This is the third paper in a series being published in Design Studies, which aims to establish the theoretical bases for treating design as a coherent discipline of study. The first contribution in the series was from Bruce Archer, in the very first issue of Design Studies, and the second was from Gerald Nadler, in Vol 1, No 5. Further contributions are invited. Here, Higel Cross takes up the arguments for a ‘third area’ of education—design—that were outlined by Archer. He further defines this area by contrasting it with the other two—sciences and humanities—and goes on to consider the criteria which design must satisfy to be acceptable as a part of general education. Such an acceptance must imply a reorientation from the instrumental aims of conventional design education, towards intrinsic values. These values derive from the ‘designerly ways of knowing’. Because of a common concern with these fundamental ‘ways of knowing’, both design research and design education are contributing to the development of design as a discipline.

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Designerly ways of knowing

A prevalent and pervasive view of designing is that it can be modeled using variables and decisions made about what values should be taken by these variables. The activity of designing is carried out with the expectation that the designed artifact will operate in the natural world and the social world. These worlds impose constraints on the variables and their values; so, design could be described as a goal-oriented, constrained, decision- making activity. However, design distinguish- es itself from other similarly described activities not only by its domain but also by additional necessary features. Designing involves exploration, exploring what variables might be appropriate. The process of explo- ration involves both goal variables and deci- sion variables. In addition, designing involves learning: Part of the exploration activity is learning about emerging features as a design proceeds. Finally, design activity occurs within two contexts: the context within which the designer operates and the context produced by the developing design itself. The designer’s perception of what the context is affects the implication of the context on the design. The context shifts as the designer’s perceptions change. Design activity can be now characterized as a goal-oriented, con- strained, decision-making, exploration, and learning activity that operates within a con- text that depends on the designer’s percep- tion of the context.

Design Prototypes: A Knowledge Representation Schema for Design

In this paper we review the literature relating to the psychological/educational study of programming. We identify general trends comparing novice and expert programmers, programming knowledge and strategies, program generation and comprehension, and object-oriented versus procedural programming. (We do not cover research relating specifically to other programming styles.) The main focus of the review is on novice programming and topics relating to novice teaching and learning. Various problems experienced by novices are identified, including issues relating to basic program design, to algorithmic complexity in certain language features, to the “fragility” of novice knowledge, and so on. We summarise this material and suggest some practical implications for teachers. We suggest that a key issue that emerges is the distinction between effective and ineffective novices. What characterises effective novices? Is it possible to identify the specific deficits of ineffective novices and help them to become effec...

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Learning and Teaching Programming: A Review and Discussion

The cognitive dimensions framework is a broad-brush evaluation technique for interactive devices and for non-interactive notations. It sets out a small vocabulary of terms designed to capture the cognitively-relevant aspects of structure, and shows how they can be traded off against each other. The purpose of this paper is to propose the framework as an evaluation technique for visual programming environments. We apply it to two commercially-available dataflow languages (with further examples from other systems) and conclude that it is effective and insightful; other HCI-based evaluation techniques focus on different aspects and would make good complements. Insofar as the examples we used are representative, current VPLs are successful in achieving a good ‘closeness of match’, but designers need to consider the ‘viscosity ’ (resistance to local change) and the ‘secondary notation’ (possibility of conveying extra meaning by choice of layout, colour, etc.).

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Usability Analysis of Visual Programming Environments: A 'Cognitive Dimensions' Framework

Hand and Mind: What Gestures Reveal about Thought. David McNeill. Chicago and London: University of Chicago Press, 1992. 416 pp.

Hand and Mind: What Gestures Reveal about Thought

An observational study was conducted on a mechanical engineer throughout his task of defining the functional specifications for the machining operations of a factory automation cell. The engineer described his activity as following a hierarchically structured plan. The actual activity is in fact opportunistically organized. The engineer follows his plan as long as it is cognitively cost-effective. As soon as other actions are more interesting, he abandons his plan to proceed to these actions. This paper analyses when and how these alternative-to-the-plan actions come up. Quantitative results are presented with regard to the degree of plan deviation, the design components and the definitional aspects which are most affected by these deviations, and the deviation patterns. Qualitative results concern their nature. An explanatory framework for plan deviation is proposed in the context of a blackboard model. Plan deviation is supposed to occur if the control, according to certain selection criteria, selects an alternative-to-the-planned-action proposal rather than the planned action proposal. Implications of these results for assistance tools are discussed briefly.

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More or less following a plan during design: opportunistic deviations in specification

https://www.ida.liu.se/divisions/hcs/ixs/material/DesResMeth09/Theory/visser.pdf

Design: one, but in different forms

A study in the domain of design examined several aspects of categorization. It raises the problem of goal-oriented categorization. Through a comparison between two expert designers in a same domain, but with different previous experiences, the study shows how these two designers have gained different types of expertise. These differences explain how a goal-oriented activity may have influenced the elaboration of categorial representations. The concept of "operative categorization" is proposed and defined, amongst other aspects, by differentiating it from "task-

Institut National de Recherche en Informatique et en Automatique Projet de Psychologie Ergonomique pour l'Informatique

This article presents a cognitively oriented viewpoint on design. It focuses on cognitive, dynamic aspects of real design, i.e., the actual cognitive activity implemented by designers during their work on professional design projects. Rather than conceiving de-signing as problem solving - Simon's symbolic information processing (SIP) approach - or as a reflective practice or some other form of situated activity - the situativity (SIT) approach - we consider that, from a cognitive viewpoint, designing is most appropriately characterised as a construction of representations. After a critical discussion of the SIP and SIT approaches to design, we present our view-point. This presentation concerns the evolving nature of representations regarding levels of abstraction and degrees of precision, the function of external representations, and specific qualities of representation in collective design. Designing is described at three levels: the organisation of the activity, its strategies, and its design-representation construction activities (different ways to generate, trans-form, and evaluate representations). Even if we adopt a "generic design" stance, we claim that design can take different forms depending on the nature of the artefact, and we propose some candidates for dimensions that allow a distinction to be made between these forms of design. We discuss the potential specificity of HCI design, and the lack of cognitive design research occupied with the quality of design. We close our discussion of representational structures and activities by an outline of some directions regarding their functional linkages.

Designing as Construction of Representations: A Dynamic Viewpoint in Cognitive Design Research

Early studies on programming have neglected design strategies actually implemented by expert programmers. Recent studies observing designers in real(istic) situations show these strategies to be deviating from the top-down and breadth-first prescriptive model, and leading to an opportunistically organized design activity. The main components of these strategies are presented here. Consequences are drawn from the results for the specification of design support tools, as well as for programmers' training.

Willemien Visser

Papers

More or less following a plan during design: opportunistic deviations in specification

Design: one, but in different forms

Institut National de Recherche en Informatique et en Automatique Projet de Psychologie Ergonomique pour l'Informatique

Designing as Construction of Representations: A Dynamic Viewpoint in Cognitive Design Research

Expert Software Design Strategies