more teaching design
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More Teaching Design
William Oakes
Crismond (2007) draws from many sources in his definition of design as “’goal-directed problem-solving activity’ (Archer, 1965) that initiates change in human-made things (Jones, 1992), and involves optimizing parameters (Matchett, 1968) and the balancing of trade-offs (AAAS, 2001) to meet targeted users needs (Gregory, 1966).”
Source: Crismond, D. (2007). Contrasting strategies of beginning and informed designers: One representation of learning progressions in engineering design.
EPICS BalanceService-learning is a balance of the
learning of design and the service we contribute the communities through completed designs and support
Service• To our partners,
meeting needs in the community
Learning• Becoming good
designers, professionals & active citizens
Complimentary goals that enhance each other
The EPICS Design Cycle
Specification Development
Detailed Design
Production
ServiceMaintenance
RedesignRetirement
Problem Identification
ConceptualDesign
Disposal
Why is design difficult?Engages different types of thinking
Requires designers to manage so many ideas and aspects
Addresses different types of problems
Different Problem Types
Logical Story Decision- Diagnosis- DesignMaking Solution
Algorithmic Rule- Trouble-CaseUsing shooting Analysis
Well-defined Ill-structuredMore abstract context Real-worldSingle, correct answer Multiple
solutions Constrained
Information Provided Many unknownsSource: Jonassen (2000). Toward a Design Theory of Problem Solving.
Nature of Design
Sciences Humanities Design
Phenomenon of study
The natural world Human experience The artificial
world
Method of inquiry
Controlled experiment,
classification, analysis
Analogy, metaphor, evaluation
Modelling, pattern-
formation, synthesis
Values
Objectivity, rationality,
neutrality, and a concern for
‘truth’
Subjectivity, imagination,
commitment, and a concern for ‘justice’
Practicality, ingenuity,
empathy, and a concern for
‘appropriateness’
Cross, N. (2006). Designerly Ways of Knowing. London: Springer-Verlag.
Developing Design Expertise
Novice
Expert
Characteristics of Designers
Good designers have the ability to:Tolerate ambiguity that shows up in
viewing design as inquiry or as an iterative loop of divergent-convergent thinking
Maintain sight of the big picture by including systems thinking and systems design
Handle uncertaintyDym, Agogino, Eris, Frey, and Leifer (2005)
Characteristics of Designers
Good designers have the ability to:Make decisionsThink as part of a team in a
social processThink and communicate in the
several languages of design
Dym, Agogino, Eris, Frey, and Leifer (2005)
Designer’s challenge: Not exhibiting the “Novice concepts of design”
Newstetter and McCracken (2001, p. 67-68) list five, but I would like to challenge you on three of them!
Design arrogance – Students do not place their designs in the context of the environment in which the design will reside. The “arrogantly” ignore the constraints of the user (whether that is a machine or a person). They often design for themselves.
Designer’s challenge: Not exhibiting the “Novice concepts of design”, cont.Design shutdown – Students tend to focus
on single point solutions to problems once beyond the ideation stage. In other words, once they have an idea, they stop considering alternative and focus all their energy on that one solution regardless of its feasibility.
Design routinization – Students act as though designing is a serial/linear process. The way they deal with design problems resembles the linear parsing of the algebra problem. Iteration, revisiting past decisions and evaluating alternatives is not in their process model.
I. Explore the ChallengeContrasting
Strategies TitleWhat Beginning
Designers DoWhat Informed Designers Do
Tools
Premature / Delayed Decision Making
Treat design as well-structured and make premature design
decisions
Delay making decisions in order to explore challenge, learn about critical
issues
Functional descriptions,
Problem Scoping
Skip / Do Research & Info Searches
Skip doing research and information searched,
and instead start generating design
solutions immediately.
Do research and information searched about the problem,
includeing materials, prior art, users,
product histories, etc.
Studying prior art, Product history and analysis, Researching
users
Confounded/ Valid Investigations
Do few early investigations or conduct
confounded tests that build little understanding of the design problem.
Do valid investigations to help them learn
quickly about design variables, users, materials, & how
things work.
Product dissections,
Product comparisons
Source: Crismond, D. (2007). Contrasting strategies of beginning and informed designers: One representation of learning progressions in engineering design.
II. Generate, Build & Communicate IdeasContrasting
Strategies TitleWhat Beginning
Designers DoWhat Informed Designers Do
Tools
Idea Fixation / Idea Fluency
Fixate on first design ideas, which they
won’t let go of, and work depth-first in
developing a single plan.
Practice idea fluency via brainstorming, sketching,
and rapid prototyping, and use gestures, words,
& artifacts to communicate these ideas
Brainstorming, Constraint Relaxation & “Dream Designing”, Database Searches, Rapid Prototyping, Task Sequencing
Surface / Deep Drawing & Modeling
Describe & sketch surface features of
device that would not work if built.
Make drawings and models that show how
parts connect and interact well, and models
that test key features.
Alternate Sequencing for Sketching, Discussions &
Annotated Sketches, Gestures and Artifacts
as Stand-ins for Drawings
Unfocused / Diagnostic Vision
Have a generalized unfocused way of viewing tests and
troubleshooting their ideas.
Use diagnostic vision to focus their attention while
troubleshoot critical areas of the design plans
and products.
Cognitive Training, Teaching Modeling &
Coaching
Source: Crismond, D. (2007). Contrasting strategies of beginning and informed designers: One representation of learning progressions in engineering design.
III. Test & Evaluate Solutions, Reflect on Practice
Contrasting Strategies Title
What Beginning Designers Do
What Informed Designers Do
Tools
Ignore / Balance Benefits &
Tradeoffs in Making Decisions
Ignore or pay too much attention to constraints
and focus on + or – aspects of ideas
without also thinking of benefits and tradeoffs.
Balance systems of benefits and tradeoffs when making design decisions, and use
guidelines and rules-of-thumb to make these
choices.
Design decision charts, Design Guidelines,
Heuristics & Rules-of-Thumb
Haphazard, Linear /Iterative,
Managed Design
Design in a haphazard ways, working on
whatever problems emerge, or treat design as a set of steps to be
done once in linear order.
Do design as an iterative process, improving ideas based on feedback, and
use strategies in any order, as needed, in a
managed way.
Project & Time Management, Design Process Knowledge
and Support
Tacit / Reflective Thinking*
Do tacit designing when they think with little self-reflection &
monitoring of actions.
Practice reflective thinking by keeping tabs on design
work in a metacognitive way.
Design Notebooks and Portfolios, Computer-supported structured
reflections
Source: Crismond, D. (2007). Contrasting strategies of beginning and informed designers: One representation of learning progressions in engineering design.*Self-monitoring is associated with higher levels of design performance and product quality (Adams & Atman, 2000).
ActivityWhat are places to integrate
development of good designers into the high school curriculum?o How can EPICS be a leverage point?
Communication is key to successful design!!o With community partnero With each othero With the artifact that you are designing
Design Review Templates
Good design… Good designs involve diverse perspectives
and expertise IDEO – industry leader in design and
innovationo Design thinking is a crucial business asset—one
that can, indeed, move a company forward and improve the bottom line. To optimize this impact, (we) advise thoughtfully structuring the innovation process. They stress working on projects that improve people’s lives..
- Ryan Jacoby and Diego Rodriguez, Innovation, Growth, and Getting to Where You Want to Go, Design Management Review Vol. 18 No. 1
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Sustainability in design
Lecture Notes: pg 62-73
Name as many “resources” as you can
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Renewable Resourcesliving resources (trees and soil)hydroelectric power, solar power, windwater
Non-Renewable Resourcescoal,oilnatural gas
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why sustainability?Designing for increasingly limited and
expensive resources:• water• nonrenewable materials
The Triple Bottom Line Traditional bottom line is economic Consider two other bottom lines:
o Social costs and benefits o Environmental costs and benefits
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tools for thinking design: footprint
Year
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tools for thinking design: footprint
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What goes into your energy footprint today?
lighting: wattage, hours on, heat lossheating: hours on, temperature changefood: growing, transportation, packaging,
storage, cooking, disposalself care: water transportation, heating,
treatment; cleaning products production, transportation, treatment
tools for thinking design: footprint
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What goes into your energy footprint today?
tool use: o food preparation: tool construction,
transportation, cleaning, disposalo clothing: material production, construction,
transportation, cleaning, disposalo entertainment: production energy costs
etc., energy during useo transportation: material production,
construction, transportation, use, disposal
tools for thinking design: footprint
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tools for thinking design: footprintWhat goes into your energy footprint over your life?big choices as well as little Will you live close to or far from work and family? How often will you travel by car, train, or plane? Where will you stay when you travel? How many kids will you have? What appliances will you buy for your home? -
energy and resource efficient? or cheaper now? made locally or shipped from another country?
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why sustainability?Engineering is “optimization under
constraints”Good design now requires life-cycle
consideration
“cradle to cradle” designMcDonough & Braungart 2002(www.mcdonough.com)
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http://www.interfacesustainability.com/
case study: cradle to cradle
Interface Carpet
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tools for thinking: systems design
supplier producer processing plant
distribution center
grocery store
www.rprogress.org
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tools for thinking: systems design
supplier producer processing plant
distribution center
grocery store
fertilizers
pesticidesseeds
machinery
truck
machinery
truck
machinery
truck truck
food waste
freezer freezer freezer
packaging
www.rprogress.org
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tools for thinking: systems design
supplier producer processing plant
distribution center
grocery store
fertilizers
pesticidesseeds
machinery
truck
machinery
truck
machinery
truck truck
food waste
freezer freezer freezer
packaging
www.rprogress.org
33
tools for thinking: systems design
supplier producer processing plant
distribution center
grocery store
fertilizers
pesticidesseeds
machinery
truck
machinery
truck
machinery
truck truck
food waste
freezer freezer freezer
packaging
fossil fuels
fossil fuels hydroflurocarbonsfossil fuels
irrigation renewable energy
fossil fuels
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tools for thinking: systems design
supplier producer farmer’s market
compostseeds
machinery
truck truck
cover crops
fossil fuels
fossil fuels
renewable energy
www.rprogress.org
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energy balances:• how much energy does product use?• how much energy to construct product
from available materials?• how much energy to transport materials
from collection site to production site? or transport product from construction site to user?
• how much energy to produce materials?• how much energy to recycle/reuse product
at end of life?
tools for thinking: systems design