Design multi-disciplinary practice

Dragonfly: An Ecological Approach to Digital Architectural Design

by Michael J. Braund

Published in ACADIA 2011: Integration Through Computation, ed. by J.M. Taron, V. Parlac, B. Kolarevic and J.S. Johnson, pp.178-186. Stroughton, WI: The Printing House, 2011.

(Co-authored with Daniel Hambleton)

In his keynote address delivered to The American Society for Esthetics in 1976, James J. Gibson wrote, “Architecture... more In his keynote address delivered to The American Society for Esthetics in 1976, James J. Gibson wrote, “Architecture and design do not have a satisfactory theoretical basis.” He then asked, “Can an ecological approach to the psychology of perception and behavior provide it?” (1976, p. 413) We believe that it can, at least in part. In this paper, we expand upon Gibson’s insights into the nature of perceptual experience by applying the concept of “affordances” to the design of architectural objects in general, and to the domain of digital architectural design in particular. On our account, the affordance-concept supplies a useful theoretical basis for conceptualizing the relationship between environments and occupants with respect to the form and behavioral meaning of geometrically constructed layouts.

Donald Norman (1988) first introduced affordances to interaction design theorists, as a conceptual tool for predicting how agents will interact with a given product. The extensive body of literature that has since emerged, from human-computer-interaction studies (Ackerman, 1996; Conn, 1995; Moran, 1997; Norman, 1999) to architectural theory and practice (Koutamanis, 2006; Maier and Fadel, 2009), has followed Norman’s lead in defining affordances, somewhat amorphously, as whichever action-related properties of objects are sufficient to elicit the intended forms of behavioral interaction between the agent and object. However, while this is correct, it is only half the story. It leaves unexplained how human perceivers detect and “pair down” on the potentially vast range of possible affordances (at a given time), to select the ones that will be relevant to the coordination and guidance of the targeted actions. Call this the “selectivity problem,” a proper treatment of which is missing from the literature. This is no small matter. If the theory of affordances is to be useful to architects and designers, if it is to have explanatory and predictive power over how perceivers will interact with their surroundings, then some account of the cognitive procedure by which affordances are selected for the deployment of specific behaviors is necessary. Otherwise, it is unclear what the theory hopes to predict or explain.

To this end, we maintain that the couching of affordances in a framework of human intentionality is not only consistent with Gibson’s theoretical views (i.e., the action-oriented definition of the concept of affordances not only suggests an intentional perspective), indeed, such a perspective is necessary if we are to succeed in implementing the affordance-concept into an architectural design context in a way that addresses the selectivity problem. This is one of the goals of “Dragonfly,” a first attempt at implementing the affordance-based control of perceptually guided-action into a digital design simulation. Dragonfly enables human interaction with geometry by encoding the basic principles of ecological psychology (including a rudimentary form of intentionality) into an interactive CAD environment. New vistas for future research and interdisciplinary approaches to design are then discussed, with a special emphasis on their applicability to architecture.

VIDEOPOETRY: A MANIFESTO

by Tom Konyves

A PRACTICAL APPROACH TO HEARSAY EVIDENCE THE COMMON LAW DEFINITION OF HEARSAY By Alistair MacDonald QC

by Historically Digitized

A PRACTICAL APPROACH TO HEARSAY EVIDENCE
THE COMMON LAW DEFINITION OF HEARSAY
By Alistair MacDonald QC more A PRACTICAL APPROACH TO HEARSAY EVIDENCE
THE COMMON LAW DEFINITION OF HEARSAY
By Alistair MacDonald QC
An assertion other than one made by a person while giving oral evidence
in the proceedings is inadmissible as evidence of any fact asserted.

Fisherman's Eyes: An analysis on experience design, the fishing experience, and the work of Roderick Haig-Brown

by Joel Flynn

This paper, Fisherman’s Eyes, is the first of two complementary works that look at the emerging field of experience... more This paper, Fisherman’s Eyes, is the first of two complementary works that look at the emerging field of experience design through the perspective of sport fishing. Specifically, the framework for writer Roderick Haig-Brown’s book, Fisherman’s Fall, is used as a potential schema for experience design, with its emphasis on the importance of seasons, locations, and patterns in what can often be a frustrating sport fishing experience. Activity theory and expansive developmental research are applied to the ideas expressed in Fisherman’s Fall, as a way to perhaps apply the book’s insights on experience to other potentially designed experiences. However, important questions are raised on the viability of experience design as a general discipline, one that is separate from individual
examples of designed experiences. The paper sets the tone for its follow-up work, [what would later turn out to be my masters thesis, [i]Travels in Intertextuality: the autopoetic identity of remix culture[/i]], which is a further exploration of the framework developed from Fisherman’s Fall. The second paper also includes special focus on the role of luck and intimacy in an experience, the cultural-historical aspects of the fishing experience and the potential relationship with emerging forms of interactive narrative.

Capturing the Hyper Real: The Cinematographers Eye

by Terry Flaxton

Given on 9th December 2011 to the Bristol Vision Institute and a variation of this given at University of York, February 29th 2012

In this presentation I discuss what it is that a cinematographer sees when he or she looks into the luminous frame. I... more In this presentation I discuss what it is that a cinematographer sees when he or she looks into the luminous frame. I shall do this by pointing out that language, myth and meaning surround the idea of communicating experience, of how todays understanding of what matters in art is governed by ideas derived from a remediation of the image, that requires interpretive thinking rather than direct experience. I compare ideas from both neuro-science and myth and discuss why ideas created some three and a half thousand years ago may have greater veracity than ideas created in the last twenty years. I also show short examples of my recent works which explore these issues, created whilst on two consecutive AHRC Fellowships in the Moving Image. All works are linked in this paper for internet access

Relevance of volunteered geographic information in a real world context

by Christopher Parker

with May, A. and Mitchell, V.

GISRUK 2011 Conference Paper

Volunteered Geographic Information has the potential to offer value and usability benefits to end-users over and above... more Volunteered Geographic Information has the potential to offer value and usability benefits to end-users over and above that of Professional Geographic Information. For this to be accomplished, the user centred factors of both information types must be understood in detail. Through a series of focus groups, the differences between volunteer and professional information sources are investigated relative to the characteristics which are the most, or least relevant to the end-user. These findings have implications for how different forms of information may be most effectively utilised within different usage situations.

Suggested Design and Management Techniques for Enhancing Public Engagement in Transportation Policymaking

by Kathy Quick

Quick, Kathryn S. and Zhao, Zhirong Jerry (2011). 'Suggested Design and Management Techniques for Enhancing Public Engagement in Transportation Policymaking,' Research Report for the Center for Transportation Studies, Minneapolis, MN: University of Minnesota.

This report analyzes how the public can be effectively engaged in democratic decision-making and implementation of... more This report analyzes how the public can be effectively engaged in democratic decision-making and implementation of technically complex transportation policies. Its contribution is to compile and analyze strategies for enhancing public engagement specifically in transportation planning and policy via a review of the literature, identification of key design choices in organizing public engagement, a case study, and recommendations for further research. It incorporates the following sections:

- Highlights from existing knowledge about the benefits, purposes, and challenges of public engagement.

- An assessment of the state of public engagement in transportation and an evaluation of participatory designs
currently being used in the sector.

- A framework that we suggest transportation policy-makers utilize in deciding how to design public engagement
processes.

- Description and analysis of two cases of participatory transportation planning efforts in Grand Rapids,
Michigan.

- Recommendations for further research and proposals for how to engage the public in several current transportation policy issues in Minnesota.

Keywords: Transportation policy; Public participation; Socioeconomic development; Civic engagement; Designing public participation; Management techniques for public participation; Case studies

Characteristics of a Supportive Context for Distributed Learning: a Case Study of the Implementation of a New Degree

by Geraldine Lefoe

Integrating online resources into your teaching

by Simon McIntyre

Written by Simon McIntyre & Karin Watson as part of the 'Learning to Teach Online' Collection http://bit.ly/d18ac5

This episode identifies different types of online resources including scholarly material available online through... more This episode identifies different types of online resources including scholarly material available online through libraries, and highlights copyright considerations for using existing material from the Internet in your teaching. It also discusses the benefits of Open Educational Resources (OER), where teachers can freely access and contribute to a wide range of learning and teaching resources from institutions around the world.

Planning your online class

by Simon McIntyre

Written by Karin Watson & Simon McIntyre as part of the 'Learning to Teach Online' Collection http://bit.ly/d18ac5

This episode explores some of the key considerations when planning your online or blended (face-to-face and online)... more This episode explores some of the key considerations when planning your online or blended (face-to-face and online) class. It examines the importance of considering pedagogy before technology; constructively aligning assessment with learning outcomes; and the integration of digital literacy skills. It also offers some useful strategies for deciding which components are better suited to an online learning environment.

Welcome to Learning to Teach Online

by Simon McIntyre

Written by Simon McIntyre & Karin Watson as part of the 'Learning to Teach Online' Collection http://bit.ly/d18ac5

This episode aims to give you an introduction to the Learning to Teach Online project, define its aims, and explains... more This episode aims to give you an introduction to the Learning to Teach Online project, define its aims, and explains how you can use these resources to help you get started with online teaching, or improve your existing practice. Please also watch the video component of this episode for more information.

Post the E-learning goldrush: Encouraging purpose and quality in new online art and design courses

by Simon McIntyre

Bennett, R., & McIntyre, S. (2004). Post the eLearning Goldrush: Encouraging Purpose and Quality in New Online Art and Design Courses. Paper presented at the Australian Council of University Art & Design Schools (ACUADS) 2004 Conference. Retrieved January 17 2005, from http://www.acuads.com.au/conf2004/conf2004.htm

The last decade witnessed a ‘virtual goldrush’ of activity in regard to online education worldwide. Unfortunately,... more The last decade witnessed a ‘virtual goldrush’ of activity in regard to online education worldwide. Unfortunately, many institutions and software companies flattened the pedagogical landscape in a scramble to establish their own online presence. In general, what remained were hastily planned and generally low quality subjects/programs: sadly reinforcing belief that online education is a poor substitute for face-to-face learning and teaching.

Fortunately, time has moved on, with more credible institutions realising that quality must be the key component of online education. Some have begun to identify highlights of previous examples and are building upon them. It has become apparent that to achieve purposeful and quality online subjects, educators need to look past an immediate return and view a more long-term solution.

COFA Online was established at the College of Fine Arts in 2003, and has since been planning, developing and teaching online subjects in art and design practice, education and theory - methodically building the foundations of a sustainable online program. This paper outlines the COFA Online Course Author Fellowship program and how it aims to provide a quality experience for students studying online.

Trust and relationship building: critical skills for the future of design education in online contexts

by Karin Thiele Watson

2009 Icograda Education Network World Design Congress Education Conference Central Academy of Fine Arts (CAFA), Beijing, China. Watson, K., McIntyre, S., McArthur, I.

Iridescent Icograda Journal of Design Research Volume 1 2009 - 2011 pp 22-29 http://toolkit.icograda.org/database/rte/files/PR_IridescentVol1_webres.pdf

Could you trust someone you had never physically met to successfully collaborate with you on a design project? more Could you trust someone you had never physically met to successfully collaborate with you on a design project?

As online communication technologies rapidly evolve, the creative industries continue to move towards globally networked and interdisciplinary modalities of practice. These inescapable shifts in the ways designers work have challenged many long held assumptions about the nature of individual design processes.

Such revolutionary changes mean that designers must increasingly master new skills to effectively communicate and collaborate in online environments with colleagues from different cultures, disciplines and locations world-wide. Since they may never meet face-to-face, the success of this new working methodology relies on high levels of trust between practitioners, both personally and professionally in order to achieve effective design outcomes.

In turn the need for design educators to equip students with skills to thrive in the face of this new industrial paradigm is highlighted. Trust is integral to developing the personal and professional relationship building and collaborative skills necessary for contemporary digital working practices. By being sensitive to, and cognisant of these issues, educators can initiate and implement strategies that help create the right conditions for trust to emerge between participants in online learning scenarios.

In reality however, the relative suddenness of this shift has seen some educationalists engage in unconsidered responses to this challenge. In the rush to embrace online technologies, the social and cultural dimensions of online pedagogies are often neglected while the relative functionality of digital tools and spaces is given prominence.

Drawing upon three specific case studies of very different applications of online learning in a design context, this paper aims to highlight the impact that fostering positive, interpersonal, interdisciplinary and transcultural relationships between students in online design education can have upon their levels of trust and the effectiveness and outcomes of their online collaborative processes. The projects examined were conducted by COFA Online and The Omnium Research Group at The College of Fine Arts (COFA), University of New South Wales, Sydney, Australia. Each case study examines particular dynamics associated with global, local and cross-cultural contexts. They include:
• Global - Fully online Masters of Cross Disciplinary Art and Design
• Local - Blended Learning at The College of Fine Arts
• Cross-Cultural (Australia and China) - The Collabor8 Project, East-West online design collaboration

By triangulating data that examines student/teacher experiences through online surveys, interviews, responses to targeted online discussions and peer reviews, this paper outlines online pedagogical approaches that have successfully engaged students in active, collaborative and trust building online learning environments. It also pinpoints problems that can occur in online teamwork related to trust, communication and interpersonal relationships, and investigates several potential solutions.

If strong human-to-human relationships are seen as the foundation for effective collaborative design practice online, educators will be helping emerging generations of designers maximise their creative potential in a globally competitive market where online collaborative, cross-cultural, interdisciplinary creative skill-sets are demanded as the ‘norm’.


Keywords: online, collaboration, pedagogy, cross-cultural, blended learning

Modeling Theory From Fiction and Autobiography

by Suzanne England

Reviewing the concepts of knowledge sharing strategies for large scale building projects

by Esra Bektaş

Identifying the concepts regarding knowledge sharing such as the terms knowledge, information, knowledge sharing and knowledge sharing strategies.

Exploring the gaps in the literature in improving multi-disciplinary knowledge sharing for large scale building projects as a basis for the follow-up paper 'knowledge sharing strategies for large projetcs'

Theoretical Issues for Design Thinking

by Charles Burnette

Curriculum Development in Studio Teaching volume 4, STP Case Studies of Effective Practice

by Karin Thiele Watson

Wilson, S. and Watson, K (editors) 2009. Sydney: Australian Learning and Teaching Council

NOTE: This volume is part of series titled "Curriculum Development in Studio Teaching" (Zehner, R., Forsyth,... more NOTE: This volume is part of series titled "Curriculum Development in Studio Teaching" (Zehner, R., Forsyth, G., de la Harpe, B., Peterson, F., Musgrave, Neale, D., Frankham, N. with assistance from Wilson, S., & Watson, K.), Sydney: Australian Learning and Teaching Council (2009)

Deformation Behaviour Simulation of an Apple under Drop Case by Finite Element Method

by H. KURSAT CELIK

" Journal of Food Engineering 104 (2011) 293–298 "

ABSTRACT

This study focuses on the deformation behaviour of organic materials under a drop case. A Golden... more ABSTRACT

This study focuses on the deformation behaviour of organic materials under a drop case. A Golden Delicious
apple was chosen as the sample organic material. A three-dimensional (3D) scanner, high speed
camera and finite element method (FEM) simulations were utilised to investigate drop case deformation
events of the organic material. In total, 22 steps after impact were set up in the simulation by comparing
high speed camera screen steps. Maximum equivalent stress of 0.416 MPa and maximum contact force
(resultant normal force from rigid plane at impact) of 250.980 N were obtained from simulation results.
Visual investigations and simulation results relating to deformations observed under the drop case,
agreed well. This study contributes to further our understanding of fruit and vegetable damage/deformation
by using computer aided engineering applications.


Keywords:

Drop test, Finite element method, Organic materials, Golden Delicious apple

Marking the moment: Coupling NOOT to the situated practice of creative sessions

by jelle van dijk

workshop work in progress of TEI11
co-authored with Remko van der Lugt and Kees Overbeeke
Busy reworking this paper...

Based on the theory of embodied cognition we
developed NOOT, at tangible tool that allows markingmore Based on the theory of embodied cognition we
developed NOOT, at tangible tool that allows marking
audio-moments during creative sessions. A detailed
analysis of using NOOT in practice lead to a reconceptualization
of NOOT within processes of external
scaffolding. It also spurred a new design project
focused on reflection during group sessions.
Keywords
Embodiment, Scaffolds, Practice, Tangible, Researchthrough-
design, Prototype, Creative session, Reflection

MAKING SENSE OF BRAINSTORMS: SOME ‘NOOTS’ TO REFLECT ON

by jelle van dijk

This conference paper was the result of a collaboration with Rineke Brouwer (co-author), in fact we wrote two papers, in the other one she's first-author. The track organizers asked us to pair up: designer-social scientist. I sent in a video of one of the brainstorms we did using NOOT as a new tool. Rineke analysed the video using conversation analysis. This paper is my own account of the video and what is in it. In Rineke's paper she shows how people negotiate in subtle social verbal/nonverbal ways what gets written on a post-it and what doesn't. And argues the potential relevance of a tool like NOOT. It was a nice collaboration that would not have been there without the conference being organized this way. We intend to collaborate more.

Through video-materials of use-in-practice we present and discuss NOOT, an interactive tool that supports sense-making... more Through video-materials of use-in-practice we present and discuss NOOT, an interactive tool that supports sense-making during creative sessions. The project investigates how ‘cognitive scaffolding’ may support such sense-making.