Title Designing the interface between research, learning and t e ac hin g. Type Article URL https://ualresearchonline.arts.ac.uk/id/eprint/1991/ Dat e 2 0 0 7 Citation Drew, Linda (2007) Designing the interface between research, learning and teaching. Design Research Quarterly, 2 (3). 1, 5-11. ISSN 1752-8445 Cr e a to rs Drew, Linda
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Designing the Interface Between Research, Learning and Teaching Linda drew University of the Arts, London
Abstract Introduction Table of Contents: This paper’s central argument is that ‘Universities need to set as a mission teaching and research need to be re- goal the improvement of the nexus Articles: shaped so that they connect in a pro- between research and teaching.... The 1 Designing the Interface Between ductive way. This will require actions aim is to increase the circumstanc- Research, Learning and Teaching at a whole range of levels, from the es in which teaching and research Linda Drew individual teacher to the national have occasion to meet, and to provide system and include the international rewards not only for better teaching or 4 DRS 2008 Conference: communities of design scholars. To do for better research but also for demon- Undisciplined! this, we need to start at the level of the strations of the integration between individual teacher and course team. teaching and research.’ (Hattie and This paper cites some examples Marsh 1996 p. 533) Listings: of strategies that focus on what stu- 10 New Resources dents do as learners and how teachers All too often, staff who are active- Blog , Research tool teach and design courses to enhance ly engaged in research perceive that research-led teaching. there is only an indirect relationship 13 Current Research in Design: The paper commences with an between what they do as researchers Tables of Contents from Leading examination of the departmental con- and how it may impact on the design Design Journals text of (art and) design education. This of their courses. Are there structural is followed by an exploration of what barriers to achieving links between 20 Upcoming Events Worldwide is understood by research-led teach- research and teaching? How does Artemis Yagou ing and a further discussion of the this impact on the student learning dimensions of research-led teaching. experience? 12 New Fellows of the Design Research It questions whether these dimensions There is research evidence that a Society are evident, and if so to what degree narrow view of ‘research’ negative- Nigel Cross in design departments, programmes ly impacts on staffs’ concerns for and courses. The discussion examines teaching and can result within insti- Call for Papers the features of research-led depart- tutions and departments in a struc- 3 Case Studies in Research: ments and asks if a department is not tural separation of course design and Knowledge and Inquiry research-led in its approach to teach- delivery from staff research (Jenkins ing, why it should consider changing et al, 2003), as, for example, the UK 11 AIEDAM Journal (Artificial Intelligence strategies. Research Assessment Exercise (RAE), for Engineering Design, Analysis and where research is narrowly conceived Manufacturing) as high level international ‘discovery’ research and is abstracted from any DRQ-DRS 2 Publication information 21 Membership information Continued p. 5 Q Design Research Quarterly Publication Information
Editor: Editorial Advisory Board: Dr. Peter Storkerson Prof. Ken Friedman, Chair Southern Illinois University, USA Norwegian School of Management, Norway and Danmarks Designskole, Denmark Associate Editors: Dr. Antti Ainamo Dr. Vesna Popovic Helsinki School of Economics, Finland Queensland University of Technology, Australia Prof. Tevfik Balcioglu Dr. Kristina Niedderer Izmir University of Economics, Turkey Hertfordshire University, UK Prof. Lin-Lin Chen Dr. Artemis Yagou National Taiwan University of Science and Technology, Taiwan AKTO Art and Design, Greece Prof. Nigel Cross Open University, UK Prof. Clive Dilnot Parsons The New School for Design, USA Design Research Quarterly is is a peer reviewed journal, published Dr. Troels Degn Johansson in January, April, July and October by the Design Research Society. Denmark’s Design School, Denmark Prof. Pekka Korvenmaa University of Art and Design, University of Art and Design, Finland Design Research Quarterly and its contents are published under Prof. Kun-Pyo Lee the Creative Commons Attribution - Noncommercial - NoDerivs 3.0 Korea Advanced Institute of Science and Technology, Korea License. < http://creativecommons.org/licenses/by-nc-nd/3.0/ > Dr. Joao Lutz You are free to Share — to copy, distribute and transmit the journal or UniverCidade, Brazil journal articles. Under the following conditions: Prof. Sanjoy Mazumdar 1 Attribution University of California at Irvine, USA ee You must attribute work in the manner specified by the author or Prof. Donald Norman licensor (but not in any way that suggests that they endorse you Nielsen Norman Group and Northwestern University, USA or your use of the work). Prof. Sharon Poggenpohl 2 Noncommercial Hong Kong Polytechnic University, China ee You may not use any part of this journal or work in it for com- Prof. M.P. Ranjan mercial purposes. National Institute of Design, India 3 No Derivative Works Dr. Elizabeth B.-N. Sanders ee You may not alter, transform, or build upon any part of this jour- MakeTools, USA nal or work in it. Prof. Marian Sauthoff University of Pretoria, South Africa Dr. Chris Smith Design Research Quarterly is archived on-line London Metropolitan University, UK
Design Research Quarterly 2:3 Jul. 2007 – 2 – www.designresearchsociety.org From the Editor Call for Papers:
Peter Storkerson Case Studies in Research: Knowledge and Inquiry
Undisciplined! Call for Papers: The theme of the next biennial conference is fortuitous; Designers use the term ‘design’ to cover a wide range of the call for papers, right, that was first published in DRQ activities and types of problems, and we have many dif- in the spring, before the naming of the conference (see fering, often incommensurable and opposing models of page 4). This apparent coincidence presents a real oppor- design and its theoretical and methodological bases. As a tunity for DRQ as a forum for empirical, practice-based, result, we also have have a history of lively debates over spe- and anecdotal conversation about disciplinarity and the cific theories. These debates have not been able to resolve production of knowledge through design research. differences. Here, practice-based does not mean relating to practice Many regions of design are not well defined, and in such or practices of design. It concerns research as practice or situations, researchers can find that apparently straightfor- practices in different areas of inquiry, both traditional and ward problems can lead to fundamental questions about emerging. the nature of design, what kinds of philosophical and the- ccWhat are the kinds of questions that researchers are oretical positions that can frame the research and ground asking? the methods, and their implications with regard to knowl- ccWhat positions do those research problems prompt edge: what kinds of knowledge are possible within the researchers to take: scientific, humanist, pragmatist, frames needed to do the research. etc? In short, we want to hold a discussion on how research ccHow do those positions affect theories of knowledge: steers theory. Our idea is to look at research and theories what can or cannot be known with what certainty and in design not primarily as related to subfields per se, but on what basis? to see theories as products of research problems them- ccHow do these questions and positions vary from sub- selves: the topics studied studied and the questions being field to sub-field? researched. ccHow do design researchers deal with crossing the para- Rather than look at abstract problems of research and digmatic boundaries between science and humanities, theory, we want to present actual problems as case studies. and between knowledge and performance goals? In this way, we can clarify design by mapping its terrain ccWould it make sense to consider design not only on the of activities and problem types with their fundamental basis of professional sub-field, but also in terms of the theoretical and methodological requirements. sorts of questions asked and fundamental attitudes to Over the next two years, DRQ will collect and publish which we tend to commit ourselves as we work to answer articles on these topics and replies to those articles, using them? its regular publication schedule to build a discussion. No doubt, many of the larger questions will be discussed Inquiries or Submissions: at the conference: whether design could be a discipline and if so, what it would be like and how it would deal with its Deadline: March 1, 2008: April issue, June 1, 2008: internal heterogeneity. This is an opportunity to consider July issue ( prior to 2008 conference) issues on a more concrete and specific level. Contact: Peter Storkerson: [email protected] This is a chance to relate your experiences and observations—a very useful grounding for next fall’s conference.
Please contact me with your queries, ideas, or interest.
This call for papers does not exclude contributions on other topics in design research. Please email with any ideas, queries, or for guidelines.
Peter Storkerson [email protected]
Design Research Quarterly 2:3 Jul. 2007 – 3 – www.designresearchsociety.org The City of Sheffield has a long asso- on urban design over the past 10 years ciation with design and the study of has created a new and delightful city design. Sheffield Hallam University centre, surrounding our university is one of the oldest design academies with enjoyable spaces as well as public in the world, starting out as Shef- artworks, galleries and cafes. It is also field School of Design in 1843 and a very friendly city. today it is home to an interdisciplin- ary teaching and research centre that So I look forward to welcoming you to Invitation brings together the different arts and our city in the middle of next year’s sciences that make up the landscape English summer. We will have serious from Chris Rust of 21st century design. The city was work to do but we also aim to create The fourth conference in our cur- once a watchword for heavy indus- an enjoyable occasion for you to make rent series is an important opportu- trial production, with a dark utilitar- new friendships and renew old ones – nity to take stock. We will be using it ian image to match, but today, partly the real glue of any community. to reflect on and develop the way we through the influence of its design- run these events as well as aiming to ers and artists, it is a centre for new Chris Rust provide an important oversight of the cultural industries. Imaginative work
4th Biennial Conference
state of the art in research across the designing disciplines. We promise to Rigour in emerging design disciplines and professions pay equal attention to the quality of content and the quality of your experi- ence at the conference. 16-19July, 2008 The conference theme, attending to the new kinds of designing that are emerging to challenge our framework of specialisms and reshape our field, Sheffield Hallam University,UK will provide some focus for keynote speakers and debates and you may find that relevant to your own work. Provisional schedule (consult site) However this is the main conference for the whole of our society and we are 2007 01 Sep Call for Papers open to all research that informs or 15 Nov Deadline for abstracts arises from designing. Dec Abstracts accepted You can find out more about the con- 2008 01 Mar Deadline for full papers ference theme and other aspects of the event at the conference website at 01 May Authors notified www.drs2008.designinquiry.wikispac- 01 Jun Deadline for corrected papers es.net where you can also join the con- ference mail list to receive updates on the call for papers and the conference arrangements. The call for papers will be announced on 1st September 2007.
http://drs2008.designinquiry.wikispaces.net
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concern for student learning. The benefits to students of agement and financing of research from that of teaching. learning through research and enquiry have never been in This has been exacerbated by the need to develop a research question. The central message for course teams is to focus culture, which can often be perceived as separate and in on the student experience of appreciating, using and doing competition with a well-established teaching culture. research. Teaching, in so far as it is it is underpinned by practice, draws much of what was previously a non-academe activity Departmental Context (i.e. designing) into the academic context, at least for those Over many years, part-time teachers who taught stu- who are willing and able to frame their practice as practice- dents, particularly in the art and design worlds, maintained based or practice-led research. Those who teach part-time careers outside academe. Such design teachers included and see practice as something that takes place outside the many leading practitioners who transformed the debates department are likely to see research as having nothing to and led practice in their field. In this respect, there is a do with teaching, since it is not what they bring to teaching strong traditional of intellectual exchange between teach- through their external activities and has nothing to do with ing and ‘research’. practice, which happens outside the department. There is The part-time nature of teaching contracts is still a char- a case for arguing that in order to provide an environment acteristic of many design departments, and many teachers in which the relation between teaching and research can be maintain part-time careers outside of academe in the art explored properly, we need to find a way to reduce the dis- and design worlds. These practices persist despite changes tinction between what teachers do inside and outside the in Higher Education funding methodologies, which have university, so that research is seen as supporting that which led to a reduction in the percentage of part-time teachers has typically been realized outside, that is, challenging art and hence a reduction in the volume of interaction between and design. the department and the outside worlds (I refer in particu- In particular, we should be looking at how the time lar to the UK context although there are similar changes in required by staff members to create practice-led research in other national systems). art and design can be supported within the contracted work- However, the situation is now different in a critical way. load (i.e. whatever may be the normal contractual research/ Internal (i.e. in academe) and external (e.g., RAE) fac- professional practice/ scholarship time). This understand- tors have worked together to put in question the primacy ing, for example, informs my own college’s research and of the historical intellectual exchange between teaching overall academic strategy: the latter embracing a holistic and “research”. In simple terms, research has been intro- enterprise, which for various often practical and organiza- duced into the art and design academy as a new (or greatly tional reasons are labeled as teaching, research, profession- enlarged) activity. In parallel with the growth of research, al practice, etc. debate has progressed around the nature of art and design research, articulating a mode of research often described Conceptions of Research as practice-led or practice-based, which acknowledges the To understand the research, learning and teaching inter- role of art and design objects in the intellectual discourse. face we must first ask what conceptions we have of research, However, even here there is the recognition that this mode and of learning and teaching. So, what do we understand of research is not merely what artists and designers typical- by research? What is our experience of research and how ly do in the art and design worlds. does it influence what we think students should be doing The increased level and concentration on research has when we say they ‘engage with research’? brought into focus both the activities that take place in aca- In research conducted by Brew (2001), she interviewed deme (i.e. teaching and research) and the privileged status university teachers to discover the different ways they con- given to the relation between teaching and the professions ceived of research in their role as teachers. There were those (i.e., art and design), characteristic of the pre-1990 art and who reported ideas that involved their students in social design academy. This has led to anxieties about the status settings mirroring research activities, such as teamwork, of teaching with respect to research and of professional conferences, presentations, exhibitions and networking, practice to research. These divisions have been reinforced labelling this an external focus. There were also those who by institutional structures that separate the planning, man-
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Design Research Quarterly 2:3 Jul. 2007 – 5 – www.designresearchsociety.org adopted approaches with their students to develop under- will take on leading roles in their future working environ- standing and involve their students in learning methodolo- ments: directing change, asking important questions, solv- gies, labelling this an internal focus. Teachers also reported ing problems and developing new knowledge. different intentions: either to explore and seek transforma- EBL covers a spectrum of approaches (see figure 1). tory experiences or to produce outputs, products, or gain Many researchers see the benefits of enquiry-based learn- rewards – often extrinsically motivated. How then can our ing, indeed using a method of rigorous enquiry has conceptions of research shape or influence our students’ been described as ‘a good way of thinking’ (Knight & approach to learning, especially if they are limited to prod- Yorke, 2004) leading not only to relevance in the learn- uct and not process focussed outcomes. ing context but also to skills and practices which engender Most teachers in that study (Brew, 2001) saw research as ‘employability’.
EBL (enquiry-based learning)
Problem-Based Small scale Projects and Research Learning Investigations
Exploration of scenario Field work of case Encouragement of driven learning study adapted to research-based experience disciplinary contexts approach to projects and processes
Figure 1: EBL Approaches to Learning (Source: Centre for Excellence in Enquiry-Based Learning) a method primarily for gathering information leading to a Other research findings suggest that teachers at the developed enquiry. Enquiry-based approaches have become undergraduate level in design need to use research and more popular in university settings as a way of encouraging enquiry-based approaches – like the ones used in research both learner autonomy and higher level learning outcomes. – to enable high level learning outcomes (Shreeve, Bailey & Enquiry-based learning (EBL) describes an environment in Drew, 2004). which learning is driven by a process of enquiry owned by So, what do we understand by research? What is our the student. Starting with a ‘scenario’ and with the guid- experience of research and how does that influence what we ance of a facilitator, students identify their own issues and think students should be doing when we say they ‘engage questions. They then examine the resources they need with research’? to research their topics, thereby acquiring the requisite In the future, if practice-based research is practiced by knowledge. most members of our teaching staff, then since it is direct- Knowledge so gained is more readily retained because ed toward a practice that is transforming, for example, of it has been acquired by experience and in relation to a real the art and design world debates, etc., we should expect problem. It is essential that our students are educated for it to increasingly underpin both the delivery and content knowledge creation, lifelong learning and leadership. They of undergraduate and postgraduate degrees. Since under- graduate and postgraduate students are being developed
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as practitioners and practice underpins practice-based and process. The teacher can work with students to develop research, we can say that insofar as teachers frame their their conceptions with the intention to increase self-aware- courses in content and delivery as building towards prac- ness, individual and team autonomy and for professional tice-based research, their students will be “engaged” with preparation. In this conception, teachers believe that real research from the outset. world scenarios or projects, as simulations of profession- The principal distinction between practice-based al practice, enable high level learning outcomes including research and practice is that in practice-based research, problem solving skills. there is a more public engagement of the practitioner with As further development of this conception, the teach- the theories, ideas, etc., underpinning the work. This pub- er emphasises original research and conceptual thinking lic engagement is manifested in art and design world skills. The teacher can work with students with the inten- debates encompassing both linguistic and visual modes tion to improve self-directed research, practice and concep- of exchange. In the progression from Bachelors to Masters tual skills. The teacher feels that students should be able through to PhD, we should expect students to be ‘engaged’ to relate key concepts to the practice, or to develop practice in this way at increasing depth, rigour and intellectual through critical examination of concepts or theories. sophistication and to increasing productive consequence. Enabling students to change conceptions of the subject, This “engagement” can be seen as replicating, reflecting of the world, and of their work is seen as an integral part and even contributing to the exchange or discourse that of this conception of teaching. Teachers can also express largely takes place in the wider academic and non-academic aspects of changing as a person in this conception as relat- art and design worlds. ing to practice, to concepts of creativity and beyond practice into the student lifeworld. Conceptions of Teaching What then do we think learning is? What is our experi- What are the Dimensions of Research-led Teaching? ence of learning, as teachers and as learners? How does our The dimensions described by the University of Sydney’s conception of teaching influence what we think research- USYD Project gives a compelling framework of seven led curriculum might involve? dimensions, which I will explore and discuss: Research into teachers’ approaches to teaching identifies As framed by the USYD project, briefly, a research-led insti- distinct variations (Prosser & Trigwell, 1999) character- tution is one in which: ised: (a) as an Information Transmission/Teacher Focussed ccplanning, management and monitoring of teaching and (ITTF) approach, which involves teachers telling students research are fully integrated in the business planning ‘how to’, telling ‘stories’ about their own research; and (b) as process; a Conceptual Change/Student Focus (CCSF), where teach- cca very high proportion of staff members are research ers engage students in the practice of research; authentic active (in excess of one day a week); settings and teamwork. cca very high proportion of staff members’ workload pro- What do we understand by teaching in this practice-based files comprises teaching and research (or put another context? It is the development of students as practitioners, way, there are few research only or teaching only staff); albeit engaging with the practice as ‘legitimate, peripheral ccthe academic culture (including both teaching and participation’? (Lave & Wenger, 1991). research) is communication and trust rich, open, trans- Learning to practice in art and design requires engage- parent, non-divisive, non-hierarchical, developmental, ment with authentic activities in context. The activities works toward shared goals and is supportive and reward- which constitute learning in practice can be varied accord- ing of commitment and merit. ing to course context, learning outcomes and opportunities for collaboration. (Drew, 2004a; 2004b; Drew & Williams, 1. Research-active staff 2003) ccHighest level of research-led teaching: faculty, school or Practice based learning is a way of conceptualising and department has a balance of high quality researchers in organising student learning, where the teacher encourag- es students to manage projects involving complex problem solving skills, which are set in the context of professional practice. The emphasis of the learning is on peer learning Continued p. 8 Q
Design Research Quarterly 2:3 Jul. 2007 – 7 – www.designresearchsociety.org the subject discipline and high quality researchers con- ccWhat can the methodological approaches we adopt cerned with subject specific and generic pedagogical in researching our subject tell us about teaching and research and scholarship learning? ccEach academic is actively researching and publishing: Building a culture of enquiry involves exchange between that is, working towards world-class status in at least one the department and the wider community. At one level, this of these areas. Some will be active in both. For exam- can be achieved through the representation of the depart- ple, research strengths have been defined in pedagogical ment via web sites, visibility in public events (both internal research as well as in disciplinary research (University of and external), publications/exhibitions and collaborative Brighton; Faculty of Arts and Architecture) links with research peers, which are seen as the primary mechanisms for meeting this objective. 2. Evidence-based teaching The culture needs to be appropriately supportive of ccCurriculum decisions are based on informed knowl- teachers. Here, my own institution plans to introduce five- edge of the literature on teaching and learning in higher year staff research plans, informal research mentoring, and education, with reliable evidence of students’ response, reviews of research in appraisal. The expectation is that learning experiences and outcomes these initiatives will extend to most staff. Support for PhD ccIn preparing teaching and learning strategies, academics registration, sabbatical leave, research project management take account of scholarship in relation to teaching and and training are planned: all designed with a view to rais- learning in higher education ing the number of teachers actively engaged in research ccAcademics who are experts in pedagogical research act and raising the quality of their engagement. as mentors and advisors (Breslow et al, 2004) The culture needs to be organised such that there are foci of enquiry. Departments can build such foci from existing 3. Research-based curriculum or new research interests. The culture needs to be develop- ccThe curriculum mirrors research processes and mental and transformational. PhD students are seen as cen- activities tral to this, so departments need to provide local research ccStudents engage in research skills development training; to support research student-led events and activi- programs ties; and to enhance the links between research and under- ccCollaborative team-working, presentations, posters, graduate and postgraduate students. The latter is seen both papers, exhibitions as a way of raising research student profile and experience, ccAssessment mirrors research practices of peer review, and as a source of inspiration to students to aspire to prog- revision on the basis of feedback and re-presentation ress to Ph.D. of revised artefact. For example: a Multimedia course is organised to mirror the process of conference paper/ 5. A community of scholars poster submission, research, writing and peer review, ccStudents are inducted into the culture and community of and then presentation at a One Day Conference to which researchers (undergraduate and postgraduate). outsiders including potential employers are invited ccStudents develop knowledge of what it is to engage in (Southampton University) the subject in a research-based way, understand the key issues and debates in the subject area and know 4. A culture of enquiry what researchers in the subject do in general and what ccDebates and discussions within the school/faculty take researchers in the school/ faculty do specifically. place routinely e.g. ccThey engage in activities that mirror the research pro- ccWhat can our disciplinary knowledge and theories con- cess. For example: students engaged in a research proj- tribute to our understanding of teaching and learning ect to investigate students’ experiences of ‘research’ in issues? the university, interviewed a number of their peers and ccWhat is the nature of knowledge in our subject/s? photographed images of ‘research’ (University of East Anglia).
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Design Research Quarterly 2:3 Jul. 2007 – 8 – www.designresearchsociety.org Mapping the Meaning… from p. 8
Leadership and recruitment of staff in line with the Doing the appropriate kind of research, in this instance, department’s research interests share in research decision- practice-based, as discussed previously, potentially brings making, and the integration of research into the overall more teachers into research such that the division between operation of the department is seen as central to achieving practice and research is removed. Institutional strategies a community of scholars. A high level and quality of com- which recognise the importance of good practice in course munication about research and its implications for subject design also reward that activity (e.g. through Teaching development and educational process are key to a culture of Quality Enhancement Funds or Centres for Excellence in scholarship. These can be achieved in multiple ways, such Teaching and Learning, both HEFCE). This can increase as regular research presentations, participation of research- the motivation to reward good practice in practice-based ers in decision-making processes whether strategic or oper- teaching and learning, including that which is research- ational, participation of researchers in all courses and at all led. Examples of activities which impact on course design levels, and effective internal communication of and promo- include pedagogic research projects, teaching fellow- tion of research activity through web-based resources and ship activities and learning and teaching secondments. discussions groups and newsletters, etc. At the University of the Arts, examples of course design strategies and activities, which correlate with features of 6. Research-aligned teaching practice-based learning, include: ccThe department or faculty is organised around the eePractitioner teachers research strengths and interests of the staff (including eeLive projects pedagogical research), and the curriculum is aligned eeSimulated work experience with those research strengths. The more research-led eeCollaborative projects the college/faculty is, the more pervasive is the influence ee Event based learning of these research areas on the curriculum eePlacement learning ccResearch aligned teaching enables the development of eeIndependent projects research clusters (Goldsmiths College) and research cen- eeConsultancy tres (e.g. Typography at Reading University). CLIP-CETL (Creative Learning in Practice: Centre for Excellence in Teaching and Learning) 7. Teaching-led research ccTeaching stimulates disciplinary research: through Institutional strategies questioning by students, and through the results of the Institutions can choose to develop institutional awareness research projects that students engage in and mission in linking research and teaching i.e. to make ccTeaching stimulates pedagogical research: academ- it the mission and deliver it. (This is a key item in my own ics question the effectiveness of teaching strategies university’s medium term strategy and has been discussed and approaches and the learning experiences of their at the highest levels of academic governance as well as at students college, department and course level.) The institution can ccTeaching influences research behaviour: academics dis- then organise events, studies, exhibitions and publications cuss the implications of their pedagogical findings for as well as develop curricula to support the nexus. The first research and knowledge generation in the subject. For stage of putting this into practice has been to develop and example: The use of reflective practice in engineering audit teaching policies and to incorporate them into strate- design learning. (2003 Design Studies Award) gic and operational planning. Institutions can also devel- op research to support the nexus (see USYD project and Conclusion: how does this affect our strategies at course Oxford Learning Institute). Staff and institutional struc- and department levels? tures to support the nexus also need to be examined as discussed previously. To further develop a disciplinary Course design strategies understanding of teaching and research relations, both ‘Teaching and research are correlated when they are co-related… criteria must be used as a central consideration in hiring exploit further the link between teaching and research in the new staff. Departmental heads and their teams need to dis- design of courses.’ (Brew & Boud, 1995) cuss how staff roles are defined and develop strategies for
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appraisal and staff development which support the nexus. Synergies between research centres and course planning Linda Drew teams must be sought in order that academic planning Linda Drew, Ph.D., is the Dean of Academic Development at Chelsea College reflects the research strengths of the department. of Art and Design, University of the Arts London. Dr. Drew was previously Co- Finally, ask yourselves this question about your own Director of the Art, Design and Communication subject centre based at the department. Does it embed a research culture? If so, who University of Brighton. She is editor of the peer-reviewed journal Art, Design and provides the leadership vision in this area and what is your Communication in Higher Education published by Intellect. Her research interests role in that vision? focus on conceptions of, and approaches to, learning and teaching situated within the context of practice-based disciplines. In this regard she is one of a growing ‘Simply put, research activity and productivity, and the quality of clutch of active design researchers working with both phenomenographic and teaching and learning, are influenced for better or worse by the social constructivist approaches to research. way a department is managed or led’. (Ramsden, 1998, p. 11)
Linda Drew References Adams, R., Turns, J. & Atman, C. (2003) Educating effective engineering designers: the role of reflective practice. Design Studies 24 (3) pp 275-294 Breslow, L., Drew, L., Healey, M., Matthew, B. and Norton, L. (2004) Intellectual cu- Acknowledgment riosity: a catalyst for the scholarships of teaching and learning and educational With thanks to my colleague Professor Stephen Scrivener. development, in Elvidge, L. (Ed) Exploring academic development in higher We discussed and developed a college level position paper education: Issues of engagement. Cambridge: Jill Roger Associates, pp. 83-96 on these topics in response to university strategy and policy Brew, A. (2001) Conceptions of Research: a phenomenographic study. Studies in which has informed and deepened my own understanding Higher Education, 26, 271-285 and underpins many ideas in this paper. Brew, A. & Boud, D. (1995) Teaching and research: establishing the vital link with learning. Higher Education 29, pp 261-273 Centre for Excellence in Enquiry-Based Learning http://www.campus.manchester. ac.uk/ceebl/ebl/ Accessed 26.03.07 CLIP-CETL: Creative Learning in Practice – Centre for Excellence in Teaching and Learning http://www.arts.ac.uk/cetl.htm Accessed 26.03.07 Drew, L. (2004a) The experience of teaching creative practices: conceptions and New Resources: approaches to teaching in the community of practice dimensions in A. Davies (Ed) Enhancing Curricula: towards the scholarship of teaching in art, design and Design Blog: communication in Higher Education (pp. 106-123) London: Centre for Learning
Design Research Quarterly 2:3 Jul. 2007 – 10 – www.designresearchsociety.org Mapping the Interface… continued from p. 10 Shaping the Future?
Jenkins, A., Breen, R., Lindsay, R. and Brew, A. (2003). Reshaping teaching in The 9th International Conference higher education - Linking Teaching with Research. Kogan Page, London on Engineering and Product Design Education Knight, P. T. and Yorke, M. (2004) Learning, Curriculum and Employability in Higher Education. London: Routledge. Lave, J. and Wenger, E. (1991). Situated learning: Legitimate peripheral participa- 13–14 September, 2007 tion. Cambridge: Cambridge University Press. Oxford Learning Institute: Externally Funded Projects School of Design at Northumbria Relations between research-active teachers and student learning: Keith Trigwell Characteristics of high quality research environments: Keith Trigwell University, Newcastle upon Tyne, UK http://www.learning.ox.ac.uk Accessed 26.03.07 Prosser, M. and Trigwell, K. (1999). Understanding Learning and Teaching: The ex- The conference will bring together representatives from perience in higher education. Buckingham, Open University Press/SRHE education and industry who have an interest in shaping Project Link (FDTL 3 project about linking research and teaching in the disciplines) the future of design education. It will provide a forum http://www.brookes.ac.uk/schools/planning/LTRC/ Accessed 26.03.07 for educators and researchers from product development, Ramsden, P. (1998) Learning to Lead in Higher Education. Routledge Falmer, engineering and industrial design, together with industry London and government representatives to discuss current Shreeve, A., Bailey, S. and Drew, L. (2004) Students’ approaches to the ‘research’ educational issues and the nature of design education component in the fashion design project: Variation in students’ experience of in the future. This year’s conference theme, ‘Shaping the the research process. Art Design and Communication in Higher Education 2, 3 Future?’, will provide the opportunity for participants to pp.113-130 exchange ideas and build collaborative relationships. USYD Project (examples and case studies database) http://www.itl.usyd.edu.au/ rlt/usydproject/ Accessed 26.03.07 Wenger, E. (1998). Communities of Practice: Learning, meaning and identity. Topics: Cambridge: Cambridge University Press. ee Design and local ee Cross-disciplinary community projects ee Design and government ee Work-based learning ee Teaching tools and ee Future industry needs Calls for Papers: techniques ee Learning environments AI EDAM Journal: Artificial Intelligence for ee Developing links with ee Industry based student Engineering Design, Analysis and Manufacturing industry projects http://web.cs.wpi.edu/~aiedam ee Design curriculum ee Assessment development ee Professional doctorates Special Issue, Fall 2008, Vol.22 No.4 ee Philosophies of design ee‘New’ Knowledges for Submission Date: 21 September 2007 education design Developing and Using Engineering Ontologies ee Professional development ee Design manifestos Guest Eds. Chris McMahon & Jos van Leeuwen in design Send Intent to Submit AS SOON AS POSSIBLE: enscam @ bath.ac.uk or josvl @ uma.pt Presentations: ee Paper and poster ee Exhibition Special Issue, Spring 2009, Vol. 23, No. 2 presentations ee Workshops Submission Date: 15 April 2008 ee Roundtable discussions Tangible Interaction for Design Eds. Ellen Yi-Luen Do & Mark Gross Send Intent to Submit AS SOON AS POSSIBLE: ellendo @ cc.gatech.edu or mdgross @ cmu.edu
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Design Research Quarterly 2:3 Jul. 2007 – 11 – www.designresearchsociety.org Election of Fellows of the Design Research Society Nigel Cross
In May 2007, the following new elections were ratified by DRS Council: aa Professor Tom Cassidy: University of Leeds, UK. aa Professor Kun-Pyo Lee: Korean Advanced Institute of Science and Technology, Daejon, South Korea. aa Professor Sanjoy Mazumdar:University of California, Irvine, Ca., USA. aa Dr. Christopher Nemeth: University of Chicago, Illinois, USA. aa Professor Robin Roy: The Open University, Milton Keynes, UK. aa Professor Pradeep Yammiyavar: Indian Institute of Technology, Guwahati, Assam, India.
Last year the Council of the Design Research Society insti- tuted a new grade of membership – Fellow of the DRS. New fellows join these fellows: Conferment of the title of Fellow of the Design Research aa Professor Michael Biggs Society acknowledges an established record of achievement aa Professor Lin-Lin Chen in design research, and attainment of peer recognition as aa Professor Rachel Cooper a researcher of professional standing and competence. Fel- aa Doctor Linda Drew lows of the Society may use the personal suffix of FDRS. aa Professor David Durling aa Professor Alpay Er Fellows must be full members of the Design Research Soci- aa Professor Ken Friedman ety, and must have: aa Doctor Per Gall eea research qualification or equivalent (normally a Doctor- aa Professor Jack Ingram ate or a Masters degree by research) aa Doctor Terence Love eeat least seven years experience of working at postgradu- aa Doctor Deana McDonagh ate level in research related to design, or research-based aa Professor Victor Margolin design practice aa Professor Judith Mottram eea significant record of achievement in design research, aa Doctor Rivka Oxman as evidenced by, for example, publications of interna- aa Doctor Lubomir Popov tional standard, and/or conducting successful research aa Professor Vesna Popovic projects, and/or successful education of postgraduate aa Professor Chris Rust research students. aa Professor Keiichi Sato aa Professor Stephen Scrivener The Council has appointed an interim group of members, aa Professor Erik Stolterman chaired by the President–Elect, Professor Nigel Cross, to aa Professor Martin Woolley invite and consider applications for election to Fellow. When a sufficiently large group of Fellows has been appointed in this way, there will be a College of Fellows to consider applications for election from all members of the Society.
In a first round of invited applications, so far fourteen Fel- lows have been appointed. Several others are currently in the process of application.
Nigel Cross
Design Research Quarterly 2:3 Jul. 2007 – 12 – www.designresearchsociety.org Current Research in Design Tables of Contents from Leading Design Journals: Spring-Summer, 2007
Architectural Design, 77:2 Garcia reviews the advances that have AD+ Interior Eye May-June 2007 been made per se, and with four projects Modular mountain retreat issn: 0003-8504 web link in particular, in socially interactive spatial Jayne Merkel design.’ ee ‘Two types of existing prefabricated Alice in technoland components and two prototypes that the The architectural relevance of Gordon Pask Lucy Bullivant architects have developed out of their own c Usman Haque c‘Interactive design environments can…take research’ the visitor to somewhere else.…An cc‘The work of Antonio Citterio…has gained installation designed by Daan an enviable international reputation for AD+ Building Profile Roosegaarde for the Netherlands Media his elegant and impeccably well-made Concert hall, Bruges Art Institute in Amsterdam…epitomises buildings.’ Jeremy Melvin cc‘Provides one of the most exemplary this approach.’ Wearable technologies, Portable architec- medieval Flemish cities with a window to tures and the vicissitudes of the space Beyond the Kiosk and the Billboard modernity.’ Lucy Bullivant between cc‘Commercial billboards and electronic Despina Papadopoulos AD+ Practice Profile signage limits…interactive art sites. Eskyiu cc‘The particular social and cultural impact 3+1 architects transformed an HSBC bank…with an of wearable devices…[and] a new Andres Kurg interactive facade and Antenna Design generation of interactive designers’ cc‘The work of 3+1 architects…in Vilnius, Lithuania’ have created their Civic Exchange Shadow play: The participative art of Scott project….’ Snibbe AD+ Spiller’s Bits Distinguishing concepts: Lexicons of Lucy Bullivant It’s all inside my head interactive art and architecture cc‘Realising the potential of the ancient Neil Spiller Usman Haque Chinese tradition of shadow play through cc‘[Marcos] Novak’s own scanned brain cc‘Haque sorts the wheat from the chaff and an interactive digital media’ becomes a literal, reflexive generating force in the formation of a spatial brings clarity to bear on the vocabulary Illuminating embodiment: Rafael Lozano- environment.’ and thinking behind interactivity.’ Hemmer’s relational architectures Playing with art Maria Fernández AD+ Yeang’s Eco-Files Lucy Bullivant cc‘Art and architecture have a strong The US solar decathlon 2007 cc‘The digital has emancipated institutions tradition of humanism.…Rafael Lozano- Ken Yeang from their previous physical constrictions… Hemmer…transgresses and challenges cc‘The US Solar Decathlon…offers teams of [A] new level of interaction is being these preconceptions.’ young designers the opportunity to flex their ecological muscles.’ encouraged by specially commissioned I am a camera: Electroland installations that encourage the user to Hugh Hart Lighting the cavern: Alvar Aalto: Through physically engage with art.’ cc‘West Coast practice Electroland has the eyes of Shigeru Ban Otherwise engaged: New projects in repurposed surveillance technology in an Michael Spens interactive design interactive installation in…the observation cc‘Thoughts on the recent Aalto exhibition at Mark Garcia platform on top of Rockefeller Center.’ the Barbican’ cc‘What are the possibilities of interactive technologies delivering a new level of
social engagement in architecture?…Mark Continued p. 14 Q
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McLean’s Nuggets Product talk Design managers as company strategists Will McLean Josiena Gotzsch EunSook Kwon KK no abstract cc‘How a fine tuned office layout can Seamless knitwear – the design skills gap improve communications and business The crystal at the Royal Ontario Museum Kate Sayer, Jacquie Wilson and Simon Challis processes’ Sean Stanwick Design-based knowledge transfer cc‘A catalyst for the city’s cultural and Disruptive demographics, design, and the partnerships architectural renaissance’ future of everyday environments Bob Jerrard Joseph F. Coughlin Artificial Intelligence for Enhancing the design capabilities of small cc“The aging of 80 million baby boomers is Engineering Design, Analysis and and medium-sized enterprises through shifting the design agendas for many Manufacturing, 21:2 knowledge transfer businesses.’ Spring, 2007 Ian Montgomery and Brian McClelland ISSN: 0890-0604 Web Link Do design lines add value? Abstracts online Clusters: A possible alternative to ktps for Jan Schoormans improving design knowledge? cc‘it might seem that a family of different Using language as related stimuli for Kathryn Burns products related by a well-chosen concept generation vocabulary of design attributes would be a Vey Chiu and L.H. Shu Transfer or emergence: Strategies for compelling way to grow sales and loyalty. building design knowledge through Linguistic support for concept selection Research…suggests, however, that this knowledge transfer partnerships decisions strategy…has an impact limited to very Tom Inns, Seaton Baxter and Emma Murphy J. Delin, S. Sharoff, S. Lillford and C. Barnes specific circumstances and groups of Professionalizing a cottage industry: Ktps consumers. Ontology-based design information and design group development extraction and retrieval Experiential marketing as a wundt(erful) Seymour Roworth-Stokes Zhanjun Li and Karthik Ramani experience Democratizing innovation Stephen Mapes Answering engineers’ questions using Eric von Hippel cc‘The “Experience Drama Curve” can help semantic annotations transform space into a sequence of Sanghee Kim, ROB H. Bracewell and Ken M. Charles Leadbeater environments that capture a customer’s Wallace Mike Press attention and imagination.’ Product family design knowledge represen- Design Management Review, 18:2 Leveraging unique environments through- tation, aggregation, reuse, and analysis Strategic Approaches to out large retail networks Jyotirmaya Nanda, HenriI J. Thevenot, Environments and Branding Eduardo Alvarez Timothy W. Simpson, Robert B. Stone, Matt Spring 2007 cc‘Service businesses face the extra hurdle of Bohm and Steven B. Shooter issn: 1460-6925 web link having “products” that cannot be touched Brand strategy and retail environments or tried on.’ Design journal, 9: 2 Barry Seifer Place branding: New tools for economic c Spring, 2007 c‘[Seifer] advises managers to design development issn: 1460-6925 web link environments that engage the emotions George Allen and to be sure that there is consistency in Theorizing design cc‘The principle that cities and regions can the brand, corporate vision, and market Rachel Cooper be branded…offers new opportunities for position.’ attracting economic development and Theorizing things: Status, problems and Cool by design tourism.’ benefits of the critical interpretation of Celina Lardapide objects cc‘Urban Outfitters depends on its stores Prasad Broadkar and the “buzz” among consumers and in the media to generate business.’
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Design Research Quarterly 2:3 Jul. 2007 – 14 – www.designresearchsociety.org Recent Artcles. continued from p. 14
Solving the right problem: A strategic ee Louis I. Kahn: Building art, building Participatory design in community approach to designing today’s workplace science informatics Arnold Craig Thomas Leslie John M. Carroll and Mary Beth Rosson cc‘What matters are workplaces that support ee community informatics; design methods; Design Philosophy Papers, 1 a company’s processes, structure, information design; user participation 2007 strategies, people, and reward system.’ ISSN 1448-7136 web link Integrating the Rational Unified Process When there ’s no salesperson: The value of and participatory design for development On Albert Borgmann’s real American ethics a consumption vocabulary of socio-technical systems: a user partici- Cameron Tonkinwise Stephen J. Hoch pative approach cc‘Philosophers who use the word design, cc‘effective point-of-sale information design Sofie Pilemalm, Per-Ola Lindell, Niklas with reference to the human practice of can be used to increase consumer wisdom Hallberg and Henrik Eriksson making things (happen) … are few. The and leverage sales.’ ee Rational Unified Process; systems design; most notable contemporary exception is user participation; collaborative design Design Issues, 23:3 Albert Borgmann. It is frustrating that … Summer, 2007 engagement with his work by design Information technology as a tool for public issn: 0747-9360 web link practitioners and researchers, is almost participation in urban planning: a review of non-existent.’ experiments and potentials Design, the future and the human spirit Malgorzata Hanzl Victor Margolin Redirective practice ee urban design; user participation; Tony Fry “Feeding the lion:” One internal design collaborative design; virtual reality; cc‘adaptation in face of what has to change group’s odyssey information technology to counter the unsustainable; the Adam Kallish elimination of what threatens sustainment Recent trends in community design: The The design enterprise: Rethinking the HCI by designing ‘things’ away; and eminence of participation education paradigm prefiguration, which is designing in order Zeynep Toker Anthony Faiola to redirectively deal with what is coming’ ee collaborative design; design practice; decision making; user participation; new The best laid plans of mice and men: The living room totem of the unsustainable urbanism computer mouse in the history of Eli Blevis computing cc One way to conduct research … is to Including excluded perspectives in Paul Atkinson collect personal inventories of interactive participatory action research technologies in situ.… Starting with an Caitlin Cahill Rigor and practice-based research “ultimate particular” can lead to insights … ee participatory action research; research Michael A. R. Biggs, Daniela Büchler on a larger scale.’ methods; social design Integration of design projects within a Design Studies, 28:3, Design Studies, 28:4, Ph.D. May, 2007 July, 2007 Owain Pedgley, Paul Wormald issn: 0142-694x web link issn: 0142-694x web link
International Conference on the Cultural Special issue on participatory The impact of working memory limitations Industry and the Education of Art and design on the design process during Design: The future of design education in conceptualization Learning to talk to users in participatory different cultural contexts Zafer Bilda and John S. Gero design situations Fenggen Qian ee conceptual design; working memory; Rachel Luck design cognition; protocol analysis Book reviews ee architectural design; design practice; e e The archeworks papers,1:2 design education; communication; user Stanley Tigerman, editor participation ee Modernity, woman and men: An introduction to design and culture, 1900 to present Continued p. 16 Q Penny Sparke
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Locating design phenomena: A method- Weighing-up line weights: The value of ee Question Understanding Aid (QUAID). A ological excursion differing line thicknesses in technical web facility that tests question Ben Matthews illustrations comprehensibility ee case study; design activity; design Clive James Richards, Nicolas D’Amour A. Graesser, Z. Cai, Z., M. Louwerse, M. & practice; research methods; practices of Bussard and Robert Newman F. Daniel analysis ee coloured backgrounds; line drawings; line Public Opinion Quarterly, 70 (1), 3-22 weights; technical illustrations; visual Improving an existing product family based ee Managing corporate visual identity: clarity; visual diction on commonality/diversity, modularity, and Exploring the differences between cost Creating effective illustrations for pictorial manufacturing and service, and profit- Fabrice Alizon, Steven B. Shooter and assembly instructions making and nonprofit organizations. Timothy W. Simpson Peter Schumacher L. M. Annette, A.L.M. Van den Bosch, ee design method(s); design tools; product ee diagnostic testing; illustrations; pictorial M.D.T. De Jong, & W.J.L. Elving design; design management assembly instructions Journal of Business Communication, 43 (2), 138-157. Towards an anticipatory view of design Laying out software architecture diagrams Theodore Zamenopoulos and Katerina Jim Curran ee Corporate branding, identity and customer Alexiou response Does typographic design of examination ee design theory; design problems; P.A. Dacin & T.J. Brown. materials affect performance? epistemology; modelling; anticipation Journal of the Academy of Marketing Maria dos Santos Lonsdale Science, 34 (2). Principles of design leadership for Language quake: Symbolic activity in industrial design teams in Taiwan International Journal of Art and information design Kim C.K. Lee and Thomas Cassidy Design Education Max Louwerse and Maria Giaele Infantino ee design leadership; design management; 26:1, Feb 2007 industrial design; creativity; product Website hierarchy and the interaction issn: 1476-8062 0260-9991 design between content organization, webpage web link and navigation design: A systemic Information Design Journal, 15:2 Supporting pupils with dyspraxia in the functional hypermedia discourse analysis Jul 2007 visual arts: Does drawing from observation perspective issn: 0142-5471 web link function as an official and discriminatory Emilia Djonov Discourse? Does typographic design of examination Ten years after: An interview with Karen Claire Penketh materials affect performance? Schriver about the lasting impact of the cc‘Prioritising a formalist approach to the Maria dos Santos Lonsdale dynamics of document design teaching of specific skills and mastery of KK legibility; question and answer sheet Saul Carliner techniques, and…the implications that layout; reading examinations; search this may have for [dyspraxic] pupils’ reading; text layout Book Reviews e A conceptualisation of emotion within art Website hierarchy and the interaction e Beautiful Evidence and design education: A creative, learning between content organization, webpage Edward R. Tufte and product-orientated triadic schema and navigation design: A systemic Graphics Press. David Spendlove functional hypermedia discourse analysis e e Writing and digital media; studies in cc‘Calls for the recognition and perspective writing conceptualisation of a triadic schema for Emilia Djonov Luuk van Waes, Mariëlle Leijten and Chris theorising the location of emotion within ee children’s websites; hypermedia discourse; Neuwirth Eds. Elsevier. a creative educational experience’ information architecture; social semiotics; e systemic functional theory; user e Evaluation of a computer-based orientation; website hierarchy; website instructional package about eating usability disorders. M.L.E. Kerwin Computers in Human Behavior, 22 (6).
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Transitional spaces: Mapping physical An Analysis of the political complexion of International Journal of change the 1835/6 Select Committee on Arts and Technology and Design Education Juliet Sprake and Helen Thomas Manufactures 19:2, Mar, 2007 cc‘The argument that a museum building as Mervyn Romans issn: 0957-7572 web link a subject is a constantly changing cc‘The politicians who sat on the 1835/6 environment, through which young Select Committee’ A phenomenographic study of Greek learners can develop their historical primary school students’ representations International Journal of Design imagination and critical abilities’ concerning technology in daily life 1:1, Apr, 2007 Christina Solomonidou Recording the creative process: An issn: 1329-7147 web link ee daily life technologies; primary education; empirical basis for practice-integrated Exploring types and characteristics of social factors in representing technology; research in the arts product forms students’ representations; teaching Bill Gillham and Helen McGilp Wen-chih Chang and Tyan Yu Wu technology; technological literacy cc‘[The case for] narrative reporting (the ee emotion; pleasurable products; product creative process journal) as a The effect of alternative approaches to forms; cluster analysis methodology for practice-integrated design instruction (structural or functional) research in the arts’ A usability evaluation of web map zoom on students’ mental models of technologi- and pan functions cal design processes Conditions for learning: Partnerships for Manlai You, Chun-wen Chen, Hantsai Liu and David Mioduser and Osnat Dagan engaging secondary pupils with contempo- e Hsuan Lin e design process; design functions; mental rary art ee web map; zoom; pan; interface design; models; technology education Lesley Burgess and Nicholas Addison usability; human-computer interaction cc‘[Questioning] whether the perceived Creativity in school design & technology in constraints of traditional art and design Effects of rsvp display design on visual England: A discussion of influences pedagogy can be overcome by changing performance in accomplishing dual tasks David Barlex e the conditions in which learning takes with small screens e creativity; curriculum; design & place’ Chien-Hsiung Chen and Yu-Hung Chien technology; designing; pedagogy ee display; mobile communication; rapid Provoking points of convergence: Museum Designers as teachers and learners: serial visual presentation; small screen; and university collaborating and co- Transferring workplace design practice into visual performance evolving educational settings Nadine Kalin, Kit Grauer, Jill Baird and Cheryl Guerrilla wars in everyday public spaces: B. Mawson e Meszaros Reflections and inspirations for designers e design process; learning; teaching; cc‘With the creation of this programme and Pieter Desmet and Paul Hekkert workplace through the forging of relationships with ee experience; aesthetics; meaning; emotion; Teachers learning about technology and area museums, unique ways have evolved design psychology technology education: Insights from a for graduate students from diverse areas Framework of product experience professional development experience of education and art teacher education e Pieter Desmet and Paul Hekkert e teacher knowledge development; candidates to interact with works of art, technology concepts; teacher professional museum professionals, artists, and the It looks like a Toyota: Educational ap- development; technology education museum space itself.’ proaches to designing for visual brand recognition An analysis of the presentation of art in the Toni-Matti Karjalainen British primary school curriculum and its ee brand identity; design semantics; implications for teaching education; product design; visual Jenny Hallam, Helen Lee and Mani Das Gupta recognition cc‘The way art is conceptualised in the British primary school curriculum and…an evolution of ideas that have shaped the way art is presented in the modern day primary curriculum’ Continued p. 18 Q
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Can twenty years of technology education On representations and dynamic analysis Application of data-driven design optimiza- assist ‘grass roots’ syllabus of concurrent engineering design tion methodology to a multi-objective implementation? Dohyeon Kim design optimization problem Ian Spurway Ginns Contact Information, ee concurrent design; work transformation H. Zhao, T. Icoz, Y. Jaluria snd D. Knight Stephen J. Norton1, Campbell J. McRobbie matrix; dynamics of design iteration; ee dynamic data-driven application system; and Robert S. Davis discrete state-space modelling data-driven design optimization ee technology education; technology methodology; multi-objective design Phase reviews versus fast product education research; technology syllabus; optimization; regression model development: a business case teacher practice; teacher professional Sameer Kumar and William Krob Design of a non-circular planetary-gear- development ee phase reviews; PACE®; stage-gate; phase- train system to generate an optimal Programming for the Internet and experien- gate; new product development; product trajectory in a rice transplanter tial learning: A new approach incorporating lifecycle management; simultaneous Kang-Yul Bae and Young-Soo Yang a constructed world contact information engineering; three-dimensional ee non-circular planetary-gear train; optimal Adam P. R. Taylor concurrent engineering; design for trajectory; inverse kinematics; gear shape ee engineer; construction; culture; manufacturing and assembly; integrated Split-line design for given geometry and experiential learning; identity; internet product and process development location schemes programming; sense making Journal of Engineering Design Andreas Dagman, Rikard Söderberg and Lars Journal of Engineering Design 18:4, Jul-Aug 2007 Lindkvist 18:3, May-Jun 2007 issn: 0954-4828 web link ee product design; industrial design; design issn: 0954-4828 web link process; geometrical assurance A design methodology to create constraint- Aspects of consideration in product based human movement patterns for Journal of Urban Design, 12:2 development research ergonomic analysis Spring-Summer 2007 Evastina Björk a; Stig Ottosson Ross H. Mitchell, Anthony J. Medland and issn: 1357-4809 web link ee action research; insider action research; Aki I. T. Salo Developing urban design as public policy: product development; research methods; ee computer-aided design; ergonomic design; Best practice principles for design review usability human-machine interaction; movement and development management descriptor; sit-to-stand An analytic network process-based John Punter approach to concept evaluation in a new An introduction to capturing and under- ee architecture; architectural structure & product development environment standing the cognitive behaviour of design design; architecture: architectural Z. Ayagbreve a and R. G. özdemir engineers structure & design; built environment; city ee new product development; concept Fiona Coley, Oliver Houseman and Rajkumar & town planning; architectural; city & selection; Multiple-criteria decision- Roy town planning; architectural aspects; making; Analytic network process ee design behaviour; design cognition; planning; urban design; urban studies problem-solving; protocol analysis; Market segmentation for product family Perceiving and valuing sense of community research techniques positioning based on fuzzy clustering in a new urbanist development: A case Yiyang Zhang, Jianxin (Roger) Jiao, Yongsheng Experiment on a system-level design tool study of Kentlands Ma Joshua Austin Ruder and Durward Kenneth Joongsub Kim ee product family; mass marketing; market Sobek II ee architecture; architectural structure & segmentation; fuzzy clustering ee engineering design education; design design; architecture; architectural experiment; system-level design; structure & design; built environment; city Modelling and analysis of system empirical research & town planning; architectural; city & robustness town planning; architectural aspects; Armen Zakarian, James W. Knight and Lusine planning; urban design; urban studies Baghdasaryan ee system modelling; system integration; robust design; parameter design Continued p. 19 Q
Design Research Quarterly 2:3 Jul. 2007 – 18 – www.designresearchsociety.org Recent Artcles. continued from p. 18 Emerging Trends in Design Research City centre revitalization in Portugal: A Visible Language study of Lisbon and Porto 40:3, Fall, 2006 11-15 November, 2007 Carlos J. L. Balsas issn: 0022-2224 web link ee architecture: architectural structure & Hong Kong Polytechnic design; architecture: architectural A comparison of Maya and Oracle bone structure & design; built environment; scripts University city & town planning - architectural; City & William Chaing town planning - architectural aspects; Typography behind the Arabetic calligraphy http://www.sd.polyu.edu.hk/iasdr planning; urban design; urban studies; veil Spatial Synergy and Supportiveness of Saad D. Abulhab Design Process issues: Public Space ee calligraphic forms of Arabic script and ee identifying the limits Dieter Frick digital technology of user research e e e architecture: architectural structure & Analyzing multimodal interaction within a e making collaborative decisions e design; architecture: architectural classroom setting e managing information resources e structure & design; built environment; Heloisa Moura e evaluating innovation potential e city & town planning - architectural; city & cc‘the specific place of action and e exploring multime- town planning - architectural aspects; multimodal interaction within the learning dia and multimodality planning; urban design; urbanstudies; process’ Design Research issues: ee developing collabora- The role of urban quality in the planning of Children’s responses to line spacing in early tive research strategies international business locations: The case reading books or ‘holes to tell which line ee exploring digital convergence of Amsterdam Zuidas you’re on’ ee managing multiple prob- Jan Jacob Trip Linda Reynolds, Sue Walker and Alison lem/solution perspectives ee architecture: architectural structure & Duncan ee translating research findings design; architecture: architectural cc‘whether children’s reading would be to design action structure & design; built environment; affected by line spacing that is wider or ee communicating research city & town planning; urban design; narrower than the commonly used default findings effectively urban studies; values.’ ee creating research community A new urban planning approach for the ee developing new research methods regeneration of an historical area within ee funding basic research in design Istanbul’s central business district ee Key words (from listing) Design Education issues: Engin Eyübogbrevelu, Ayscedile Sema Kubat, ee blending art and science KK Editor’s summary (from abstract) Özhan Ertekin ee identifying fundamen- ee architecture: architectural structure & KK Quotation (from abstract) with or without tal knowledge for design design; architecture: architectural editor’s summary. ee creating distance learn- structure & design; built environment; ing approaches for design city & town planning; architectural; city & ee exploring industry-academia cown planning - architectural Aspects; research partnerships planning; urban design; urban studies ee developing quality assur- ance for design education Social issues: ee controlling privacy ee controlling environmen- tal degradation ee supporting human equality ee supporting development in undeveloped regions ee changing human behavior
Design Research Quarterly 2:3 Jul. 2007 – 19 – www.designresearchsociety.org Upcoming Events Design Conferences Worldwide Artemis Yagou
2007 13-14 Sept. Newcastle upon Tyne, U.K. 2008 EPDE07 - The 9th International 14-18 Aug. Copenhagen, Denmark Conference on Engineering 25-27 Feb. Cape Town, South Africa Fashioning Technology: Design & Product Design Education: DIS2008 from Imagination to Practice Shaping the Future? http://www.sigchi.org/dis2008/ The International Committee http://www.cfdr.co.uk/epde07/ for the History of Technology Symposium 2007 http://www.icohtec2007.dk/ Mar. Kyoto, Japan 19-21 Sept. Montreal, Canada Cumulus Kyoto 2008 21-22 Aug. Chicago, USA EuropIA.11: 11th International http://www.kyoto-seika. 6th Design Research Conference on Design ac.jp/cumulus/eng/07_ Conference Sciences & Technology callfor/papers.html IIT Institute of Design http://europia.org/EIA11 www. 14-16 May Toulouse, France DesignResearchConference.com 19-18 Oct. Jena, Germany ICHSL.6 DIME - RAL2 WP 2.2 http://www.ichsl6.org Conference 2007 on: 22-25 Aug. Helsinki, Finland Demand, Product UE+/User Experience Plus, Characteristics and Innovation Designing Pleasurable http://www.dime-eu.org/ 19-22 May Dubrovnik, Croatia Products and Interfaces 2007 innovation_conference_2007 DESIGN 2008 http://designresearch. http://www. uiah.fi/dppi07/ 29-30 Oct. Farnham, U.K. designconference.org Sustainable Innovation 28-31 Aug. Paris, France 07 - Global Building and 16-19 Jul. Sheffeld. U.K. 16th International Conference Construction: Systems, Undisciplined! of Engineering Design Technologies, Products Design Research wSo- http://iced07.org and Services 12th ciety Conference International Conference http://drs2008.designinquiry. 5-7 Sep. Kingston, U.K. http://www.cfsd.org.uk/ wikispaces.net/ Design/Body/Sense: Design History Society 29-31 Oct. Mexico City, Mexico 3-6 Sep. Falmouth, U.K. Annual Conference Second MX Design Networks of Design: http://www. Conference 2007 Design History Society designbodysense.co.uk/ http://www.dis.uia.mx/ Annual Conference conference/2007 http://www. 12-14 Sep. London, U.K. designhistorysociety.org Designs on eLearning 12-15 Nov. Hong Kong http://www. Emerging trends in de- designsonelearning.net/index. sign research php?section=1&item=3 International Association 9-12 Oct. Lisbon, Portugal of Societies of Design Society for the History 12-16 Sep. University of Brighton, U.K. Research 2007 of Technology 50th ATypI 2007 Conference http://www.sd.polyu. Anniversary Conference http://www.atypi.org edu.hk/iasdr/ http://www. historyoftechnology. org/fiftieth.html
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Design Research Quarterly 2:3 Jul. 2007 – 21 – www.designresearchsociety.org