groups, and reflections of the representation styles of peers. The paper finally identifies four profiles of idea generators and discusses the implications of the findings
Research Methods in Education
Get PDFResearch Methods in Education should be no stranger to
professional researchers and students of education at
undergraduate and postgraduate levels. Since its first
publication in 1980, it has achieved a well-deserved
reputation as a widely recommend text to help plan,
conduct, analyse and use research. This rewritten,
expanded and updated 7th edition, published March 2011,
builds securely on this reputation and is well-placed to
continue as the market leader
How little is too little? An examination of information literacy instruction duration for freshmen
Get PDFBook Review of Gröppel-Wegener, A. 2016. Writing essays by pictures: a workbook. Huddersfield: Innovative Libraries.
Get PDFOn Young People’s Experience of Systems in Technology
Get PDFImmersed in a technologically complex world, young
people make sense of a multi-faceted set of events in
everyday life. This article investigates the variation in how
Swedish young people experience technological systems
and is based on interviews focusing three systems
concerning transport, energy and communication –
contextualised in relation to bananas, electricity, and mobile
phones. A phenomenographic analysis results in five
qualitatively distinct categories, describing different ways of
understanding technological systems: Using single
components, Using the system output, Influencing the
system, Interacting with the system, and Integrating the
system. The results support that different ways of
understanding technological systems implies different ways
of understanding the complex nature of technology. The
results also point to possible ways of developing teaching
for technological citizenship
Design Thinking for Education; Conceptions and Applications in Teaching and Learning
Get PDFThis book is another from the Springer stable of titles
which relate to Design and Technology as a subject, either
conjoined or separately. In this case, as alluded to in the
title, it explores how design thinking vocabulary can be
interpreted and employed in educational contexts. The
authors clearly define the aims of the text as being to
further the debate amongst teachers, teacher educators
and educational researchers on the theoretical
development of design thinking within the context of
educational settings