| 1. |
- Berglund, Anders, et al.
(författare)
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Innopoly : Design Steps Towards Proficiency in Innovative Practices
- 2011
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Ingår i: Proceedings of the 13th International Conference on Engineering and Product Design Education E&PDE11. - : the Design society. - 9781904670339 ; , s. 281-286
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Konferensbidrag (refereegranskat)abstract
- This paper is a follow-up on last year’s design steps and case studies analysis to bundle innovation skills in an educational model. In our previous research we presented the ideas and construct foundations to a game plan ideology to build up common knowledge and examine innovativeness. In this, the next phase paper, our ambitions is to deepen students’ abilities for self-governed innovative practices within a team. We have used a series of workshops with engineering design students and design students to frame and concretize the ‘Innovopoly’ educational platform. But also to find a way of communicate a coveted and sustainable knowledge and to motivate the learning since it will affect the momentum of a self-driven learning process. The implementation efforts of specific interdisciplinary design elements aim to strengthen the acknowledgement of how to perform a common and open innovative process and a holistic perspective. In order to do that, Innopoly has a three-dimensional concept based on four process phases and four different layers that can be varied according to level, how the team solves the defined task but also from the effect of an unknown factor in the game. Firstly, Innopoly put emphasis on the team process and team requirements as individual and mutual accountability, commitment to a common purpose, shared leadership and autonomy. Secondly, the game integrates the divergence of the team with a creative process where different knowledge backgrounds and experiences can open up a broader set of perspectives and refinements of ideas for each individual. Thirdly, Innopoly put the focus on external factors like working environment and visual and concrete working techniques and methods that can affect teams' work process. Fourthly, the involvement with organisations and industry in the task definition and also the idea that industry people can work together with the students when they perform the game give a realistic and up to date knowledge to the students in the learning context. The iterative process provides a greater understanding and anchoring knowledge through reflection and students' common discussion. The education model, ‘Innopoly’, builds on student-oriented learning, derived in design situations and situated practices. The ambitions to examine innovative practices are redeemed in incorporation of skills applied to manifest an autonomy level of performance and integrity. ‘Innopoly’ carries the outline logics from the innovation process – identification, research, ideation, concept, prototyping, testing and commercialization similar to the value increase as can be back traced to the original game form. The knowledge construction is supported in their performance, behaviour, thinking and reflections during all four phases. The educational prototype ‘Innopoly’ comprises of an inclination model inspired from Bloom’s taxonomy where ambitions is to prepare our students for future challenges.
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| 2. |
- Lindh Karlsson, Monica, 1965-, et al.
(författare)
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Allowing playfulness : examining innovativeness
- 2010
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Ingår i: Proceedings of the 12th International Conference on Engineering and Product Design Education EPDE10. - 9781904670193 ; , s. 114-119
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Konferensbidrag (refereegranskat)abstract
- A child’s playfulness and ability to fantasize are also key creative mechanisms in adulthood. Allowing low formal control functions and high self determination is valuable for intrinsic motivation, triggering new ideas, curiosity, experimentation and the desire to impact and change traditional practices – creating innovativeness. This paper sets out to do three things: provide a literature review of the different aspects and angles of knowledge- and competence learning, and the area of creative techniques and an innovative team process; offer experiences and learning from the unique case studies used; and thirdly, to present the concept of Innovopoly - a new tool to better achieve creative learning and examination in higher education through both the innovative working process and the creative process. These elements together give us the ability to discuss how higher education could best implement courses and methods in order to prepare our students for the future.
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| 3. |
- Lindh Karlsson, Monica, 1965-, et al.
(författare)
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Design Togetherness
- 2015
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Ingår i: Nordes. - Nordes. - 1604-9705. ; :6, s. 1-10
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Tidskriftsartikel (refereegranskat)abstract
- While science typically approaches complexity through analysis, that is, by unpacking a complex whole into distinct and more manageable parts, the challenge of design is typically to do the opposite; to resolve often contradictory issues and bring together a meaningful whole. We think that there are more to forms of doing design together than our current terminology allows us to articulate. In particular, we want to explore if there are forms of design doing that open up for a kind of bringing together that is qualitatively different from collaboration, in the same way as the meaningful whole design deals with is something qualitatively different than a combination of parts coming out of an analysis. To learn more about doing design together in design education, we have done a series of experiments with multi disciplinary teams. Analysing the results using Arendt’s distinctionbetween work and action, we suggest that there is a difference between collaborative design where people come together as what they are, and a kind of design togetherness where people come together as who they are. In conclusion, we argue that design education might need to revisit its artistic and methodological foundations with respect to participation.
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| 4. |
- Lindh Karlsson, Monica, 1965-, et al.
(författare)
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Design Togetherness, Pluralism and Convergence
- 2016
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Ingår i: Proceedings of DRS 2016. - London : Design Research Society. ; , s. 4029-4044
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Konferensbidrag (refereegranskat)abstract
- We describe an inquiry into how we relate to each other in design, as we design. In particular, we are interested in to what extent, and in what ways, we acknowledge diversity in knowledge, experience, and skill. We have conducted a series of project courses within design education to make students explore different ways of doing design together. Our findings point to two main tendencies: towards cultures of pluralism, of coming together as who we are; and cultures of representation, of coming together as what we are. This points to important issues related to how methodology and process structure the way we perceive and relate to each other. Indeed, in a disciplinary methodological framework ultimately oriented towards convergence and the making of a final design, how do we evolve and engage with that which must not converge to a single point but where difference and diversity must be acknowledged?
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| 5. |
- Lindh Karlsson, Monica, 1965-, et al.
(författare)
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Shifting Perspectives of Aesthetics
- 2018
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Ingår i: DRS 2018. - London : Design Research Society, Loughborough University. - 9781912294367 ; , s. 54-62
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this Conversation is to inquire taken-for-granted foundations for design aesthetics, often informed by semantics and the social order established around the privileged designer. Hence, the Conversation is set up to disrupt former social orders and support a shared Conversation about the nature of the questions we need to ask in order to respond to the shift in design aesthetics. The session is structured around group work, with each group's discussion revolving around a given disruption: capitalism, the anthropocene, and technocentrism. Key to the Conversation will be conversation-triggers in form of media and creation of 'narratives' that represent what kind of questions can be asked and what kind of answers we aim for. The purpose is to inspire diverse discussions around ways we can push for the kinds of aesthetics that align with democratic meaning-making, beyond the idea of universal modernist functionality.
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