| 1. |
- Redström, Johan, Professor, 1973-
(författare)
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Certain Uncertainties and the Design of Design Education
- 2020
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Ingår i: She Ji. - Shanghai : Tongji University Press. - 2405-8726. ; 6:1, s. 83-100
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Tidskriftsartikel (refereegranskat)abstract
- This article is about the design of design education. After a series of reflections on the design space of design education in relation to complexity, uncertainty, and change, the article is divided into two main parts. First comes a brief history of how design seems to be evolving in response to complexity, and how this has led to a shifting balance between what we consider to be certain, and what is inherently uncertain when designing. Second, there is a discussion of what this evolution and shifting balance implies for design education. The article does not offer a general account or articulation of what design or design education is or should be like, but a series of conceptual tools, diagrams, and figures enabling us to frame and define design programs for education and research. Ultimately, this article is a reflection on what it means to think about design as an act of making things possible, and therefore as the opposite of taking things for granted.
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| 2. |
- Valtonen, Anna
(författare)
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Approaching Change with and in Design
- 2020
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Ingår i: She Ji. - : Elsevier BV. - 2405-8726. ; 6:4, s. 505-529
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Tidskriftsartikel (refereegranskat)abstract
- Design practice is intrinsically about change and changing the world. Over the past two decades several new areas have emerged within design, such as service design, design thinking, speculative design, transition design and social design. What constitutes a desirable design outcome has also evolved. New design processes exist to enable those outcomes, and broader, more diverse communities often contribute to collective change making.Despite this, we still have a fragmented understanding of how to use design to create change, with a limited number of frameworks to guide its implementation in public and private settings.This article provides a brief overview of the recent developments in and through design that relate to how and why the usage of design has changed and how we design change. I look at the products, processes, and people related to change in design, and how design practice has fostered new roles in the field. In depth interviews with expert designers, and their insights about these roles, have been used to open up the discussion of what questions designers are aiming to define and answer, with whom, and how.
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| 3. |
- Wilde, Danielle
(författare)
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Design research education and global concerns
- 2020
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Ingår i: She Ji. - : Elsevier. - 2405-8726. ; 6:2, s. 170-212
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Tidskriftsartikel (refereegranskat)abstract
- If the ecosystems that we are part of and rely on are to flourish, we must urgently transform how we live, and how we imagine living. Design education has a critical role to play in this transformation, as design is a materially engaged, world-building activity. Design is complicit in the problems we are facing, and informs and shapes how people live. In this article, I seed ideas about design research education for global challenges. I speak to the merits of post-disciplinary and hybrid strategies, and look to science for clues about how to respond to twenty-first-century challenges through design. I posit sustainability brokering as a new pathway for design, and anticipating alternative futures as a critical step in developing transformative innovation. I then propose participatory research through design as a foundational methodology; describe four pillars of practice to scaffold sophisticated research at undergraduate and master’s level; and lay out a work plan for building research capacity in a doctoral school. Through this process, I articulate core skills that design researchers will likely require if they are to contribute to global challenges constructively. My aim is to seed fruitful regenerative discussion with these propositions.
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