| 1. |
- Hjort af Ornäs, Viktor, 1976, et al.
(författare)
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Felicities and Fallacies of Teaching Design Theory: A Comparative Study
- 2012
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Ingår i: Lyndon Buck, Geert Frateur, William Ion, Chris McMahon, Chris Baelus, Guido De Grande, Stijn Verwulgen (eds.) Proceedings of E&PDE 2012, the 14th International conference on Engineering and Product Design Education, Antverp, Belgium, September 6-7 2012.
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Konferensbidrag (refereegranskat)abstract
- The scope of design has changed significantly in the last decades - from a focus on material aspects to the intangible, from functionality to pleasure, and from making products to providing services and experiences. Even if being aware of changes, design curricula rarely reflect theoretical challenges and opportunities connected with these issues. Design educators do not only struggle with the complexity and the metafix feature of their discipline but also with the fact that its basic conjectures are seldom made explicit, which in turn impedes possibilities for teaching design theory to students. The paper discusses the question of how to facilitate the understanding of design theory introductions by comparing two curricula. The objective of these is to provide design students with the ability to understand and implement design theory in their practice. Following the introduction, which positions the paper in a specific learning context, the second section describes course requirements, tools and methods applied in two teaching approaches. Based on a comparison of the two courses the third section points out barriers and opportunities, such as a contextualization of theory teaching within more applied activities in design education, and discusses ways of enabling different types of learning related to design theory.
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| 2. |
- Hjort af Ornäs, Viktor, 1976, et al.
(författare)
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Metaphors in Design Curricula
- 2014
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Ingår i: A. Eger, A. Kovacevic, & B. E. Parkinson (Eds.), Design Education & Human Technology Relations - Proceedings of the 16th International Conference on Engineering and Product Design Education.. - 9781904670551 ; , s. 600-605
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Konferensbidrag (refereegranskat)abstract
- Metaphors are central to the way we see and shape the world, and identifying metaphors can help toquestion how certain issues are explained or set-up, thereby opening up a range of opportunities fordesign. This paper explores how metaphors can contribute to understanding theories and models, aswell as problems and opportunities in design courses at different levels. Following the introduction,section two and three introduce metaphors, and identify the roles metaphors play in design and designeducation with help of analyzing three examples in design curriculum. The fourth and final sectiondiscusses educational implications of metaphors as tools to inspire and facilitate knowledge generationin design curricula.
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| 3. |
- Hjort af Ornäs, Viktor, 1976, et al.
(författare)
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Questions of value - Ethics in the design curriculum
- 2015
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Ingår i: Proceedings of the 17th International Conference on Engineering and Product Design Education: Great Expectations: Design Teaching, Research and Enterprise, E and PDE 2015. - 9781904670629 ; , s. 208-213
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Konferensbidrag (refereegranskat)abstract
- The decisions made by designers multiply in their consequences, as products are mass-produced. With changing designer roles addressing systems, services and symbols the questions of value a designer faces also grow. The Ethics of Design is gaining new importance, and is again frequently discussed in literature. Nevertheless, while much has happened since Papanek encouraged designers to contribute to the true societal and moral needs of society by developing products with real benefits for people, it is still unclear on what basis designers are trained to deal with questions of ethics.Following these traces, this article introduces some key distinctions between different ways of engaging with questions of values, including some major perspectives on ethics e.g. Teleology vs. Deontology. The authors further argue for the difference between ethical judgement (as the ability to provide reasoned arguments for or against a certain position) and moral disposition (ones inclination to act in line with a certain position). The arguments are used to illustrate tacit and overt ethical questions in some contemporary design discourses on sustainability, stakeholder involvement, critical design etc.The questions raised within design research pose some challenges to the education of tomorrow’s designers and to the design of curricula. It hence becomes important to look at: How is ethics dealt with in design education?To elucidate ‘How ethics is dealt with in overall curriculum design & intended learning outcomes’ we reviewed curricula from a number of higher education design programs, reflecting the extent to which questions of ethics are explicitly guiding education.To capture attitudes towards ethics in design and their consequences for curricula we also conducted six semi-structured interviews with programme directors.These reveal that ethic approaches in design education can be seen within three domains: Ontological (e.g. designers as moral beings), Epistemological/methodological (e.g. processes, tools and or methods that are ethically correct or not), and practical (e.g. the design of ‘ethical’ products).Furthermore, drawing experiences from staging educational sessions we reflect on: ‘What are some challenges and possibilities creating teaching and learning activities focused on ethics? In courses and workshops students manage to take a perspective in relation to questions of right and wrong, justice and injustice and etc. but faced with dilemmas they seem to have problems arguing a position.The final section discusses educational challenges and opportunities equipping design students with knowledge and skills in exercising informed judgement about questions of value.
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| 4. |
- Hjort af Ornäs, Viktor, 1976, et al.
(författare)
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Teaching design theory: Scaffolding for experiential learning
- 2013
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Ingår i: EPDE2013 15th Itl. Conference on Engineering and Product Design Education, Dublin, Ireland. September 5-6. - 9781904670421 ; , s. 724-729
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Konferensbidrag (refereegranskat)abstract
- A future in ever changing professions requires design students to become competent in engaging with different types of knowledge. This article argues that teaching students the ability to reflect on their own approaches opens up for combining design theory and practice for the greater benefit of both. Yet, there are challenges in promoting such a ‘mixed approach’ in design education. In a prior paper, the authors took Kolb’s experiential learning model as a starting point for a post hoc comparison and evaluation of teaching design theory. The present paper describes the proactive application of this model in redesigning a course, given at the Norwegian University of Science and Technology spring term 2013. The course provides Concrete Experience through in situ-observations interviews, etc. Students are then requested to transform these into the generic requirements of a design brief (Reflective Observation), further interpret the brief in the light of theories (Abstract Conceptualisation), and finally convert findings into new design concepts (Active Experimentation). The paper discusses how learning models can be used proactively in design education, through three perspectives on learning: as Didactic staging-, Process driven-, and Reflexive independence.
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| 5. |
- Keitsch, Martina, et al.
(författare)
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Meaning and interpretation: An analysis of two theoretical perspectives in product design
- 2008
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Ingår i: 6th Conference on Design and Emotion 2008; Hong Kong; Hong Kong; 6 October 2008 through 9 October 2008. - : The Hong Kong Polytechnic University. - 9789881748928
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Konferensbidrag (refereegranskat)abstract
- Experiences gain increasing attention in design research, but theories are inconsistent, and the foundations of different methods are rarely discussed. Design research has sui generis no fixed epistemology, and is open to methodological eclecticism. However, as paradigms successively change from positivistic towards more comprehensive views, discussions on how underlying theoretical assumptions influence approaches are needed. This paper examines and compares axiological, epistemological and methodological aspects of two perspectives: Kansei engineering, and a postmodernist framework. Both frameworks aim to match designers' conceptions of product symbolism etc. to those of the user group, but they evolve from different theoretical starting points. Analyzing the contents of underlying theories and their influence on methods and expected results is an important part of theory development that may also support designers in making methodological choices.
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| 6. |
- Ljungblad, Sara, 1977, et al.
(författare)
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The Clothesline Approach to Notions Concerning the H in HCI
- 2016
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Ingår i: 9th Nordic Conference on Human-Computer Interaction, NordiCHI 2016, Gothenburg, Sweden, 23-27 October 2016. - New York, NY, USA : ACM. - 9781450347631 ; 23-27-October-2016
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Konferensbidrag (refereegranskat)abstract
- We invite researchers and practitioners to bring a plurality of perspectives related to the use of notions in Human-Computer Interaction (HCI). How could a change of notions affect our perspective on designing technology for people? The aim of the full day workshop is to apply a clothesline approach in order to identify and sort, wash and tumble, some of the notions used in the community, and air them for better alternatives. We will do this by 1) identifying why certain notions are or have been problematic, 2) elaborating them to raise awareness of their possible interpretations and implications in order to find alternatives that are usable across different HCI settings. The outcome of the workshop is to elucidate how notions and their connotations frame the HCI practice.
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| 7. |
- Ljungblad, Sara, 1977, et al.
(författare)
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The clothesline approach to notions in participatory design
- 2016
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Ingår i: PDC'16 - Proceedings of the 14th Participatory Design Conference: Short Papers, Interactive Exhibitions, Workshops - Volume 2. - New York, NY, USA : ACM. - 9781450341363 ; 2:vol 2, s. 113-114
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Konferensbidrag (refereegranskat)abstract
- We invite researchers and practitioners to bring a plurality of perspectives and expertise related to the use of problematic notions in participatory design. How could a change of notions affect our perspective on participation and design? The aim of the full day workshop is to apply a clothesline approach in order to identify and sort, wash and tumble, some of the notions used in the community, and air them for better alternatives. We will do this by 1) critically identifying why certain notions are or have been problematic, 2) elaborating on them to raise awareness of their possible interpretations and implications in order to find alternatives that are usable across different Participatory Design (PD) settings. The outcome of the workshop is to contribute to elucidate how notions and their connotations frame participatory design practice, hopefully in a joint workshop publication.
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