scholarly journals Poetry meets design pedagogy in The WoW Project: Collaborations on ‘The Moving Poet’ to ‘start the conversation’

TEXT ◽  
2021 ◽  
Author(s):  
Sue Joseph ◽  
Dave Drayton ◽  
Sarah Attfield ◽  
Craig Batty
Keyword(s):  
Design Pedagogy

Puerto Rico 2054: design pedagogy in a time of crisis

2018 ◽  
Author(s):  
Lesley-Ann Noel ◽  
◽  
María de Mater O'Neill
Keyword(s):  
Puerto Rico ◽  
Design Pedagogy

scholarly journals Establishing Analogy Categories for Bio-Inspired Design

Designs ◽  
2018 ◽  
Vol 2 (4) ◽  
pp. 47 ◽  
Author(s):  
Jacquelyn Nagel ◽  
Linda Schmidt ◽  
Werner Born
Keyword(s):  
Analogical Reasoning ◽  
Design Research ◽  
Design Method ◽  
Biological Systems ◽  
Design Pedagogy ◽  
Biological Inspiration ◽  
Research And Teaching ◽  
Difficult Time ◽  
Behavior Learning ◽  
The Common

Biological systems have evolved over billions of years and cope with changing conditions through the adaptation of morphology, physiology, or behavior. Learning from these adaptations can inspire engineering innovation. Several bio-inspired design tools and methods prescribe the use of analogies, but lack details for the identification and application of promising analogies. Further, inexperienced designers tend to have a more difficult time recognizing or creating analogies from biological systems. This paper reviews biomimicry literature to establish analogy categories as a tool for knowledge transfer between biology and engineering to aid bio-inspired design that addresses the common issues. Two studies were performed with the analogy categories. A study of commercialized products verifies the set of categories, while a controlled design study demonstrates the utility of the categories. The results of both studies offer valuable information and insights into the complexity of analogical reasoning and transfer, as well as what leads to biological inspiration versus imitation. The influence on bio-inspired design pedagogy is also discussed. The breadth of the analogy categories is sufficient to capture the knowledge transferred from biology to engineering for bio-inspired design. The analogy categories are a design method independent tool and are applicable for professional product design, research, and teaching purposes.

scholarly journals The Threshold of Abstraction in Beginning Design Pedagogy

2020 ◽  
pp. 101-110
Author(s):  
Stephen Temple
Keyword(s):  
Architectural Design ◽  
Embodied Experience ◽  
Design Pedagogy ◽  
Threshold Concept ◽  
Design Choice ◽  
Self Development ◽  
Gradual Introduction ◽  
Design Students ◽  
Definition Of ◽  
Individual Design

By immediately being asked to work abstractly, beginning design students are investigating architecture through a pedagogy taken-for-granted by its instructors. To abstract something is to draw it out of the concrete, and unless a student is looking for this displacement, they will become disconcerted, struggle, and become lost to the design process. Abstract operations of design, when presented out of step with student self-development, can mislead and distort experience. This essay defines a student’s encounter with abstraction as a threshold concept within the transformative journey of design student self-development. Writings about abstraction in artistic production by Sigfried Gidieon and Rudolph Arnheim define abstraction and provide a basis for critique of abstraction as a threshold concept in beginning design pedagogy. Challenges caused by abstraction for both pedagogy and beginning design students are investigated. Arnhem’s definition of abstraction as relations between part and whole implies a pedagogical approach for learning design that positions encounters with abstraction as a transformative threshold, suggesting that a gradual introduction of abstraction can build connections through embodied experience rather than disassociations. A series of architectural design exercises will be demonstrated that are structured, as result of this study, to gradually introduce abstract operations in design through a progressively transforming sequence over the first six weeks of beginning design studio. Delivered as analogous to architecture, each successive exercise initiates an abstract design operation as an individual design choice, enabling students to learn to see part in terms of whole, toward a working, conceptual understanding of abstraction in design.

The question of access: Toward an equitable future of computational design

2021 ◽  
pp. 147807712110253
Author(s):  
Vernelle AA Noel ◽  
Yana Boeva ◽  
Hayri Dortdivanlioglu
Keyword(s):  
Computational Design ◽  
Digital Fabrication ◽  
Design Studies ◽  
Disciplinary Boundaries ◽  
Design Pedagogy ◽  
Ethnographic Studies ◽  
Perceptual Interaction

Digital fabrication and its cultivated spaces promise to break disciplinary boundaries and enable access to its technologies and computation for the broader public. This paper examines the trope of “access” in digital fabrication, design, and craft, and illustrates how it unfolds in these spaces and practices. An equitable future is one that builds on and creates space for multiple bodies, knowledges, and skills; allows perceptual interaction and corporeal engagement with people, materials, and tools; and employs technologies accessible to broad groups of society. By conducting comparative and transnational ethnographic studies at digital fabrication and crafting sites, and performing craft-centered computational design studies, we offer a critical description of what access looks like in an equitable future that includes digital fabrication. The study highlights the need to examine universal conceptions and study how they are operationalized in broader narratives and design pedagogy traditions.

User Interface Design Pedagogy

2011 ◽  
Vol 7 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Benjamin K.S. Khoo
Keyword(s):  
User Interface ◽  
Interface Design ◽  
User Interaction ◽  
User Interface Design ◽  
Case Scenario ◽  
Design Pedagogy ◽  
Design Concepts ◽  
Concept Evaluation ◽  
Constructionist Approach ◽  
Traditional Class

A major limitation in traditional class lectures that use textbooks, handouts, transparencies and assignments is that students often are unable to “experience” user interface design. This limitation can be overcome by using the constructionist approach, which allows students to experience user interface design by letting them “do” or “construct” so that they can understand and remember. This paper describes an Internet-based interactive case scenario that was developed, based on the constructionist approach, to teach students user interface design concepts in conjunction with the Questionnaire for User Interaction Satisfaction (QUIS). A proof of concept evaluation was conducted and the results indicate that this approach is effective in user interface design pedagogy.

scholarly journals Design Pedagogy for Learning Sustainability with Communities

2020 ◽  
Vol 588 ◽  
pp. 032085
Author(s):  
E Persov ◽  
R Udyavar Yehuda ◽  
R Kantor ◽  
E Blit-Cohen ◽  
E Sadan
Keyword(s):  
Design Pedagogy
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