Showing papers on "Design studio published in 2009"

Using reflective journals in a sustainable design studio

Abstract: Purpose – This paper seeks to introduce a pedagogical method used in a design studio as part of a curriculum‐greening process to encourage reflection on the complexity of sustainability and sustainable design. Online reflective journals were used in two semesters of a sustainable design studio to develop students' awareness and understanding of concepts relating to sustainability and sustainable design.Design/methodology/approach – In the first seven weeks of a semester‐long senior design studio, interior design students recorded their reflections on readings and in‐class discussions on sustainable thinking, sustainable actions and sustainable design. The content analysis of the journal entries (n=226) of two such groups of students (n=30) from two different semesters are presented in this paper. In assessing the pedagogical effectiveness of the technique in the design studio, Hatton and Smith's framework on the four operational aspects of reflection – descriptive, descriptive reflection, dialogic reflect...

Collaborative Practices that Support Creativity in Design

Abstract: Design is a ubiquitous, collaborative and highly material activity. Because of the embodied nature of the design profession, designers apply certain collaborative practices to enhance creativity in their everyday work. Within the domain of industrial design, we studied two educational design departments over a period of eight months. Using examples from our fieldwork, we develop our results around three broad themes related to collaborative practices that support the creativity of design professionals: 1) externalization, 2) use of physical space, and 3) use of bodies. We believe that these themes of collaborative practices could provide new insights into designing technologies for supporting a varied set of design activities. We describe two conceptual collaborative systems derived from the results of our study.

The Physical Visualization of Information: Designing Data Sculptures in an Educational Context

Abstract: This paper is a qualitative case study analysis of the issues involved in designing and implementing data sculptures, the physical “embodiment” of data in a tangible presence, shape or form, within the context of an undergraduate design studio. It demonstrates how approaches and theories from the field of data visualization can form a rich contextual resource and motivational tool for teaching principles of creative design. A relatively short, two-week assignment challenged students to investigate and convey a meaningful data-driven insight through a tangible representation. In this paper, we analyze the resulting collection of physical artifacts developed by the students to reveal notable design approaches of embodying abstract information. We present a novel classification of data sculptures based on a semiotic taxonomy (symbolic, iconic, or indexical) and consider the qualities of representational fidelity and narrative formulation, for instance when the unfolding of the data-driven narrative is seen as a process, rather than an outcome. In addition, we investigate how the introduction of digital fabrication techniques influenced the design strategies chosen by the students versus handmade approaches.

Embedding a Design Studio Course in a Conventional Computer Science Program

Abstract: Within undergraduate Computer Science, Human Computer Interaction is often considered a blend of user-centered requirements analysis, design, implementation and evaluation. While most are teachable within the constraints of a conventional undergraduate lecture course, design is much more difficult to pass on. We know that design-oriented programs (e.g., arts, industrial design, and architecture) teach design practice as arising from the culture of a design studio. The problem is: how can we pass on the best practices of design studios within traditional programs that follow a standard lecture/tutorial format? My solution was to create a design studio atmosphere within a lecture/tutorial time-frame. Over the semester, students are introduced to four quite different state-of-the-art interaction domains, each chosen to minimize students' pre-conceived notions of what comprises a 'standard' design within these domains. They are given substantial freedom to design projects within these domains. They are required to sketch out their ideas and publicly show these sketches to other classmates for critique. Idea exchange is encouraged, where classmates can use parts of each other's ideas in their own work (conventional courses call this 'cheating'). Many lectures are replaced by studio work where students develop their designs during class time. Thus students and instructors see each other's work as it is being develop, they share tricks and techniques, and they engage in on-going commentaries. Students demonstrate final projects publicly within a design critique setting. Finally, every student has to create learning and professional portfolios illustrating their work using a mix of paper and electronic mediums.

The Importance of Conceptual and Concrete Modelling in Architectural Design Education

Abstract: The design studio is the heart of architectural education. It is where future architects are moulded and the main forum for creative exploration, interaction and assimilation. This article argues for a ‘studio-based learning’ approach in terms of the impact of design tools, especially sketching and concrete modelling, on the creativity or problem-solving capabilities of a student. The implementation of a ‘vertical design studio’ model at Gazi University Department of Architecture is reported with examples of students’ works.

Parametric methods of exploration and creativity during architectural design: A Case study in the design studio

Abstract: Parametric methods from different modeling paradigms were proposed to students in a design studio. The influence of these methods on creativity was studied using qualitative methodology. ‘Generation’ was found to stimulate ‘abundance’ of ideas and to lead to different evolution and flexibility, as well as to higher ‘engagement’ in the design process.

Gaming Fluencies: Pathways into Participatory Culture in a Community Design Studio

Abstract: Many new literacies efforts promote creative media production as a way to foster youth' literate engagement with digital media. Those interested in gaming literacies view game design as a way to engage youth in reflective and critical reading of the gaming culture. In this paper, we propose the concept of "gaming fluencies" to promote game design as a context in which youth not only learn to read but also to produce digital media in creative ways. Gaming fluencies also present the added benefit of addressing equity issues of participation in the new media literacy landscape. We report on an ethnographic study that documented urban youth producing digital games in a design studio in a community technology center. Our analyses focused on an archive of 643 game designs collected over a 24-month period, selecting a random sample to identify evidence of creative and technical dimensions in game designs. In addition, we highlight three case studies of game designs to identify different pathways into the participatory culture. Our goal is to illustrate how gaming fluencies allow for a wide range of designs, provide low thresholds and high ceilings for complex projects, and give room for creative expression. In our discussion, we address how gaming fluencies represent a complementary pathway for learning and participation in today's media culture.

Towards an online design studio: a study of social networking in design distance learning

Abstract: In this paper we examine the role of social networking and online community building in distance design learning. We analysed interactions of Facebook, a popular social network site, using qualitative content analysis and social network analysis. Two distinct learner identities could be identified – a design course Content Focused Learner and a course Context Centred Socialiser. We discuss the implications of this finding particularly in respect to online design studio education.

Integrating students' learning experiences through deliberate reflective practice

Abstract: This paper presents the evaluation of an alternative procedure to facilitate engineering students' reflective learning in the context of situated learning experiences. The procedure takes the format of a focus group with specific triggers to elicit students' accounts of critical learning experiences. This reflection starts from students' concrete, intuitive feelings of consternation when their prior understandings of engineering were challenged by a situation encountered in practice - we call these competence anomalies. The effectiveness of the suggested procedure was evaluated in a survey of 58 engineering students who had participated in trial focus groups. The analysis of the 5 point Likert scale ratings indicated that the majority of students (78.9%) saw significant benefits from their participation. Subsequent questions revealed that the focus groups supported the recall of learning incidents but did not give students enough guidance in interpreting their experiences. For the further development of the tool we thus propose a four step SAID structure (Situation, Affect, Interpretation, Decision). The paper concludes with an outlook on the implementation of this expanded concept as a concurrent reflective tool in an innovative engineering synthesis and design studio series. In this context, the reflection is intended to promote overall integrative learning that encompasses the curriculum, situated learning as well as the students' prior and current life experiences.

When is collaborating with friends a good idea? insights from design education

Abstract: Prior research is split on the relationship between prior friendship and performance. Based on our review of the literature, we highlight areas where further research is needed to achieve greater practical applicability of the results. We then present our study measures and preliminary analysis of data collected from a design studio university course. Our quantitative and qualitative probes suggest a link between teammates' prior friendship and lower performance outcomes. We also identify four group processes that may mediate the relationship between friendship and performance.

Inhabiting ethics : educational praxis in the design studio, the music class and the Dojo

Abstract: This paper re-examines the problematic distinction between theory and practice, as it appears in architectural design education by relating it to the overall discourse of philosophical Ethics. For this I associate the term morality with normative evaluations according to a rule, while the term ethics with the concept of custom or habit. Morality, then, being related to a transcendental rule, appears to have a rather theoretical overview over practice, while ethics constitute the practical application of theory. Finally, I argue for a holistic overview that sees the embedment of practice into theory and theory into practice, by re-examining the original Greek terms theoria and praxis. In these terms, reflection-in-action appears to be a key concept of understanding the way that these cases appear in the everyday practice of architecture.

Tangible user interface laboratory: Teaching tangible interaction design in practice

Abstract: Tangible interaction is an emerging field of human–computer interaction that links the digital and the physical worlds by embedding computation in physical artifacts and environments. This paper shares our experience teaching tangible interaction over the past 4 years in an interdisciplinary, project-based laboratory course at Tufts University. Although the course is offered through the Computer Science Department, it reflects the multidisciplinary nature of the field, merging product engineering practices with a design studio approach. With a diverse mix of students, this approach has fostered creativity and hands-on learning. Throughout the course students have created innovative interfaces that not only capture fundamental concepts of tangible interaction but also contribute novel techniques for supporting collaborative design. We discuss examples of student-created interfaces and illustrate the relationship between the methods employed in the course and the artifacts created. We also share our recommendations for implementing such a course in institutions with constraints similar to ours including a limited budget and minimal laboratory space.

From Text to Design Solution: Inspiring Design Ideas with Texts

Abstract: A design is said to be as successful as the leading idea that drives it is. Mature designers make frequent use of 'stock ideas' accumulated over time and stored in memory and personal archives. Novices do not yet possess developed collections of sources that can be tapped. Previous research proved that the intentional exposure of novice designers to visual stimuli can provide cues that act as sources and inspire the generation of design concepts. In this study it was hypothesized that stimuli in the form of texts presented to student-designers along with a design problem, would improve the quality of their design solution. In an experiment participants solved two short design problems under three conditions: without stimuli, with stimuli in the form of texts related to the problem at hand, and with texts unrelated to the problem. Outcomes were graded by naive judges for originality and practicality. Results show that both types of text yield designs that receive higher originality grades compared to the no-stimulus condition, but practicality is not affected. We propose that textual stimuli may be useful as part of the design process and as a pedagogical tool in the design studio.

BIM and Comprehensive Design Studio Education

Abstract: Building Information Modeling (BIM) has the potential to fundamentally alter the way composition, scale and abstraction are addressed in today’s comprehensive design studio by displacing the primacy of abstract conventions of representation with a methodology based on systems thinking and virtual simulation. BIM viewed as provocateur of design education provides great potential for the critical analysis of how architectural design is taught. The design studio project reflects new ways of teaching and addressing BIM methods and processes, and critically evaluating their effects and possibilities on architectural production.

Embedding learner independence in architecture education: reconsidering design studio pedagogy.

Abstract: The landscape of UK Higher Education has witnessed significant change in recent years, characterised by rapidly increasing numbers, widening participation, and a diminished per capita resource base. Developmental and enhancement agenda have placed greater emphasis on skills for lifelong learning, and the independent learner has thus become a prominent theme. In architecture education these factors are imposing pressures on the traditional studio-based teaching model, one that forms a universal cornerstone of architecture schools. Coincidentally, the same period has seen this model, endorsed by Schon in the 1980s, increasingly challenged. It is argued that the confluence of these factors, presents an opportunity to develop studio-based pedagogy around the notion of the independent learner, renewing studio's relevance and currency. The aim of this thesis was developed from a literature review that was divided into four sections. The first summarised developments within UK higher education, including research into the First Year Experience, and placed architecture education within this context. The second examined the origins of contemporary studio-based teaching, whilst the third discussed the theoretical roots of its pedagogy. The final chapter critiqued teaching and learning practices through comparison with the theoretical intent, revealing a number of contradictory and counter-productive aspects. From this, the position that the development of the truly independent learner in the discipline of architecture requires the formulation of new inclusive pedagogic strategies that explicitly accommodate the individual in the studio-based learning process, and address identified shortcomings in existing studio-based teaching practices, was developed. The methodology adopted an ethnographic approach that gathered data through a longitudinal study of student perceptions, together with interviews with selected academics. Analysis of the findings, whilst replicating many phenomena raised by the literature, also revealed in detail a range of perceptions of learning, and wider student life, giving insight into key challenges. In considering these against the agendum of creating the independent learner, the importance of the peer group as a vehicle for studio-based learning and pastoral support, emerged strongly. A number of recommendations were thus made aimed at reconstructing the role of the tutor in the development of future strategies, as well as harnessing the unrealised potential of the peer group as an agent in embedding independent learning in design studio. The originality of this thesis resides in the fact that it constitutes a holistic study of teaching and learning practices in first year design studio. This is viewed against the background of rapid change in UK Higher Education. Pivotal to the study was the undertaking of a longitudinal survey of student perceptions, presenting a vitally different perspective from, say, that of Schon. From a holistic standpoint, the study creates the theoretical and evidential basis for the future development of key pedagogic strategies relating to design studio. This lays the foundation for the development of learning practices that foster learner independence within the context of design studio.

Intersections: the utility of an "assessment for learning" discourse for design educators

Abstract: This paper explores the productiveness of the intersecting knowledge domains of Teaching and Learning and Design. More specifically it examines the utility of an ‘Assessment for Learning’ (AfL) framework developed by researchers at the Centre for Excellence in Teaching and Learning (CETL) at Northumbria University for articulating the curriculum design, delivery and assessment strategies employed in ‘the Global Studio’ – a design module conducted at a UK university. Using a case study methodology with the aim of compiling rich, practice-based knowledge (Denzin and Lincoln 2005), we draw on data gathered throughout the development and delivery of ‘the Global Studio’ in order to undertake our analysis. We suggest that many Assessment for Learning elements were implicitly embedded in this module. We propose that Assessment for Learning may provide a useful conceptual frame for exploring pedagogical practices and student learning experiences more generally in the design studio.

Microsketching: creating components of complex interactive products and systems

Abstract: One of the problems with empathic research methods in interaction design is that the leap between findings about people and design is often left undocumented. In this paper, we describe a microsketching, a method for producing rapid concept sketches that emphasizes creative exploration of the aesthetic and interactive possibilities of the individual elements of a technology, rather than seeking to develop a complete product. We discuss the use of microsketching within the design process, and provide a case study of its use with an experienced designer and in a design studio course. We discuss how microsketching can be used to scaffold the leap between data collection and design, to quickly introduce designers outside of the research team to the elements of the design problem, and to teach novice interaction designers how to design the interface and interaction for complex products and systems.

Formalizing and Promoting Collaboration in 3D Virtual Environments – A Blueprint for the Creation of Group Interaction Patterns

Abstract: Despite the fact that virtual worlds and other types of multi-user 3D collaboration spaces have long been subjects of research and of application experiences, it still remains unclear how to best benefit from meeting with colleagues and peers in a virtual environment with the aim of working together. Making use of the potential of virtual embodiment, i.e. being immersed in a space as a personal avatar, allows for innovative new forms of collaboration. In this paper, we present a framework that serves as a systematic formalization of collaboration elements in virtual environments. The framework is based on the semiotic distinctions among pragmatic, semantic and syntactic perspectives. It serves as a blueprint to guide users in designing, implementing, and executing virtual collaboration patterns tailored to their needs. We present two team and two community collaboration pattern examples as a result of the application of the framework: Virtual Meeting, Virtual Design Studio, Spatial Group Configuration, and Virtual Knowledge Fair. In conclusion, we also point out future research directions for this emerging domain.

Toward the Digital Design Studio: Large Display Explorations

Abstract: Inspired by our automotive and product design customers using large displays in design centers, visualization studios, and meeting rooms around the world, we have been exploring the use and potential of large display installations for almost a decade. Our research has touched on many aspects of this rich design space, from individual tools to complete systems, and has generally moved through the life cycle of a design artifact: from the creation phase, through communication and collaboration, to presentation and dissemination. As we attempt to preserve creative flow through the phases, we introduce social structures and constraints that drive the design of possible point solutions in the larger context of a digital design studio trail environment built in the lab. Although many of the interactions presented are viable across several design phases, this article focuses primarily on facilitating collaboration. We conclude with critical lessons learned of both what avenues have been fruitful and whi...

Self-identity, rationalisation and cognitive dissonance in undergraduate architectural design learning

Abstract: This theoretical paper addresses the persistence of architecture students in undergraduate design learning despite the considerable sacrifices that this frequently entails, and proposes a framework for some of the mechanisms that explain students' diligence in their love-hate relationship with the design studio. Such love-hate association is poorly understood, but is clearly a pervasive dilemma in architecture education. The proposed model includes a number of cognitive mechanisms that students may use to reconcile their idealised and romanticised self-image with the incoherent sacrifices of design studio.

A framework for the development of online design learning environment

Abstract: The advancement of information technology has had an enormous impact on design practice and education, therefore, it is crucial to teach and train design students new design methodologies and skills. The online learning environment (OLE) is pivotal in providing the functions and tools for new types of learning and teaching through information technology. This paper demonstrates a framework for the development of online design learning environment (ODLE). First, by literature review, questionnaires, and online observation, important information was collected and analyzed. Key issues relevant to OLE were then discussed with design teachers and students. Finally, a framework of online design learning environment was proposed. In the framework, four basic components are integrated with the online design learning environment: Course, Instructor, Learner, and Internet. The relationships between these components and the ODLE were further identified as Delivery, Organization, Process, and Access respectively. Based on the framework, the ODLE was prototyped with a three-level platform: Community, Classroom, and Studio. Community provides the site users an open space to exchange opinions about design. Classroom provides various asynchronous design courses. Studio provides synchronous tools for communication and discussion in design studio activities. At the end, the possible improvement of the proposed ODLE framework and its prototype was further discussed.

From talk back to tag clouds: Social media, information visualization and design

Abstract: Talk back is a concept defined by Schon in his now classic study of the design studio. This paper draws upon the concept of talk back to reflectively consider the implications of social media and specifically tag cloud visualizations on design research and practice. Information visualizations were once most commonly associated with researchers with scholarly and/or design expertise. Tag clouds represent a form of visualization that is more publicly accessible for non-experts to produce. In this paper, I explore tag clouds as a new way to support talk back as part of the designer's reflective practice. I also consider how the boundary between designers and end-users may blur within the social media context.

The Future Setting of the Design Studio

Abstract: This study explores the impact of virtual classrooms as an emerging classroom typology in comparison to the physical classrooms in the design process. Two case studies were held in order to infer design students' classroom preferences in the project lifecycle. The findings put forth figures that compare two forms of design communication in the two classroom types in terms of their contribution to design development. Although the students acknowledged many advantages of web-based communication in the virtual classroom, they indicated that they are unwilling to let go off face-to-face encounters with the instructors and fellow students in the physical classroom. It is asserted that the future design studio will be an integrated learning environment where both physical and virtual encounters will be presented to the student. Utilizing the positive aspects of both communication techniques, a hybrid setting for the design studio is introduced, comprising the physical classroom as well as the virtual one. The proposed use for the hybrid setting is grouped under 3 phases according to the stage of the design process; as the initial, development and final phases. Within this framework, it is inferred that the design studio of the future will be an integrated form of space, where the physical meets the virtual.

Parametric Strategies in Civic Architecture Design

Abstract: Using several NBBJ civic projects as case studies, this paper provides an overview of how NBBJ’s Los Angeles design studio is leveraging parametric and generative processes for the design of projects such as stadiums and exposition halls. A combination of ambitious intent and fast project schedules necessitates the use of advanced parametric tools to quickly solve complex problems, generate unique features, and automate parts of the design process. Designers will utilize digital tools for a variety of purposes, which can be classified under two general categories. The first and most common application of the technology is within the category of rationalization and optimization. The tool, in this case, is limited to the role of a production device that aids the designer in efficiently solving complex design problems. In more unique projects, the advanced technology acts as a generative tool and is an integral part of a working design methodology. In this case, the design technology becomes more than just a tool at the designer’s disposal. Rather, it has the potential to act as a critical lens for identifying new possibilities in the architecture.

Toward a phenomenology for virtual design studio teaching

Abstract: Following the development of e-learning platforms, the virtual design studio has become an alternate method for implementing studio-based design education either in conjunction with traditional face-to-face studio teaching or as a standalone method. This development has resulted in new teaching experiences. The dominant discussion around the experience in virtual design studios focuses on learners or on technological approaches; there is little mention of the experience of teachers. We believe that there is an essential need to understand teachers' experiences, and provide environments that accommodate teachers' needs. By understanding the phenomenon of studio teaching, this research aims to develop a framework for designing teaching environment within virtual design studios. Observation and formal conversation have been employed as research methods in the exploration of four teachers' experiences in teaching design studios. The exploration has been to develop a deeper understanding of the essence of studio teaching in Communication Design in higher education. The outcomes of this research will contribute to the design of teaching environments in VDS and the enhancement of teachers' experiences.

Graduate Design Education: The Case for an Accretive Model.

Abstract: In 2008 the University of Melbourne began implementation of the Melbourne Model, its new vision for higher education in Australia. Six broad undergraduate university degrees have been introduced and graduate schools created. Students may now progress from an undergraduate generalist degree, with major, to a professional Masters. Alternatively, graduate lateral entry is available for students to pursue a professional qualification without prior preparation. This acceleration has significant implications for design studio teaching. Students with no design background but with an undergraduate degree are now able to study architecture or landscape architecture in just three years, compared to the previous four- to six-year undergraduate degrees. This article reviews and analyses the outcomes of an 'accretive' design studio (Christie 2002) devised for beginning Masters students which attempts to translate a new mandate of 'acceleration' into design pedagogy. Analysis of student focus groups, together with the work produced, revealed not only the value of the accretive model in delivering a cohesive understanding of the design process and a student engagement that exceeds the outcomes of traditional design studio but also highlights the value of an immediate immersion into a community of practice (Lave & Wenger, 1991). We argue that immersion, as distinct from conventional educational models which position education as 'training' for a future participation in a discipline, is central to any acceleration model, serving to position students as active definers of the discipline rather than passive observers and thereby increasing ownership of their learning experience. © 2009 The Author. Journal compilation © 2009 NSEAD/Blackwell Publishing Ltd.

International Design Studio Project: Australian findings on preparing industrial design students for the global emerging economy

Abstract: Following a presentation in the previous EPDE 08 Barcelona Conference, this paper reports on the progress and Australian findings relating to an international collaborative and distributed design studio project extending over four years between universities in Australia, the Americas and later interested parties in Europe. Primarily the project was run from a third year industrial design studio unit at University of Western Sydney and later it benchmarked Australian students with counterparts elsewhere in Canada (Alberta University) and Chile (Metropolitan University of Technology). While this is an ongoing project still to reveal more results and further joint assessment with partners abroad, this paper builds on previous conference papers explaining more precise structural and technical details to extrapolate lessons learnt and offer some of its main outcomes to others for consideration. Thanks to using latest design, communication, prototyping and simulation technologies, the project focused on challenges to - Education to achieve intended learning outcomes confronted with issues of globalization; - heterogeneous base and retention constraints; - University as gatekeeper of professional standards while confronted with technological change; - and new distributed professional, manufacturing and production developments; - Research on teaching and learning, new methodologies and process relating to design; - manufacturing, implementation and delivery of products and services; - Development of new dynamics of work and production through distributed means of communication and manufacturing (internationalization and globalization of design)

Virtual Design Studio and Web Applications for e-Learning

Abstract: The collaborative opportunities among universities thanks to European Credit Transfer System_ ECTS credit system and ERASMUS, SOCRATES etc., point to global studios for educational purposes. The virtual design studio can be considered a sample for future virtual design studios and disciplinary/interdisciplinary interactions that is the provision of a highly interactive studio environment independent of time and place. There are three main cognitive and professional interests field-politic in accordance with the globalization process in architectural education: These are design, construction and productivity of knowledge. According to this approach, the needs of reaching the environment which have the better quality are being appeared more important including the interaction of professions. The correct commentary of globalization is being provided by using a good communication. At this point of view, having the benefits of Information Technology -IT- in all universities and schools are providing us better educational quality for professional degree.