Design thinking

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.

Exploring Overlaps and Differences in Service Dominant Logic and Design

by Katarina Wetter Edman

Questions as a tool to design: DTM-35675

by Saeema Ahmed-Kristensen (nee Ahmed)

Learning uncomfortably

by Noemi Sadowska

Co-authored with Laffy, D.

Published in Slimani-Rolls, A. (2011) Border Crossing: Transnational Working Papers in Higher Education. Migration Letters & The London Publishers. Volume 2011, Number 1102 / 2011. pp. 15-24

This paper outlines a research process entwined with delivery of a final year elective module "Managing Strategic... more This paper outlines a research process entwined with delivery of a final year elective module "Managing Strategic Design". The research has been based on six roundtable discussions with a variety of participants from Design and Business communities. The module challenges these students to develop truly innovative business opportunities. The process of doing so is at times deeply uncomfortable but it is at these points that students' learning can be most productive. The iterative process of research and teaching have led us, the authors, to reflect on the value and positioning of design and strategic thinking in business education: the methodology behind our particular curriculum delivery drawing on cross disciplinary teaching and learning; the ability of students to learn from practice by experiencing 'zones of discomfort' and 'what if' scenarios. These reflections have altered the focus of the module, from provision of tools students need to know to understanding the learning journey and facilitating the acquisition of decision-making confidence in response to a complex challenge.

Integrating Computational Thinking with K12 Science Education: A Theoretical Framework.

by Pratim Sengupta

Citation:
Sengupta, P., Kinnebrew, J., Biswas, G., and Clark, D. (2012). Integrating Computational Thinking with K12 Science Education: A Theoretical Framework. In: Proceedings of the 4th International Conference on Computer Supported Education

Computational thinking (CT) draws on concepts that are fundamental to computing and computer science, however, as an... more Computational thinking (CT) draws on concepts that are fundamental to computing and computer science, however, as an approach, it includes practices, such as problem representation, abstraction, decomposition, simulation, verification, and prediction that are also central to modelling, reasoning, and problem solving in many scientific and mathematical disciplines. Recently, arguments have been made in favour of integrating programming and CT with K-12 curricula. In this paper, we present a theoretical investigation of key issues that need to be considered for integrating CT with K-12 science. We identify the synergies between pro- gramming and CT on one hand, and scientific expertise on the other. We then present a critical review of literature on educational computing, and propose a set of guidelines for designing learning environments in science that can jointly foster the development of computational thinking with scientific expertise. Finally, we describe the design of a learning environment that supports CT through modelling and simulation to help middle school students learn physics and biology.

Design Principles for a Visual Programming Language to Integrate Agent-Based Modeling in K-12 Science

by Pratim Sengupta

To Appear in: Proceedings of the Eighth International Conference of Complex Systems (ICCS 2011).

Revisiting the Research Field of Product-Service Systems

by Tobias Larsson

[PENDING PUBLICATION] Ericson, Å., T. Larsson, O. Isaksson, A. Larsson (2012). Revisiting the Research Field of Product-Service Systems Development. ASME 2012 International Design Engineering Technical Conferences (IDETC) and Computers and Information in Engineering Conference (CIE), August 12-15, 2012 in Chicago, IL.

Product-Service Systems (PSS) has now for more than a decade been a research interest in Europe and Japan. The... more Product-Service Systems (PSS) has now for more than a decade been a research interest in Europe and Japan. The research aims to support manufacturing industries’ ability to provide value in terms of a service offer to its customers, simultaneously taking a more holistic approach to eco-sustainability. The idea of providing customer benefits in parallel with robust products is not new, yet equipping engineers to integrate a radical innovation and service perspective in the early design stages is received as fairly radical. Prevailing methods, tools and design thinking are barriers that prevents approaching PSS by the necessary integration of several, but distinct, logics.

Due to the inclusion of both product development and service development in development of PSS, at least, two schools of thoughts exist within the research field of PSS development. Namely, one based on product development rationality and one based on service provision reasoning. In general, such a situation would be a base for a conflict where the debate focuses, which strand that should be more valid than the other. However, if so, this would certainly not benefit the need for cross-disciplinarily research of PSS. The purpose in this paper is two-fold; first, to describe PSS research efforts by acknowledging both the product and the service perspective, second to explore and discuss future directions and by that identify “white spots” on the map which may be seen as relevant to bridge the integration gap.

Personifying Modes in Design Thinking

by Charles Burnette

Techno-Experiential Design Assessment: A Method For Understanding Media Effects and Users

by Roman Onufrijchuk

Philosophical Modes in Design Thinking Revised 1:25:2012

by Charles Burnette

A conversation approach to business model innovation

by Zaana Howard

Proceedings of Participatory Innovation Conference, 12-14 January 2012, Melbourne, Australia.

Sense making through conversation plays a key
role in channelling and furthering participatory business model... more Sense making through conversation plays a key
role in channelling and furthering participatory business model innovation. The designer as facilitator, with conversation as a core tool, is an emerging area of interest within the design research literature. This paper will discuss preliminary findings of a case study of Second Road, a strategy and innovation consultancy that employed a design thinking approach and conversational methods to redesign a client’s business development model. Through this study conversation based co-creation emerged as the primary method for participatory innovation.

Beyond designing: roles of the designer in complex design projects

by Zaana Howard

Co-authored with Gavin Melles. Proceedings of the 23rd Australian Computer-Human Interaction Conference. OZCHI '11, Nov 28 – Dec 2, 2011, Canberra, Australia.

Human computer interaction and interaction design have recognised the need for participatory methods of co-design to... more Human computer interaction and interaction design have recognised the need for participatory methods of co-design to contribute to designing human- centred interfaces, systems and services. Design thinking has recently developed as a set of strategies for human-centred co-design in product innovation, management and organisational transformation. Both developments place the designer in a new mediator role, requiring new skills than previously evident. This paper presents preliminary findings from a PhD case study of strategy and innovation consultancy Second Road to discuss these emerging roles of design lead, facilitator, teacher and director in action.

Teaching design thinking: Expanding horizons in design education

by Zaana Howard

Co-authored with Gavin Melles & Scott Thompson-Whiteside. Proceedings from 3rd World Conference on Learning, Teaching and Administration, 28-30 October 2011, Bahcesehir Univeristy, Istanbul, Turkey.

The term design thinking is increasingly used to mean the human-centred ‘open’ problem solving process decision makers... more The term design thinking is increasingly used to mean the human-centred ‘open’ problem solving process decision makers use to solve real world ‘wicked’ problems. Claims have been made that design thinking in this sense can radically improve not only product innovation but also decision making in other fields, such as management, public health, and organizations in general. Many design and management schools in North America and elsewhere now include course offerings in design thinking though little is known about how successful these are with students. The lack of such courses in Australia presents an opportunity to design a curriculum for design thinking, employing design thinking’s own practices. This paper describes the development of a design thinking course at Swinburne University taught simultaneously in Melbourne and Hong Kong. Following a pilot of the course in Semester 1, 2011 with 90 enrolled students across the two countries, we describe lessons learned to date and future course considerations as it is being taught in its second iteration.

From Solving Puzzles to Designing Solutions: Integrating Design Thinking into Evidence Based Practice

by Zaana Howard

Co-authored with Kate Davis. Evidence Based Library and Information Practice, vol. 6, no. 4.

Innovating User Value: The Interrelations of Business Model Innovation, Design (Thinking) and the Production of Meaning – A Status-quo of the Current State of Research

by Jan Schmiedgen

Masters Thesis - 2011

We live in a hyper-competitive world, where whole industries either shift towards services or become obsolete due to... more We live in a hyper-competitive world, where whole industries either shift towards services or become obsolete due to new market entrants, technologies or even social practices. A world, where permanent interactions with customers, fast time-to-market, and the ability to innovate »right« (e.g. the right thing or value) are the key to corporate success. On that score the business sphere isn't getting tired of emphasizing the need for strategic innovation (which means »creating superior customer value«, business model innovations or even the disruption and creation of new markets).

This paper uncovers some of the often overlooked links of design (design thinking, design- driven innovation and service design) to strategic innovation through the lens of »customer value«. It will do so by ...

1) Disenchanting the big corporate rhetoric on above claims by showing that prevailing and too one-sided understandings of strategy and innovation, rather reinforce than escape old industry paradigms.

2) Examining designs still undervalued contributions to strategy-making by approaching business challenges with a user/value-centric and radical service logic.

3) Showing that every dimension of strategic innovation culminates in the concept of perceived user value and meaning, which gets reviewed in detail (dimensions, forms, proper- ties), especially with regards to constructing value propositions.

4) Arguing that the current service design and business model innovation discourses cannot be negotiated separately, as they may be good methodological complements.

So when speaking about the innovation of value for the customer, the paper argues, the above stated and seemingly separated fields intersect. Therefore their most apparent systemic connections and the facilitation of value creation by design are outlined and discussed.

Learning styles, teaching strategies & design thinking

by Clifford Gentry

LEARNING STYLES, TEACHING STRATEGIES & DESIGN THINKING
Design thinking (2008, 2009) is slowing becoming a... more LEARNING STYLES, TEACHING STRATEGIES & DESIGN THINKING
Design thinking (2008, 2009) is slowing becoming a part of the academic learning taxonomy. Its nature is similar to learning theories and strategies identified by educational psychologists; however, because of the complexity of the emotive layer of design thinking, the learner has a difficult time balancing the functional and cognitive skills with the needs for emotive and psychological components within design. As the concept of design thinking matures and develops, the academy will begin to recognize that the ethos of design thinking and its practical implications in “real-world” environments are a valuable component of the design process.
All theories—scientific, psychological, and design—must withstand the test of time to evolve and become accepted as a practice. Society is currently at the point where design thinking is becoming widespread and recognized outside of the academy. Therefore, through the work of design thinkers, such as Brown and IDEO (2008, 2009), design thinking will become an accepted methodology inside and outside of academia.
When implementing design thinking into an academic environment, the author has noted that when designers—in the academic sense—use design thinking as a methodology, they tend to focus more on the end result of the problem at question. As the author has observed undergraduate students implement design thinking as a component of their studies, the students identify the problem and almost immediately present a solution. After the solution has been decided upon, then students recycle back and work through the process.
The purpose of this paper and presentation is to briefly discuss basic learning theories and teaching strategies which are utilized within the academy. Learning styles and teaching strategies are then introduced. Next, the concept of design thinking is explained and finally a brief discussion is held examining the role of design thinking within the academic studio environment. Conclusions are drawn that design thinking is in the early theoretical stages of becoming an accepted methodology based upon human-centered design, but must withstand both the test of time and the acceptance of academia.
Four learning theories are introduced and briefly explained: Gardner’s Multiple Intelligences (1993), Kolb’s Learning Styles Theory (2000), Bloom’s Taxonomy (1969) , and Brooks’ Interactive Compensatory Model for Learning (2007). Although the author acknowledges and identifies there are numerous and vast learning strategies used in the design classroom, the four in this paper are the primary sources found within the literature.
Additionally, the learning styles are briefly discussed to create an understanding of how general learning theories can assist in developing teaching strategy. Finally, Brown’s innovative concept of Design Thinking (2008, 2009) is introduced, explained, and how it can play a role in the future of design education.


REFERENCES
APA, 6th Edition

Ankerson, K. S., & Pable, J. (2008). Interior design: Practical strategies for teaching and learning. New York: Fairchild.

Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (Eds.). (1969). Taxonomy of educational objectives: The classification of educational goals (Vol. 1). New York: David McKay Company.

Brooks, D. W. (2007). Integrated learning theory: Applications in teaching  Retrieved March 26, 2011, from http://dwb4.unl.edu/TheoryPaper/compth.html

Brown, T. (2008). Design thinking. Harvard Business Review (June 2008).

Brown, T. (2009). Change by design: How design thinking transforms organizations and inspires innovation. New York: Harper Collins.

Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2000). Experiential learning theory: Previous research and new directions. In R. J. Sternberg & L. F. Zhang (Eds.), Perspectives on cognitive, learning, and thinking styles. Mahwah, NJ: Lawrence Erlbaum.

Becoming the ambidextrous Organization - Design Thinking as a Methodology for nurturing Innovation Culture?

by Jan Schmiedgen

Beyond designing: roles of the designer in complex design projects

by Gavin Melles

Co-authored with Zaan Howard (PhD Student of mine)

Human computer interaction and interaction design have recognised the need for participatory methods of co-design to... more Human computer interaction and interaction design have recognised the need for participatory methods of co-design to contribute to designing humancentred interfaces, systems and services. Design thinking has recently developed as a set of strategies for human-centred co-design in product innovation,
management and organisational transformation. Both developments place the designer in a new mediator role, requiring new skills than previously evident. This paper presents preliminary findings from a PhD case study of strategy and innovation consultancy Second Road to discuss these emerging
roles of design lead, facilitator, teacher and director in action.

Introducing Design Thinking to Undergraduate Design Students at Swinburne University: Expanding Horizons

by Gavin Melles

special issue of japanese society for the science of design
Vol.18-1 No.69 2011

The term design thinking, whose origins are uncertain, has been used for at least two decades to refer to the study of... more The term design thinking, whose origins are uncertain, has been used for at least two decades to refer to the study of the practices of working designers (e.g., Cross 2006; Dym et al. 2006; Lawson 2006). As such the cognitive connotation of ‘thinking’ is perhaps an unfortunate phrase as the term actually describes a (situated) logic of practice (see Bourdieu 1990) that embodies designerly strategies such as prototyping, visualization and the other characteristic methods and strategies of designers.

Teaching Design Thinking: Expanding Horizons in Design Education

by Gavin Melles

WCLTA 2011 Conference

The term design thinking is increasingly used to mean the human-centred ‘open’ problem solving process decision makers... more The term design thinking is increasingly used to mean the human-centred ‘open’ problem solving process decision makers use to solve real world ‘wicked’ problems. Claims have been made that design thinking in this sense can radically improve not only product innovation but also decision making in other fields, such as management, public health, and organizations in general. Many design and management schools in North America and elsewhere now include course offerings in design thinking though little is known about how successful these are with students. The lack of such courses in Australia presents an opportunity to design a curriculum for design thinking, employing design thinking’s own practices. This paper describes the development of a design thinking course at Swinburne University taught simultaneously in Melbourne and Hong Kong. Following a pilot of the course in Semester 1, 2011 with 90 enrolled students across the two countries, we describe lessons learned to date and future course considerations as it is being taught in its second iteration..