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Design is ubiquitous. Speaking across disciplines, it is a way of thinking that involves dealing with complex, open-ended, and contextualized problems that embody the ambiguities and contradictions in everyday life. It has become a part of pre-college education standards, is integral to how college prepares students for the future, and is playing a lead role in shaping a global innovation imperative. Efforts to advance design thinking, learning, and teaching have been the focus of the Design Thinking Research Symposium (DTRS) series. A unique feature of this series is a shared dataset in which leading design researchers globally are invited to apply their specific expertise to the dataset and bring their disciplinary interests in conversation with each other to bring together multiple facets of design thinking and catalyze new ways for teaching design thinking. Analyzing Design Review Conversations is organized around this shared dataset of conversations between those who give and those who receive feedback, guidance, or critique during a design review event. Design review conversations are a common and prevalent practice for helping designers develop design thinking expertise, although the structure and content of these reviews vary significantly. They make the design thinking of design coaches (instructors, experts, peers, and community and industry stakeholders) and design students visible. During a design review, coaches notice problematic and promising aspects of a designer's work. In this way, design students are supported in revisiting and critically evaluating their design rationales, and making sense of a design review experience in ways that allow them to construct their design thinking repertoire and evolving design identity.
Acknowledgments

analyzing design review conversations

1 Inquiry Into Design Review Conversations, by Robin S. Adams

2 Design Review Conversations: The Dataset, by Robin S. Adams

3 Making Gestural frequencies, by Shannon McMullen, Andrew Brightman, and Holly Jaycox

4 Research-to-Practice Workshop: Design and Experience, by Junaid A. Siddiqui, Robin S. Adams, and Michael J. Fosmire

design inquiry

5 Robust Design Review Conversations, by Andy Dong, Massimo Garbuio, and Dan Lovallo

6 Navigating Boundaries: Moving Between Context and Disciplinary Knowledge When Learning to Design, by Nicky Wolmarans

7 Dimensions of Creative Evaluation: Distinct Design and Reasoning Strategies for Aesthetic, Functional, and Originality Judgments, by Bo T. Christensen and Linden J. Ball

8 Exploring the Role of Empathy in a Service-Learning Design Project, by Nicholas D. Fila and Justin L. Hess

9 Piecemeal Versus Integrated Framing of Design Activities, by Stephen Secules, Ayush Gupta, and Andrew Elby

10 Exploring the Design Cognition of Concept Design Reviews Using the FBS-Based Protocol Analysis, by John S. Gero and Hao Jiang

design discourse

11 Learning From Expert/Student Dialogue to Enhance Engineering Design Education, by Cassandra Groen, Marie Paretti, and Lisa McNair

12 A Discursive Approach to UnderstandingDependencies Between Design Acts, by Ömer Akın and Olaitan Awomolo

13 Normative Concerns, Avoided: Instructional Barriers in Designing for Social Change, by Colin M. Gray and Craig D. Howard

design interactions

14 “Wait, wait: Dan, your turn”: Performing Assessment in the Group-Based Design Review, by Arlene Oak and Peter Lloyd

15 Articulation of Professional Vision in Design Review, by Neeraj Sonalkar, Ade Mabogunje, and Larry Leifer

16 Design Grammar—A Visual Tool for Analyzing Teacher and Student Interaction, by João Ferreira, Henri Christiaans, and Rita Almendra

design being

17 Taking a (Design) Stance, by David Socha, Wolff-Michael Roth, and Josh Tenenberg

18 Becoming a Designer: Some Contributions of Design Reviews, by Janet McDonnell

19 Multiple Means Through Which Design Identities Are Communicated During Design Reviews, by Şenay Purzer and Nicholas D. Fila

design coaching

20 A Quantitative Exploration of Student-Instructor Interactions Amidst Ambiguity, by Antonette Cummings, DeLean Tolbert, Carla B. Zoltowski, Monica E. Cardella, and Patrice M. Buzzanell

21 Directing Convergent and Divergent Activity Through Design Feedback, by Shanna R. Daly and Seda Yilmaz

22 Making Visible the “How” and “What” of Design Teaching, by Robin Adams, Tiago Forin, Mel Chua, and David Radcliffe

23 Three Studio Critiquing Cultures: Fun Follows Function or Function Follows Fun?, by Gabriela Goldschmidt, Hernan Casakin, Yonni Avidan, and Ori Ronen

Author Biographies and Contact Information

Index

Sujets

Sciences et techniques

Industrial

Musique industrielle

Informations

Publié par	Purdue University Press
Date de parution	15 avril 2016
Nombre de lectures	0
EAN13	9781612494395
Langue	English
Poids de l'ouvrage	2 Mo

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Extrait

Analyzing Design Review Conversations
Analyzing Design Review Conversations
Edited by Robin S. Adams and Junaid A. Siddiqui
Purdue University Press West Lafayette, Indiana
Cataloging-in-Publication Data on file at the Library of Congress.
Cover image: Altered image produced with Max/MSP during a Gestural frequencies performance at the Design Thinking Research Symposium 10. Image by McMullen_Winkler.
Table of Contents
Acknowledgments
analyzing design review conversations
1  Inquiry Into Design Review Conversations
Robin S. Adams
2  Design Review Conversations: The Dataset
Robin S. Adams
3  Making Gestural frequencies
Shannon McMullen, Andrew Brightman, and Holly Jaycox
4  Research-to-Practice Workshop: Design and Experience
Junaid A. Siddiqui, Robin S. Adams, and Michael J. Fosmire
design inquiry
5  Robust Design Review Conversations
Andy Dong, Massimo Garbuio, and Dan Lovallo
6  Navigating Boundaries: Moving Between Context and Disciplinary Knowledge When Learning to Design
Nicky Wolmarans
7  Dimensions of Creative Evaluation: Distinct Design and Reasoning Strategies for Aesthetic, Functional, and Originality Judgments
Bo T. Christensen and Linden J. Ball
8  Exploring the Role of Empathy in a Service-Learning Design Project
Nicholas D. Fila and Justin L. Hess
9  Piecemeal Versus Integrated Framing of Design Activities
Stephen Secules, Ayush Gupta, and Andrew Elby
10 Exploring the Design Cognition of Concept Design Reviews Using the FBS-Based Protocol Analysis
John S. Gero and Hao Jiang
design discourse
11 Learning From Expert/Student Dialogue to Enhance Engineering Design Education
Cassandra Groen, Marie Paretti, and Lisa McNair
12 A Discursive Approach to Understanding Dependencies Between Design Acts
Ömer Akın and Olaitan Awomolo
13 Normative Concerns, Avoided: Instructional Barriers in Designing for Social Change
Colin M. Gray and Craig D. Howard
design interactions
14 “Wait, wait: Dan, your turn”: Performing Assessment in the Group-Based Design Review
Arlene Oak and Peter Lloyd
15 Articulation of Professional Vision in Design Review
Neeraj Sonalkar, Ade Mabogunje, and Larry Leifer
16 Design Grammar—A Visual Tool for Analyzing Teacher and Student Interaction
João Ferreira, Henri Christiaans, and Rita Almendra
design being
17 Taking a (Design) Stance
David Socha, Wolff-Michael Roth, and Josh Tenenberg
18 Becoming a Designer: Some Contributions of Design Reviews
Janet McDonnell
19 Multiple Means Through Which Design Identities Are Communicated During Design Reviews
Ş enay Purzer and Nicholas D. Fila
design coaching
20 A Quantitative Exploration of Student-Instructor Interactions Amidst Ambiguity
Antonette Cummings, DeLean Tolbert, Carla B. Zoltowski, Monica E. Cardella, and Patrice M. Buzzanell
21 Directing Convergent and Divergent Activity Through Design Feedback
Shanna R. Daly and Seda Yilmaz
22 Making Visible the “How” and “What” of Design Teaching
Robin Adams, Tiago Forin, Mel Chua, and David Radcliffe
23 Three Studio Critiquing Cultures: Fun Follows Function or Function Follows Fun?
Gabriela Goldschmidt, Hernan Casakin, Yonni Avidan, and Ori Ronen
Author Biographies and Contact Information
Index
Acknowledgments
The editors graciously thank the individuals who shared their design review experiences and the participants of the 10 th Design Thinking Research Symposium (DTRS) who contributed to this book. The editors gratefully acknowledge David Radcliffe for his considerable support in bringing this project to fruition, Patrice Buzzanell for her contributions to the book and the success of the symposium, Shannon McMullen for her design of the cover art and book layout, and the DTRS 10 organizing committee (Andrew Brightman, Patrice Buzzanell, Monica Cardella, Natalie Duval-Couetil, Michael Fosmire, Holly Jaycox, Shannon McMullen, Senay Purzer, and Fu Zhao).
DTRS 10 was funded by a Purdue Global Engineering Program International and Global Impact grant, the School of Engineering Education, Dean Leah Jamieson of the College of Engineering, and a National Science Foundation CAREER grant exploring cross-disciplinary approaches to thinking and learning (EEP-0748005). The design of the event including the shared dataset was a Purdue University cross-institutional collaboration with faculty from the College of Engineering, the College of Liberal Arts, the Libraries; the School of Engineering Education, the School of Communication, Visual and Performing Arts, the School of Mechanical Engineering; and a certificate program in entrepreneurship and innovation.
analyzing design review conversations
1
Inquiry Into Design Review Conversations
Robin S. Adams
Understanding the nature and nurture of design thinking has been a central mission of the Design Thinking Research Symposium (DTRS) series. The first DTRS was held in 1991 at Delft University of Technology and involved a small, international group of pioneering design researchers spanning multiple disciplines. The formats of DTRS meetings are unique in their approach to fostering an international community of design-thinking scholars, sharing and integrating cross-disciplinary work, and identifying and promoting necessary further research. One format has been the creation of a shared research dataset in which design researchers are invited to apply their expertise to “design thinking” data and share their insights at a symposium to further advance an understanding of the particular knowledge designers (in any discipline) possess, the nature of design learning and expertise, and how designers synthesize ideas from seemingly disparate fragments, develop ambidextrous mindsets for innovation, and codesign with others to find “life-centered” approaches to current and future needs.
This history of sharing a common dataset to facilitate research collaboration and communication has become a “landmark in design thinking research” (McDonnell & Lloyd, 2009a), resulting in a substantial set of provocative and field-shaping publications in books and journals. DTRS 2 held at TU Delft in 1994 focused on the use of protocol analysis as a research tool for analyzing individual and team design activity (see Cross, Christiaans, & Dorst, 1996; Dorst, 1995). Extending on this idea, DTRS 7 held at Central Saint Martins College of Art and Design in Central London in 2007 analyzed design meetings in authentic settings (an engineering product design team and an architectural design team) to broaden methodological perspectives (see McDonnell and Lloyd, 2009a; 2009b). Taking a slightly different track, DTRS 9 held at the University of Northumbria in 2012 was based on a shared design task—the design of products, spaces, and services for making growing old seem more attractive and inviting (Rodgers, 2012; Rodgers, 2013).
This book is an outcome of DTRS 10 held at Purdue University in 2014 (Adams et al., 2014). Continuing the tradition of a common research dataset, the focus of this symposium was on design review conversations . It was based around videos of conversations between those who give and those who receive feedback, guidance or critique during a design review across a variety of disciplines and interdisciplines.
These design review conversations serve a three-fold, interconnected purpose. Initially they provided a common focus of inquiry for researchers from a diverse range of disciplinary perspectives working in their own domains. Next the dataset fostered collaborative inquiry among these researchers as they came together to share their findings at DTRS 10. Finally, through this book, these same conversations are fostering a community inquiry amongst a much wider cohort of design researchers, educators, and professionals around the world beyond those who participated in DTRS 10.
The Design Review Conversations
The common research dataset contains six disciplinary variations of design review conversations. Principles drawn from multiple perspective methodology and complexity theory guided the creation of the dataset. The goal was to enable a generative space for pulling together disparate research into an integrative synthesis, support multiple perspective inquiry and conditions of emergence, and attend to critical variations of design review situations. Similar to DTRS 7, the goal was to collect data that could support variations for inquiring into the nature and nurture of design thinking while evoking connection, disorientation, and transformation. These variations include:
• Design review structures (individual group critique, desk critique, informal and formal reviews, juried reviews), context (laboratory, classroom, studio), and discourse modalities (text, speech, drawings, artifacts, gestures).
• Design review phases (longitudinal data from preliminary to final reviews).
• Design interactions (individuals and groups, artifacts).
• Disciplinary and interdisciplinary cultures (choreography, entrepreneurial design, industrial design, mechanical engineering, service learning design).
• Design principles (aesthetic, functional, interactive, entrepreneurial, human-centered).
• Design coaches (instructors, experts, stakeholders, and peers).
All da