1,720,973 research outputs found
Designing community media : a conversational process
No full textSydney’s free-to-air community broadcaster, TVS (Television Sydney), is supported by ETC TV, a not-for-profit company that aims to foster and develop community TV education, community engagement and media training. This partnership, between UWS and Metro Screen, provides a participatory framework for the design development of selected community media networks and projects, as pilot TV programs. To date, this has been achieved through the coming together of community groups, a range of students, and experienced media production volunteers. The resulting projects reflect a process of design development around concept and content, which is integrally linked to community values, narratives and identities. This paper will briefly describe some of these pilot projects, with a view to evaluating the significant role of the conversational process of design thinking in the development of each project, as a unique network of participants and actions, resulting in community media narratives
Conversations with the self-knowledge creation for designing
No full textPurpose – This paper aims to draw links between the circularity of second-order cybernetics, and constructive, reflective conversations with oneself in design practice. The paper argues that a structured use of internal conversational dialogues with oneself can assist the design process, enhancing creativity and transformative approaches to design projects. Design/methodology/approach – Theories about the emergence of new knowledge, and the causal nature of internal conversations, are used to present a case for the value of a structured self-reflective conversational process in designing. Emergent knowledge is described in terms of flows across domains of public and personal knowledge, through dynamic processes of semantic absorption, codification and diffusion. The structure and agency of the internal conversation are discussed as a practical way to interpret and locate the emergence of project directions, as a kind of meta-language for design production. This is demonstrated through an action research case study, where an internal dialogue about teaching visual communication design is described. Findings – On the basis of the action research described, the use of a structured internal dialogue can be of benefit to designing, as it provides a mechanism for locating and mapping the flows and developments of emergent semantic concepts and design project directions. Practical implications – The model for internal conversations is a way for designers to acknowledge their dual role as both participant (“subject” self) and observer (“object” self). The paper argues that this can help in locating oneself within a design process. Originality/value – This paper contributes to the debate about knowledge of design and for design. A constructive conversational model is presented, which acknowledges the significant role of experiential, cultural and semantic contexts in framing emerging knowledge for designing
The Conversational Self: Structured Reflection Using Journal Writings
Get PDFThis article presents an approach for structured reflection by a designer through journal writing. The journal writing situates the agency of the designer, using a range of internal conversations as a way to expand horizons and perspectives. Through a structured approach using journal entries, experiences of the design process are introduced as reflective internal talkback. In the approach that is described, decision points and perspectives are negotiated and potentially contested through a series of voices of self as I, Me, You, and We. These voices are intertwined within the journal narrative and are proposed as a useful framework for negotiating and effectively engaging with design complexity. The article introduces the conceptual backgrounds with reference to conversation as a process of learning. The specific dynamics of the journal writing approach are explained and then illustrated in a case study. The case study describes how the approach is applied for a specific design project
The Digital Cultural Atlas Project: Design Research and Cultural Narratives. An Experiential Approach for Design Education.
No full textThis paper outlines an approach developed for teaching research methods in a graphic design program, working in an interdisciplinary context with cultural researchers. Initially, the Digital Cultural Atlas (DCA) is introduced, as a 'work-in-progress' web site, which locates a diversity of geographic and place-based cultural resources across Greater Western Sydney. The initial information architecture consists of ‘bird’s eye view’ cartographic maps and cultural project resources. Through a teaching project in design research, students consider ways in which experiential ‘on the ground’ visual stories can be included.
Initial student research identifies a diversity of observed cultural community contexts and situations. This is followed by a second smaller scale study of fewer sites, using an understanding of participatory design research. In this stage, each student researches an individual community context using two 'voices' of the self - as participant, and as observer. These engagements with the self as 'actor' are recorded in a journal format across a specific time period, with reference to reflections prior to, during, and after 'action'. These provide the basis for the new visual stories in the DCA.
This paper describes and critiques this approach to teaching design research in visual communication, based on the DCA. In so doing, it links design research with human experiences of community and culture to engage with wider debates about the design of digital mapping spaces as information systems. The paper concludes with some reflections about the project's possible future as an ongoing participatory community resource which engages with both geographic and experiential web content and form.
Keywords:
Design Education; Participatory Design; Visual Narrative; Digital Mapping Systems; Community Identity; Designer As Actor</p
Show me the way : teaching design research integrated with professional practice
No full textThis paper introduces the use of work integrated learning (WIL) for the teaching of design research, where students contribute findings and visual outcomes for a professional design project. As researchers, students work in collaboration with a graphic design agency, and a not-for-profit Indigenous media client/audience. This approach to teaching design research methods is based on an understanding the inherently collaborative nature of design practice. This is a new direction for teaching design research, where the research activity around the given project brief provides a rich interface for learning linked to practice. This participatory WIL context offers an opportunity to explore collective conversations about 'real' world problems in the context of learning both for, and through the design research being developed through teaching and learning. This is a collaboration which recognises contributions being made by all involved - the professional designers, the client, the audience, the academic teaching staff and the student researchers, in a co-design collaborative context
Teaching design research : experiential strategies
No full textThis paper describes an action-theory approach to teaching design research in undergraduate visual communication design studies. Design thinking is presented as a cyclical process system, with reference to theories drawn from experiential learning, and knowledge management. These include Adams, Turns and Atman's 'four learning windows' for engineering design education, and Max Boisot's 'typology of knowledge' which describes knowledge formations as iterative systems of cultural network flows, linking personal with public knowledge. Brian Lawson's model for design thinking is also referenced, as a series of generalized descriptors of the design process. I propose that these models of knowledge development and management provide a useful framework for teaching visual communication design students to manage complex concepts, processes and ways of thinking and evaluating. Using these approaches, students are able to draw on their own experiences to identify and frame their values and perceptions. In this way, students can locate themselves within the practice of configuring and reflecting on, the unknown potentialities and possibilities of their design research projects. In this paper, I argue that curriculum for teaching design research which incorporates and evaluates the import of personal knowledge is valuable and relevant for students, as it provides a means of better understanding design thinking and learning
Learning as experience : a model for teaching the 'reflective exegesis' for communication design practice
No full textThis paper proposes a model for teaching the reflective ‘exegesis’ for communication design practice in the fourth year of undergraduate studies, refined as a result of three years of student feedback. In this context, the ‘exegesis’ is understood as a short essay, in which students reflect on practice, around their studio-based visual design project. The ‘exegesis’ is developed in a reflective studies module that explores understandings about personal styles and conventions of practice, the design process as a cycle of linked process stages, and micro-moments of decision making. In this context, the exegesis is not written as a dissertation to accompany a creative practice research outcome, but as a way to explore the edges and spaces of design practice – as a form of research through evaluation of the design process. This takes place in a speculative and playful way, grounded in selected theories from reflective practice and experiential knowledge and knowing. It aims to foster meaningful learning conversations about current and future practice
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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